MakerSpace at Nusdeh Yoh
Hello and welcome to our new and exciting MakerSpace page. Here you will find a bit of information about what we are doing in Makerspace and we will share some photos and ideas of our wonderful Makers and their projects!
May 21-25- Expectation
This week many classes were given another opportunity to play with the Ozobots. The challenge this week was to have large groups share one large piece of paper. The expectation was that their paths had to connect with each other. We discussed expectations, and how we view them. We discussed being flexible with our expectations when in Makerspace, and adapting to the needs and desires of the group. However, many students connected it to our language around our school wide SEL program and talked about expected behaviours. So we were able to talk about how some expectations have to be flexible and some are not so flexible. Many First Nations, Metis, and Inuit communities have very high expectations of their youth. We discussed how Elders hold these high expectations because they know that the youth will be bringing the community into the future. We also remind students that we too have very high expectations for them and we want to push them to succeed in life.
This week many classes were given another opportunity to play with the Ozobots. The challenge this week was to have large groups share one large piece of paper. The expectation was that their paths had to connect with each other. We discussed expectations, and how we view them. We discussed being flexible with our expectations when in Makerspace, and adapting to the needs and desires of the group. However, many students connected it to our language around our school wide SEL program and talked about expected behaviours. So we were able to talk about how some expectations have to be flexible and some are not so flexible. Many First Nations, Metis, and Inuit communities have very high expectations of their youth. We discussed how Elders hold these high expectations because they know that the youth will be bringing the community into the future. We also remind students that we too have very high expectations for them and we want to push them to succeed in life.
May 14-18- Plan
This week most of our classes were able to play with Ozobots! We had an introduction for our K/1s, which involved using paper Ozobots to show that they could be responsible for their little bots. The vocabulary word of the week was "plan" and we discussed the importance of planning to many First Nations communities that relied and still rely on sustenance hunting and fishing practices. We were able to discuss planning for ourselves, but also for future generations. We then were able to "plan" a path for our Ozobots to take. This was a lot of fun, and students demonstrated excellent problem solving skills, great communication skills, and a natural tendency to share (which wasn't always natural for us).
Our 6/7s are working on city planning! They were given a grid map of the local area (where the rivers meet) and they have to create their own city. They must have a food source, a community meeting area, shelter, and waste removal/processing. They can have processing, arts spaces, industry, or anything else they might need in their city. What a great job they are doing. And they do get to play with the Ozobots too, but it is with their classroom teacher and not part of their maker time.
This week most of our classes were able to play with Ozobots! We had an introduction for our K/1s, which involved using paper Ozobots to show that they could be responsible for their little bots. The vocabulary word of the week was "plan" and we discussed the importance of planning to many First Nations communities that relied and still rely on sustenance hunting and fishing practices. We were able to discuss planning for ourselves, but also for future generations. We then were able to "plan" a path for our Ozobots to take. This was a lot of fun, and students demonstrated excellent problem solving skills, great communication skills, and a natural tendency to share (which wasn't always natural for us).
Our 6/7s are working on city planning! They were given a grid map of the local area (where the rivers meet) and they have to create their own city. They must have a food source, a community meeting area, shelter, and waste removal/processing. They can have processing, arts spaces, industry, or anything else they might need in their city. What a great job they are doing. And they do get to play with the Ozobots too, but it is with their classroom teacher and not part of their maker time.
May 7-11- Ambition
This week we discussed ambition and that it is something that can be viewed as a double-edged sword. We covered how ambition, when used to motivate ourselves to be the best we can be, is a good thing. However; ambition, when used to try to be better than everyone else, can be a bad thing. We thought about how the desire to be better than others can guide us to make unsafe and/or mean/unfair choices. Students then worked on finishing off their Star Wars based design challenge.
Our Kinder/1 classes were given a day challenge to help the boy in Paul Owen Lewis's Story Boy, get back to his village from the Orca Village. Our Intermediate classes either continued their Star Wars challenges or created their own design challenges. Some great ideas came out of these challenges and we even had students testing the suitability of certain fabrics for kite building and testing their designs using the fan in the Makerspace.
