Iroquois Middle School Reads!

As our building closure continues, I long for the days of striking up a casual conversation about favorite book titles while browsing the shelves.  However, thanks to the technology afforded to us through Iroquois, our community of readers can still stay connected to discuss favorite book titles!  It just took a little creativity to get the ball rolling.

Every two weeks, students and staff from Iroquois Middle School have been meeting via Microsoft Teams video chat in order to share reading recommendations and anything else of interest.  So far, we have had three chats where dozens of titles have been discussed.

On May 22nd, we will be hosting a special Virtual Book Club meeting on the Library Teams page.  All are welcome to discuss the touching and humorous Insignificant Events in the Life of a Cactus by Dusti Bowling. The audiobook is available now through Sora!

After each chat, I have been compiling a list of all of the recommended titles from our Iroquois readers.  This keeps my own "to be read" list growing, but thankfully the digital copies of many of these books can be found online through our school's Sora subscription.

Here are the titles from our last three chats.  See any on here that you've read or would like to read?

Library Advocacy Day 2020

Since last year, I have experienced a renewed sense of interest and urgency when it comes to the topic of school library advocacy.  Cuts to school library budgets and library positions seem to be on the rise both locally and nationwide.  Oftentimes, school district stakeholders aren't aware of the value that a high quality library program can bring to a school community.  The only way to combat misconceptions about libraries is through concerted library advocacy efforts.

At the school and district level, I have worked to provide stakeholders with insights into our school library's purpose and programming through a variety of avenues.  This blog, outreach to staff, and monthly reports provide information about the library's current offerings as well as long term goals.  The local outreach helps to bring more classes and teachers into the library, and it also provides information needed during times of budget planning.

As I delve deeper into the purpose and benefits of library advocacy, I am beginning to understand that local outreach is only one part of the equation.  Since libraries of all types rely on public funding in order to sustain their efforts, it's important to develop relationships with policymakers to alert them to the resources and services their constituents can access through libraries.

The New York Library Association organizes an annual advocacy day in Albany, NY.  Although I've always wanted to attend, 2020 was the first year I could make this a reality.  I'm grateful that my employer, Iroquois Central, was supportive of my attendance at this event.  The Western New York Library Resources Council organized meetings for Western New York librarians and library supporters to meet with our area's elected officials.

Advocacy Day in Albany, NY

Since this was my first time at advocacy day, I was relieved when the group from the Buffalo & Erie County Public Library took me under their wing in order to show me the ropes.  I traveled with them to the offices of Senator Patrick Gallivan and Assembly-members Patrick Burke, Michael Norris, Angelo Morinello, and Karen McMahon.  In some cases, we met with the officials.  In other cases, we met with staffers who took copious notes to bring back to their official.  For me, it was interesting to hear the BECPL folks speak about their concerns.  Their functioning is reliant on construction aid to keep their library buildings safe and accessible, which they discussed in great depth.

As a school librarian, my main advocacy concern involves staffing levels statewide.  Most of the people we spoke with were unaware that school librarians aren't mandated at all levels; even worse, there are some schools without a dedicated school librarian.  I was glad to pass this information along in hopes that librarian staffing in our NYS public schools will increase, as this move will have positive effects for students and educators alike.

BECPL Library advocacy group, Assemblywoman Karen McMahon, and me!

What was clear at the conclusion of these meetings is that Western New York's legislative leaders are ardent library supporters!  It was excellent to hear that each of our representatives are committed to supporting libraries in the budget.  It was also heartwarming when legislators and staffers shared their own library anecdotes, or proudly pulled their library cards out of their wallets.

After the legislative meetings, a rally for libraries was held in the well of the Legislative Offices Building.  People from NYLA, various assembly-members, and even a student dance group took to the stage in support of our state's libraries.