This week we discussed ambition and that it is something that can be viewed as a double-edged sword. We covered how ambition, when used to motivate ourselves to be the best we can be, is a good thing. However; ambition, when used to try to be better than everyone else, can be a bad thing. We thought about how the desire to be better than others can guide us to make unsafe and/or mean/unfair choices. Students then worked on finishing off their Star Wars based design challenge.
Our Kinder/1 classes were given a day challenge to help the boy in Paul Owen Lewis's Story Boy, get back to his village from the Orca Village. Our Intermediate classes either continued their Star Wars challenges or created their own design challenges. Some great ideas came out of these challenges and we even had students testing the suitability of certain fabrics for kite building and testing their designs using the fan in the Makerspace.
April 30- May 4- Ingenuity
With Star Wars Day ending off our week, we could do nothing else but find a Star Wars based design challenge. Students watched a brief run down of the environmental and political climate of Tatooine, then had to build something to help them survive. I have to give a special shout out to our 2 Kindergarten classes who attacked this challenge with gusto. Intermediates were given the option to take on this week's challenge or design their own challenge. If they design their own challenge, they are expected to track their progress and plan for the next week.
With Star Wars Day ending off our week, we could do nothing else but find a Star Wars based design challenge. Students watched a brief run down of the environmental and political climate of Tatooine, then had to build something to help them survive. I have to give a special shout out to our 2 Kindergarten classes who attacked this challenge with gusto. Intermediates were given the option to take on this week's challenge or design their own challenge. If they design their own challenge, they are expected to track their progress and plan for the next week.
April 16-20- Creativity
This week we focused on creativity and designing a plan. We read part of I can't have bannock, but the beaver has a dam by Bernelda Wheeler. The students then had to design something that would protect the trees from the beaver or protect the power lines from the trees. Most students came up with some form of armor or a wall. We had one student go around the problem by designing a generator so as to still have electricity to bake the bannock. Another chose to build a beaver trap. Some of the intermediates chose to finish off their video project.
This week we focused on creativity and designing a plan. We read part of I can't have bannock, but the beaver has a dam by Bernelda Wheeler. The students then had to design something that would protect the trees from the beaver or protect the power lines from the trees. Most students came up with some form of armor or a wall. We had one student go around the problem by designing a generator so as to still have electricity to bake the bannock. Another chose to build a beaver trap. Some of the intermediates chose to finish off their video project.
April 9-13- Acknowledging
This week we discussed the importance of acknowledging the sources of our knowledge. An important part of First Nations' culture is remembering who we learned our information from and acknowledging the sources of our songs, dances, names, art, and even the knowledge that we share. I have had some reminders over this past year of the importance of this cultural teaching, from my grandfather and from a wonderful Nisga'a elder that attended one of the workshops that we presented. We are moving toward the design process and this week we shared the story "Rainbow Crow" which is from the Lenape Nation. Students then were tasked with creating a protective device for crow. The intermediate classes were given the option to try and finish their stop motion projects.
This week we discussed the importance of acknowledging the sources of our knowledge. An important part of First Nations' culture is remembering who we learned our information from and acknowledging the sources of our songs, dances, names, art, and even the knowledge that we share. I have had some reminders over this past year of the importance of this cultural teaching, from my grandfather and from a wonderful Nisga'a elder that attended one of the workshops that we presented. We are moving toward the design process and this week we shared the story "Rainbow Crow" which is from the Lenape Nation. Students then were tasked with creating a protective device for crow. The intermediate classes were given the option to try and finish their stop motion projects.
April 2-6- Re-imagining
Our first week back after 2 weeks away for Spring Break we decided to let the students take a break from their projects and have a fun day of creative making. We were lucky enough to be given hackable copies of Ashley Spire's The Most Magnificent Thing that we used to re-image into new and wonderful things. Musi Cho to Kids Can Press for providing us with enough copies of this wonderful hackable book, for each student to create their own project. The students have a wonderful time, and surprisingly many wanted to work in groups and combined their effort and expertise.