My first time at library advocacy day in Albany! Wonderful to be surrounded by supportive representatives that see the value of robust libraries. #NYLALAD20 pic.twitter.com/ZI8XrdK7s1

— Maria Muhlbauer (@muhlbs83) February 25, 2020

“It’s no longer just getting a book. It’s participating in civic life.” Thank you @ShelleyBMayer for your support of NYS libraries! #NYLALAD20 pic.twitter.com/zAmJxj5vjC

— Maria Muhlbauer (@muhlbs83) February 25, 2020

When the rally concluded, I was able to spend time touring the institutions available in the state's capital.  My first stop was the New York State Museum.  The exhibits in this museum were incredible!  As I walked through, I couldn't help but realize how many tie-ins this museum had to our NYS K-12 curriculum.  I was especially interested in the Iroquois culture exhibits, as this corresponds with my school district's namesake.  This got my wheels turning about a potential student trip to library advocacy day and the museum!

Amazing artifacts on display at the New York State Museum.

My next stop was a behind the scenes tour of the New York State Library.  Although I was somewhat familiar with the state library, I had no idea just how extensive their resources and services are.  It was a real treat to get a close look at the offerings.

One of the aspects of libraries I like best is that they are places designed to level the playing field.  All people can hopefully find and borrow what they need, which means that libraries must ensure that collections and services are tailored to people with varying abilities.  A great example of this is the Talking Book & Braille Library division.  This service is FREE for all NYS residents with visual disabilities (and now those with reading disabilities) so they have access to content in a way that best meets their needs.  This division processes a huge volume of book requests!

Information about the Talking Book & Braille Library through the NYS Library.

Just a small selection of the resources offered!

Other stops on the library tour included visiting their digitization department and the New York State Archives.  It was illuminating to see the great lengths that librarians and archivists go to in order to preserve our state's history.

Students today have never had the pleasure of this creation!

Digitization equipment.

Visiting the NYS Archives.

A replica of one of the documents preserved by the NYS Archives.

The library advocacy initiatives didn't end after library advocacy day.  The Western New York Library Resources Council had planned advocacy sessions with legislators in various libraries across our region.  On March 5th, 2020, I attended a meeting at the Elma Public Library with Senator Patrick Gallivan and Assemblyman David DiPietro.  This was a great opportunity to connect face-to-face with lawmakers, and alert them to the value of school librarians and effective school library programs.  As I had previously learned in Albany, these legislators are huge library supporters!

As the NYS budget vote loomed, the imminent threat of COVID-19 really threw a wrench into plans for increases to library funding.  However, our state legislators should be commended for making sure that libraries remained a priority, even in the toughest of times.  Although restorations couldn't be made to Library Construction Aid, Assembly and Senate members did manage to restore $2.5 million to Library Operating Aid which is now at $94.1 million for 2020-2021.  This restoration will help libraries continue to fulfill their mission of bringing quality programming, content, and other vital services to our NYS communities.

If there is one takeaway I've gleaned from participating in library advocacy day, it is that library advocacy efforts need to be broad, strategic, and sustained.  Although it is energizing to come together with other library supporters for the day in Albany, advocacy efforts must continue all year long.  There are so many heroes within our library community that work tirelessly to keep these advocacy conversations going.

As stakeholders understand the value of the varied services of libraries, support will only continue to grow.  I'm proud to work alongside the librarians working across our state in order to ensure our communities have access to the information and servies they need.  Wishing a happy #NYLibraryWeek to you all!

Our Building is Closed, but the Library is Open!

March 2020 began just like any other month.  The library's schedule included a number of classroom visits, as well as special events.  The WNY Middle School Battle of the Books competition was gearing up, so students came to the library during lunch periods to talk strategy with their team members.  The Iroquois Girls' STEM Leadership Group began meeting in the library after school to plan the district-wide Family STEM Night slated for April 23rd.

Girls' STEM member tests out BeeBots and Keva Planks
for potential STEM Night stations.

Girls' STEM members work on a press release for Family STEM Night.

By the second week of March, it became clear that things weren't normal.  Maybe it was the full moon, the looming threat of Coronavirus, Friday the 13th, or a combination of all three.  The eighth grade Team DaVinci students had been working hard on their ELA/Social Studies WWII project.  By Friday the 13th, Mr. Baumgartner, Mrs. Maulucci, and I decided that students needed a little time and space to decompress.  We ended our classes fifteen minutes early that day so that students could chat, ask us questions, play games, and relax.  Eighth period study hall students enjoyed working on a Stick Together mosaic picture and making towers with Keva Planks.

Knowing what happened next, I'm thankful to have had this time to connect and relax with our students.

Eighth graders relax by working on a Stick Together picture mosaic.

Study hall students were making excellent towers with Keva Planks!

By the weekend, plans were in motion for school building closures at least until after the April break.  Iroquois administration worked swiftly to get plans in place for online instruction, meal delivery, and a host of other concerns.  With 1:1 device access, wifi available on campus while practicing social distancing, amazing support from our district technology department, and teachers already using Microsoft online tools for instruction, working solely in an online environment was possible!

The tough part, at least for me, is that I didn't get into education in order to work from behind a computer screen.  Libraries are all about building community.  Missing the in-person library visits from students and staff has been a struggle.

Transitioning to Online Learning
The overall mission of school libraries has always been to assist school community members become effective users of information found in a variety of formats.  With gains in technological capabilities, this has meant adding increased access to digitized information.

School library websites have been great repositories of information: subscription database portals, information about digital books, and curated pages for classroom projects have always been available, well before COVID-19 entered our vocabulary.

Moving into the building closures, I had some concerns about delivery of library services.  How can the community aspect of a school library carry into a digital environment?  How can instruction continue?  How can I assist students and staff in a way that is helpful and not overwhelming?  What about that deluge of "free" resources now available: what is purposeful, what raises student privacy concerns?  

Like the rest of educators, I continue to build the airplane as I'm flying it.  A couple of weeks into this new reality, the following are some strategies I've applied in order keep the Iroquois Middle School Library program moving forward.

Connecting to area library organizations: Right away, library organizations scheduled Zoom meetings in order to give area librarians a chance to meet virtually in order to share ideas and resources.  The School Librarians' Association of Western New York organized a Zoom meeting and moved their scheduled professional development sessions to online formats.  Both the Erie 2 BOCES School Library System and the Western New York Library Resources Council solidified plans for weekly Zoom meetings for member librarians.  I can't thank the library leaders in my community enough for these meetings.  So far, I have attended every session because of the tremendous value they offer.  Librarians are eager to learn and share, as evidenced by the conversations had in the Zoom meetings.  Through these sessions, I have had many of my concerns answered.  I gained information about strategies to connect with the community while keeping student privacy protected, and what resources are available to help our students, staff, and families.  The most valuable takeaway from the meetings is the strong sense of camaraderie within our WNY library community!  We're all in this together and willing to lend a hand to each other.

Virtual library presence established: One of my first responses to the building closure was to find comfort within the pages of a favorite book.  I was sure that there were Iroquois Middle students also feeling the same way!  Authors and publishers have eased recording restrictions in order to provide educators the opportunity to record read alouds (this article from School Library Journal does an amazing job outlining the new guidelines).  I chose to read Ghost by Jason Reynolds in its entirety.  To protect the property of the author, I posted the read aloud files to a newly-established Iroquois Middle School Library page on Microsoft Teams.  This ensured that the read aloud would only be available to members of the school community.  The Teams page was also established to create the library's virtual community presence.  In addition to the posted read aloud, this page will also house book talk video chat sessions, book reviews, and trivia competitions using Gimkit and Kahoot.  The first book chat is scheduled for April 10th.  I'm using student input to guide future offerings!

Curation of resources: A positive outcome during these challenging times has been that educational professionals, authors, publishers, and educational technology companies have been extremely generous with allowing access to their resources and services.  Although this has been amazing, it has also been overwhelming!  Instead of sharing out all of these resources out little by little, I've created a new page off the library website called "Learning at Home" in order to keep a growing list of helpful resources for our community.  Librarians' roles have always included curation.  Now, our curation efforts have been driven into high gear because of the urgent need to share relevant resources with communities.

Brief and purposeful communication: The amount of change and the volume of information has been exhausting, to say the least.  My goal during this difficult time has been to offer assistance in ways that are gentle instead of overwhelming.  I decided to send out a weekly email to staff, sharing links to curated resources and other pertinent items.  Utilizing smore.com, I emailed a library update newsletter to all Iroquois Middle students.  This newsletter showed them how to access the library Teams page and other resources.  Within the newsletter was a live link to an embedded Microsoft Form.  This form asked students for feedback on what to purchase to enhance our Sora ebook/audiobook collection, as well as their ideas for upcoming virtual library events.