Our first week back after 2 weeks away for Spring Break we decided to let the students take a break from their projects and have a fun day of creative making. We were lucky enough to be given hackable copies of Ashley Spire's The Most Magnificent Thing that we used to re-image into new and wonderful things. Musi Cho to Kids Can Press for providing us with enough copies of this wonderful hackable book, for each student to create their own project. The students have a wonderful time, and surprisingly many wanted to work in groups and combined their effort and expertise.
March 12-16- Creativity
This week we were pushing ourselves through to the very end and expressing our creativity. What a great way to end our time before spring break!
This week we were pushing ourselves through to the very end and expressing our creativity. What a great way to end our time before spring break!
March 5-9- Perseverance
This weeks students had to focus on persevering through adversity. Many of our classes had obstacles to overcome this term, whether it be missed maker, time loss, or group members moving, absences or moving to work on their own. We discussed what perseverance looks like and how it is a skill that will help us in other areas of our life. We learned that when we persevere through little things, it builds up our successes so that if something big comes our way we may be more prepared to handle the obstacles. Super proud of the students this week. So many showed us what perseverance really can look like!
This weeks students had to focus on persevering through adversity. Many of our classes had obstacles to overcome this term, whether it be missed maker, time loss, or group members moving, absences or moving to work on their own. We discussed what perseverance looks like and how it is a skill that will help us in other areas of our life. We learned that when we persevere through little things, it builds up our successes so that if something big comes our way we may be more prepared to handle the obstacles. Super proud of the students this week. So many showed us what perseverance really can look like!
Feb 19-23- Self-Assessment
This week students were given the instructions to self-assess and see what they need to do in order to finish their projects. We have had a few interruptions this term, with cold weather and busy days so many students are a little behind. Students had to look at what was absolutely necessary and what could be dropped from their project. Unsurprisingly, most students don't want to drop anything from their project and decided to try to work hard and fast to get everything finished.
This week students were given the instructions to self-assess and see what they need to do in order to finish their projects. We have had a few interruptions this term, with cold weather and busy days so many students are a little behind. Students had to look at what was absolutely necessary and what could be dropped from their project. Unsurprisingly, most students don't want to drop anything from their project and decided to try to work hard and fast to get everything finished.
Feb 12-16- Visualization
This week students were tasked with visualizing a story. Primaries were read Paul Owen Lewis' Frog Girl without getting to see the pictures or the cover of the book "a la" Adrienne Gear's Reading Power. They then had to build their diorama based on how they visualized the story to look. Intermediates continued to work on their stop-motion work. Many are a week behind because last week was pretty cold and our class numbers were down.
This week students were tasked with visualizing a story. Primaries were read Paul Owen Lewis' Frog Girl without getting to see the pictures or the cover of the book "a la" Adrienne Gear's Reading Power. They then had to build their diorama based on how they visualized the story to look. Intermediates continued to work on their stop-motion work. Many are a week behind because last week was pretty cold and our class numbers were down.
Feb 5-9- Perspective
Students this week were looking at perspective. How do we look at things, how does that differ from the way other people look at things. Both primaries and intermediates continued with their projects, but needed to take a moment to try to see their creations from the eyes of another person. Perhaps someone who did not read the story, or someone who chose a different scene or story. Our Gr.4/5s had a free build day because there were so few of them on the cold day after the large snow fall.
Students this week were looking at perspective. How do we look at things, how does that differ from the way other people look at things. Both primaries and intermediates continued with their projects, but needed to take a moment to try to see their creations from the eyes of another person. Perhaps someone who did not read the story, or someone who chose a different scene or story. Our Gr.4/5s had a free build day because there were so few of them on the cold day after the large snow fall.
Jan 29- Feb 2- Reflection
This week we wanted students to reflect on their preferences. We are hoping the students will be introspective. Primaries were working on creating the setting for Michael Nicoll Yahgulanaas' story Flight of the Hummingbird. They were asked to reflect on which scene they would prefer and to create the setting (forest) before, during, or after the fire. Intermediates continued to work on their story boarding for their stop motion project.