Continuation of instruction: As I mentioned earlier, our Team DaVinci eighth graders were well into their research project when the building closure began.  Because the research project is the culmination of many information literacy, critical thinking, and writing skills that students have been working on all year, it was decided that the plans already in motion should be continued.  Instead of offering students mini-lessons on research and citation topics, I used Screencastomatic to record online tutorials for students to view at their convenience.  Symbaloo was a great tool to present helpful websites for student research.  All of these items were available on a project page located on the library website.  Students completed their research notes, citations, and drafts within Microsoft Class Notebook, making it possible for educators to check in on student progress.  Microsoft Teams allowed for virtual office hours via chat (with the added bonus of meeting students' parents, siblings, and pets!).  Students have also been sending their research questions via email.

Although this new method of instruction is not without its hiccups (equity issues persist in education, and are even more pronounced now), it has been a helpful way to keep students engaged in their learning.  I'm happy to report that research projects scheduled from before the building closure are still slated to continue!  Of course, these projects will look a little different.  During collaborative lesson planning, the classroom educators and I will discuss how to best meet the needs of their specific students.

Staying grounded:  Most importantly, I realize that I am in an extreme position of privilege by being able to continue my work in this fashion.  Those working on the front lines in public positions of all types are worthy of respect and awe.  I'm doing my best to stay safe and healthy, not only for myself, but for the community.  Establishing a sleep schedule, eating healthy, exercising, and connecting (via phone/text/video chat) with family and friends has been a priority.  The shift to online learning means that time itself starts to feel more fluid: healthy routines and boundaries are needed more than ever before!

Monthly Report for March 2020.

Although the building stays closed, our library remains open--eager to share resources and build community.  It's impossible to say when things will return to normal.  However, when they do, I hope that added opportunities for digital connections continue.  In education, it's all hands on deck as we continue to move forward.  Libraries will always be there to lend support!

Welcoming Spanish 7 and 8

The first two months of 2020 proved to be a busy time in the Iroquois Middle School Library.  Book checkouts, either from the physical library or from our digital OverDrive collection, remain steady.  There have also been a variety of visits across classrooms and grade levels. 

January 2020 Monthly Report

February 2020 Monthly Report

While it is natural to think that library and ELA/reading would be a natural pairing, other subjects frequent the library as well!  It was exciting to welcome both seventh and eighth grade Spanish classes into the library to kick off 2020.

Seventh Grade Spanish Book Creator Project
Ms. Marcinkowski brought her classes into the library for the second straight year for a project utilizing the Book Creator resource.  Book Creator is an online platform allowing students to create their own polished digital books.  I first learned of Book Creator through the American Association of School Librarians as it was chosen as a 2018 Best Website for Teaching and Learning.

The three day project was set up in a similar fashion to last year's visit led by library student teacher Ms. Allison Ryan.  One major difference between the projects was the subject matter.  This year, Ms. Marcinkowski's students focused on making books related to classroom objects, school supplies, and their likes/dislikes of different school subject areas.

Day one of the project was devoted to organizing project ideas into a storyboard outline.  Students partnered up to work together on figuring out what they would put on the cover and ten pages.  Each page would consist of an illustration, a sentence in Spanish, and a student audio recording of the Spanish sentence.  This storyboard helped ensure that students would have a solid plan before utilizing the Book Creator service.

Storyboard student example.

Students were responsible for ten page digital books.

Each page would include an audio narration in Spanish.

During day two, the classes received a brief overview about how to log in and use Book Creator.  How to add pages, backgrounds, illustrations, text, and audio were discussed in depth.  After the overview, students then got to work creating their digital books.  On day three of the project, students put the finishing touches on their project, including audio narration.

It was great to see a high level of enthusiasm and engagement during this project!  Teams worked efficiently and effectively in order to get their project completed.

Eighth Grade Spanish Green Screen Project

New for this year was a visit from Mrs. Germann and her eighth grade Spanish students.  Mrs. Germann was up for trying something different, so we decided to make use of the recently purchased green screen!  This screen and the accompanying lighting are housed in the library's back room, a perfect place for a student recording studio.

Prior to visiting the library, Mrs. Germann challenged groups of four students to develop a Spanish script pertaining to our school's dress code.  Each student would have at least four lines of dialogue.  Although it wasn't required, many students chose to memorize their scripts.  Other groups relied on note cards or cue cards during recording.

When groups came to the library to record, they were given a short amount of time to rehearse their lines and prepare their props.  Each group also had to decide on a background that would be used in place of their green screen.  We used the image search capabilities in Bing in order to find appropriate backgrounds.  Bing has a filter feature which allows users to search for only the images that are free to share, use, and modify.

Groups then took turns using the backroom of the library to record.  The green screen and the lighting really transformed the library into a professional recording studio!

The bright lights helped to remove shadows from the background.

Each group member had four lines of dialogue.

Some groups asked classmates to hold their cue cards.

Once each group recorded, the green screen background was swapped out with the image found via a Bing search.  On day two in the library, students learned how to use the Microsoft video editor app in order to add a title slide and credits (in Spanish, of course) to their finished project.  Some groups even went the extra mile and added background music to their videos!

On the Friday after the project concluded, Mrs. Germann showed the completed videos for each group that felt comfortable sharing their projects.  Special awards were also given out in a variety of fun categories for groups showing extra degrees of preparation or creativity.

Mrs. Germann was kind enough to bring in an award for me!

Student feedback on this project was varied.  Some students did not like recording themselves, which is totally understandable.  Seeing or hearing yourself on film can be unnerving!  Other students really enjoyed the opportunity to use technology to display their Spanish language knowledge in a creative way.

It's always wonderful to have our Spanish classes visit the library!  We look forward to seeing these classes in again soon.

Hummingbird Robotics Project

December is the designated month for schools to participate in Hour of Code opportunities.  Last year, we had all students in sixth through eighth grade visit the library with their STREAM classes to code with the Finch Robot from BirdBrain Technologies.  This company also offers a coding tool called the Hummingbird Bit.  Over the summer, Mrs. Lambert, Mr. Kwietniewski, and I took part in a training with Erie 1 BOCES instructor Antonio Scordo so we could better use these kits.

The Hummingbird Bit consists of a circuit board, Microbit computer chip, LEDs, and a variety of servos and other attachments.  Students will need to use Microsoft MakeCode to program their Hummingbirds, then build a robot in which to house the Hummingbird's components.  This allows for plenty of flexibility and creativity, all while learning coding, design, and engineering principles.

The Hummingbird Bit.

Mr. Kwietniewski brought his seventh grade STREAM students to the library for December 2019 and part of January 2020 to participate in a challenge involving the Hummingbird Bit.  There would be only four class periods devoted to this project, which made for a tight timeline!

On day one of the project, students selected their own groups of 4-5, then broke into subgroups of coding teams and design teams.  The coding teams learned how to assemble the Hummingbird Bit.  Due to the technical nature of this task, step by step directions were provided via a PowerPoint tutorial.  The design team created a blueprint for their robots, then decided how they would construct their robots.  Each robot had to contain spots to accommodate the five LEDs that the programming group was working with.

Programming groups first built their Hummingbird Bits.

Students then had time to view some programming tutorials.

Design teams sketched their plans for their robots.

Some of the design sketches were very involved.

Each design group also listed the supplies needed for their project.

On days two and three of the project, groups worked extensively on programming their Hummingbird Bits and constructing the robots.  Some teams even decided to devote more time to the project by visiting the library during lunch and study hall!  It was interesting to see the robots come together.  The programming groups also challenged themselves by creating detailed programs using Microsoft MakeCode.  Many groups figured out how to have their LEDs change colors or blink on and off.  Other groups even learned how to incorporate music into their codes.

Using programming to light the LEDs.

Some students brought in their own supplies for their robots.

Students visited during study hall to perfect their designs.

Cardboard was the base for most of the creations.

The fourth day of the project was devoted to presentations.  Student groups worked together for the first half of the class to finalize their programs and embed their Hummingbirds into the robots.  Each group provided a demonstration and brief presentation about their robot and program.  Every group also consulted with Mr. Kwietniewski about how well their team worked together on the project.

Finished product - gingerbread man

Christmas tree scene.

Snowman robot

A hardworking two person team!

To see a gallery of all student groups and their completed robots, click here.