This week we wanted students to reflect on their preferences. We are hoping the students will be introspective. Primaries were working on creating the setting for Michael Nicoll Yahgulanaas' story Flight of the Hummingbird. They were asked to reflect on which scene they would prefer and to create the setting (forest) before, during, or after the fire. Intermediates continued to work on their story boarding for their stop motion project.
Jan 15-19- Understanding
This week we focused on demonstrating understanding. Primaries were asked to create characters inspired by Michael Nicoll Yahgulanaas' wonderful story Flight of the Hummingbird. The intermediates were given instruction on the various forms of stop motion and given an opportunity to begin storyboarding their group project.
This week we focused on demonstrating understanding. Primaries were asked to create characters inspired by Michael Nicoll Yahgulanaas' wonderful story Flight of the Hummingbird. The intermediates were given instruction on the various forms of stop motion and given an opportunity to begin storyboarding their group project.
Jan 7-12- Patience continued
We officially began our new term project. We are hoping to create stop motion videos inspired by First Nations stories. Before we begin though we need to explore with the Plasticine, so we can understand how to work with it and how to manipulate it. Classes were given some time to create anything they wanted with the material, so they can understand how to use it in the future. Even though this is an individual endeavour, the students had to demonstrate patience while working the Plasticine into a moldable piece.
We officially began our new term project. We are hoping to create stop motion videos inspired by First Nations stories. Before we begin though we need to explore with the Plasticine, so we can understand how to work with it and how to manipulate it. Classes were given some time to create anything they wanted with the material, so they can understand how to use it in the future. Even though this is an individual endeavour, the students had to demonstrate patience while working the Plasticine into a moldable piece.
Jan 2-5- Patience
The first week back after break we returned to Making slowly. We wanted to refocus the students on working together and demonstrating patience so we had our (possibly annual) fort building in Maker. This is a favourite project for students. It is always interesting to see how many students have not have previous fort building experience. There are many opportunities to demonstrate patience, as the blankets and sheets slide every where and our classmates often have conflicting ideas on how to problem solve. Some collosal forts emerged as students worked through their problems safely and respectfully (sometimes with help).
The first week back after break we returned to Making slowly. We wanted to refocus the students on working together and demonstrating patience so we had our (possibly annual) fort building in Maker. This is a favourite project for students. It is always interesting to see how many students have not have previous fort building experience. There are many opportunities to demonstrate patience, as the blankets and sheets slide every where and our classmates often have conflicting ideas on how to problem solve. Some collosal forts emerged as students worked through their problems safely and respectfully (sometimes with help).
Dec 4-7- Report Cards
It was time for self-reflection and self-assessment in Maker. Students were asked to assess themselves on some of the core competencies. There were many discussions and a we modeled the process for all the classes. Students were also given time to finish their projects.
It was time for self-reflection and self-assessment in Maker. Students were asked to assess themselves on some of the core competencies. There were many discussions and a we modeled the process for all the classes. Students were also given time to finish their projects.
Nov 20-24- Contributing cont.
This week we continued to work on contributing because last week some classes missed the new word. All classes continued to work on their traditional houses. We are coming up to our last week of maker before Christmas break, we will be finishing off our housing projects at that time.
This week we continued to work on contributing because last week some classes missed the new word. All classes continued to work on their traditional houses. We are coming up to our last week of maker before Christmas break, we will be finishing off our housing projects at that time.
Nov 13-17- Contributing
This week we focused on contributing. We originally were going to focus on a different learning, but through our observations and assessments we noted that some of groups were relying heavily on one person to carry the project forward. We discussed the various ways in which students could contribute to their group and made note that we were going to focus on that during our assessment. Students were continuing to work on their traditional houses.
This week we focused on contributing. We originally were going to focus on a different learning, but through our observations and assessments we noted that some of groups were relying heavily on one person to carry the project forward. We discussed the various ways in which students could contribute to their group and made note that we were going to focus on that during our assessment. Students were continuing to work on their traditional houses.
Nov 6-10- Incorporating
We talked about incorporating ideas and nature into our traditional housing builds. The students continued to work on their re-designs of traditional housing with some excellent ideas ideas coming forward and some elaborate structures being made. Our early primary classes are learning about the structures one at at time, and they will have a chance to build more than one of the traditional houses.