At the conclusion of the fourth day, students filled out a feedback survey outlining their impressions about the project and if they are interested in any future STEM activities.  This feedback will help us as we plan the activity for next year.  Overall, students enjoyed the freedom to work with their friends on a project that was completely their own design.  It seemed that many students would have liked more time devoted to this project.

It was a pleasure having Mr. Kwietniewski and his seventh grade STREAM students in the library!  Hopefully this is just the beginning of many more Hummingbird projects to follow.

Sixth Grade Finch Project

Last year, we participated in the robot finch loan program offered through BirdBrain Technologies, the company which manufactures the devices.  The robot finch is a wonderful coding tool that provides students with hands-on coding opportunities.  The students enjoyed these so much that our technology teachers, Mrs. Lambert and Mr. Kwietniewski, decided to buy them for their STREAM program.  This opened up some great opportunities for our library program to collaborate with STREAM.

The robot finch can be controlled with many programming languages.  Our students used Scratch to control the finches.  The finch comes equipped with two wheel motors, LED lights, a temperature sensor, buzzer, and touch sensors.  These capabilities provided students with seemingly endless programming opportunities.  The hands-on nature of the robot finches also made it fun and easy for students to see their programming skills come to life!

After some reflection on last year, we decided that sixth grade would be the grade level that would work most in-depth with the robot finches.  Instead of sticking with just an hour of code in December, Mrs. Lambert's sixth graders visited the library throughout all of December to work with the finches!  Each section enjoyed three full class periods for this project.

Learning how to code with the finches.

On the first day of the finch project, students received a brief introduction to the finches, including how to set up the finch on the student laptops, how to properly care for the finches, and which Scratch coding commands would be useful for their programs.  Students were then instructed to work in groups of 2-3 to complete a finch tutorial.  This packet, adapted from the finch education website, introduced students to finch features and some coding strategies.

Once students had completed the tutorial, they were invited to participate in a challenge of their choosing.  There were four coding challenges the groups could choose from: traffic light, dance party, remote control, and drawbot.  Each of the challenges were adapted from beginner level Scratch lessons found on the finchrobot.com website.  There were a number of groups that were able to tackle multiple challenges during their project time in the library.

Teams spread out in the library to work on their challenges.

DrawBot was a favorite challenge for this year!

Multiple groups participated in the DrawBot challenge.

It's great seeing your program come to life!

Masking tape mazes helped students tackle the remote control challenge.

There's lots of room in the library to spread out!

Overall, we were very pleased by the creativity and effort displayed by the STREAM students.  The robot finch project was a great way to celebrate #hourofcode and get students some hands-on coding time.  When Mrs. Lambert asked her students how they enjoyed their time in the library, many mentioned that they would have liked additional time with their finches!  A special thank you to Mrs. Lambert for making this possible!

Lego League Robotics 2019

On November 23rd, 2019, sixteen students from Iroquois Middle School participated in the regional FIRST Lego League Robotics competition at the Nichols School.  This was the second year that Iroquois took part in Lego League.  Interest in the program is growing, which meant Mrs. Ferger and I (Ms. Muhlbauer) were able to grow the club from one team to two!

There was plenty of planning and preparation leading up to the competition.  We held informational sessions about FLL (FIRST Lego League) during lunches.  Interested students needed to apply by providing a guardian signature and also a paragraph explaining why they want to join the team.  We stressed that FLL isn't a club in the traditional sense; instead, it requires a high level of commitment.  Once the teams were selected, we met for two hour meetings 18 times leading up to the competition.

Another wonderful addition to Lego League this year was the introduction of student mentors.  High school students Analee and Bella, members of our Girls' STEM Leadership Group, were eager to help our Lego League students succeed!  Analee and Bella shared their science and team building expertise with the middle school FLL students.

For those unfamiliar with FLL, it is a three part competition.  The spontaneous "Core Values" section assesses how well team members work together as a group in order to perform a specific task (mainly a team building activity).  Team members must then discuss how the Core Values of Lego League can be applied to school and other settings.  The Core Values of Lego League are as follows:

We are a team.

We do the work to find solutions with guidance from our coaches and mentors.

We know our coaches and mentors don't have all the answers; we learn together.

We honor the spirit of friendly competition.

What we discover is more important than what we win.

We share our experiences with others.

We display Gracious Professionalism^® and Coopertition^® in everything we do.

We have FUN!

- See more at: http://www.firstlegoleague.org/mission/corevalues#sthash.cVFMw5M0.dpuf

We are a team.

We do the work to find solutions with guidance from our coaches and mentors.

We know our coaches and mentors don't have all the answers; we learn together.

We honor the spirit of friendly competition.

What we discover is more important than what we win.

We share our experiences with others.

We display Gracious Professionalism^® and Coopertition^® in everything we do.

We have FUN!

- See more at: http://www.firstlegoleague.org/mission/corevalues#sthash.cVFMw5M0.dpu

We are a team.

We do the work to find solutions with guidance from our coaches and mentors.

We know our coaches and mentors don't have all the answers; we learn together.

We honor the spirit of friendly competition.

What we discover is more important than what we win.

We share our experiences with others.

We display Gracious Professionalism^® and Coopertition^® in everything we do.

We have FUN!

- See more at: http://www.firstlegoleague.org/mission/corevalues#sthash.cVFMw5M0.dpuf

- Discovery: We explore new skills and ideas.
- Innovation: We use creativity and persistence to solve problems.
- Impact: We apply what we learned to improve the world.
- Inclusion: We respect each other and embrace our differences.
- Teamwork: We are stronger when we work together.

Students practiced Core Values by assembling our competition board.

Following step by step instructions is crucial.

The "Project" section is more of a traditional science project.  Students are given a topic to research first.  This year, the theme was "City Shaper" and teams were challenged to find a way to improve something within their community.  The challenge took on an architectural feel, as teams were urged to explore structures and buildings within their community.  The team shares their innovation with a group of people who can benefit from their research.  They then must create a short presentation to show the judges what they learned through the research process.

The White Team decided to tackle the problem of Iroquois's campus not being bike friendly.  By developing ways to make Iroquois more bike friendly, the environment would be positively impacted and students would receive more exercise.  In addition to performing research online, students also interviewed Mr. Eric Nagel, Iroquois' Transportation Supervisor, and Mr. Clark, an official from the Town of Elma.

The White Team's completed project board.

Members of the White Team share their project with an interested student.

Members of the White Team prior to presenting their project to the judges.

The Red Team identified Elma's lack of a community pool as a problem in our area.  Many of the other surrounding communities have access to a pool, but Elma/Marilla/Wales do not.  Through research and an interview with Mr. Joe Colern from the Town of Elma, students developed a plan to make a community pool that was accessible for community members of all abilities.

The Red Team's completed project board.

Members of the Red Team, just after presenting their project to the judges.

Last but not least is the "Robotics" component.  Students are honing their computer programming skills in order to train a robot to complete missions.  Each mission is worth a predetermined amount of points, so the team that accumulates the most points will win this section of the competition.  This part of the competition requires a lot of trial and error; it is difficult to get the robot's programming just right in order to complete the missions.

Members of the Red Team cheering on their robot.

Preparing for the robot competition.

Members of the White Team prepare for the robot competition.

Setting up the robot required care and precision.

During the competition, it was very exciting when our teams' robots successfully completed missions!  The White Team's robot came in eighth place and the Red Team's robot came in sixth place out of twelve teams.

In between the rigorous competition rounds, our students found ample time to have fun!  The staff at Nichols does an amazing job keeping the entire day exciting, interactive, and upbeat.

Nichols provided a button making station for all attendees.

Students were invited to dance in between each robot round.

The Lockport High School robotics team shared their creations.

The cookies at the concession stand were a huge hit!

Although both teams are to be commended for a successful day, the White Team deserves a special nod for winning the event's Core Values trophy!  This trophy is awarded to the team that displays outstanding teamwork, perseverance, and kindness throughout the competition.  In addition to earning the trophy, students on the White Team were also selected as Model Citizens by the robot judges because they cleaned up their robotics supplies without being asked.  This wonderful behavior is indicative of the amazing students we have at Iroquois!

Members of the White Team with their Core Values trophy.

Although Lego League is over for this year, the team members are keeping their robotics skills sharp by participating in the middle school's Bright Minds Club and Science Challenge.  All sixth and seventh grade students are visiting the library with their STREAM classes in December to compete in various coding activities.

Thank you to the Lego League students and families for another successful year!