We talked about incorporating ideas and nature into our traditional housing builds. The students continued to work on their re-designs of traditional housing with some excellent ideas ideas coming forward and some elaborate structures being made. Our early primary classes are learning about the structures one at at time, and they will have a chance to build more than one of the traditional houses.
Oct 30-Nov 3- Listening
This week we learned about the difference between listening to someone and hearing someone. There was also a presentation on 3 different traditional houses from 3 different Nations. We learned about the Nisga'a Wilps, the Tahltan lean-tos and the Dakelh Pit Houses. After listening to the differences between the houses, students formed groups and started designing their houses. The primary will learn about one type of traditional housing at a time and have the opportunity to recreate that type of dwelling.
This week we learned about the difference between listening to someone and hearing someone. There was also a presentation on 3 different traditional houses from 3 different Nations. We learned about the Nisga'a Wilps, the Tahltan lean-tos and the Dakelh Pit Houses. After listening to the differences between the houses, students formed groups and started designing their houses. The primary will learn about one type of traditional housing at a time and have the opportunity to recreate that type of dwelling.
Oct 16-20- Collaboration
This week we discussed how we would define the difference between co-operation and collaboration. We learned that co-operation means that we are working together through the whole project and every person helps out at every stage. With collaboration we meet and plan, then we go away and work on our own and re-unite to create a finished project. Students were asked to collaborate on a building, each member of the group responsible for one floor/store/section.
This week we discussed how we would define the difference between co-operation and collaboration. We learned that co-operation means that we are working together through the whole project and every person helps out at every stage. With collaboration we meet and plan, then we go away and work on our own and re-unite to create a finished project. Students were asked to collaborate on a building, each member of the group responsible for one floor/store/section.
Oct 12/13- Special Guests
Our school was lucky enough to have some guests come into our Makerspace and share some cool robots with us. On Thursday and Friday we had guests from the HR MacMillian Space Centre come and share with us Ozobots. These are neat little robots that students program with lines and colours. The students were given the freedom to explore and play with the Ozobots. Some of the students prefered to play with the Little Bits, it was nice of Jamie and Trish bring both technologies for us to explore!
Our school was lucky enough to have some guests come into our Makerspace and share some cool robots with us. On Thursday and Friday we had guests from the HR MacMillian Space Centre come and share with us Ozobots. These are neat little robots that students program with lines and colours. The students were given the freedom to explore and play with the Ozobots. Some of the students prefered to play with the Little Bits, it was nice of Jamie and Trish bring both technologies for us to explore!
Oct 9-13- Co-operation
This week our focus was on co-operation. We needed to work together to create a project. Each member of the group was given one supply (tape, paper/scissors, or cardboard). As they built they could only touch their particular tool. Therefore, they had to communicate effectively and co-operate to get the structure built. The criteria: it needs to hold a book and can be moved around the room.
This week our focus was on co-operation. We needed to work together to create a project. Each member of the group was given one supply (tape, paper/scissors, or cardboard). As they built they could only touch their particular tool. Therefore, they had to communicate effectively and co-operate to get the structure built. The criteria: it needs to hold a book and can be moved around the room.
Oct 2-6- Community
This week we discussed community, what community means and how we can improve our communities. Students were able to create anything they wanted, using any material available; however, it had to improve the community in some way.
This week we discussed community, what community means and how we can improve our communities. Students were able to create anything they wanted, using any material available; however, it had to improve the community in some way.
Sept 18-22- Tinkering
Our focus this first week of maker was on tinkering. We provided a challenge to the students to create anything they wanted, but they could only use the supplies provided. There were some amazing projects created!
Our focus this first week of maker was on tinkering. We provided a challenge to the students to create anything they wanted, but they could only use the supplies provided. There were some amazing projects created!
MakerSpace projects from last year
Here is a quick glance at some of the stuff we did last year in our Makerspace. Makerspace was a school wide program, where students really engaged in their learning and had fun.