St. Patrick's Day Craftivity

 I love to make goodie bags with my students! They also get a kick out of doing it too! I decided to do something clever a couple of years ago. My kids kept asking if they could make leprechaun traps, and honestly, I knew I didn't have enough supplies for it, nor would all of my kids participate. So I decided instead, to have students create a simple bag. The assignment was to bring in THREE objects that would lure the leprechaun.

First we read some Facts About Leprechauns to make inferences on what the leprechaun might like. Then the kids made their St. Patrick's Day Craftivity.

After a few days the students brought in their bags. They took turns speaking and listening to give clues to the other students as to what was in the bag.

Here's the best part... THERE WAS A CONNECTION TO READING COMPREHENSION! This was the perfect for my second graders. They had to make inferences based on the clues. Not only did they have to research and make discoveries about what leprechauns liked, but they also had to infer what the other kids would bring.

Later that day, we went to lunch. When we came back, the Leprechaun had come into our room. There were green footprints all over the floor and sink. The desks were destroyed, I mean destroyed. He was definitely looking for something. He also left the kids some treats in their bags. I think this is because they weren't trying to trap him. My kids were excited to see that he liked their goodies!

Check out this little craftivity here and leave a comment below to tell me how it went for you and your kiddos. What kinds of leprechaun experiences have you had?

How to Make Ice Cream in a Bag

I am super excited because I am about to embark on teaching a unit about thermal energy, AKA heat. Sounds really boring, right?! I was thinking about how I could get my students to be engaged in this not-so-interesting unit. I have seen the Bunsen burner experiments, I have watched ice melt, an egg cook, etc., etc. We need something NEW and something FUN! Okay, well it may not be totally new, but it's new to us!

A coworker of mine made ice cream in a bag with his class many years ago for a matter unit. It was perfect for showing students how matter can change its state. The matter part is cool (no pun intended - okay maybe a little bit), but what's really fascinating is the heat transfer.

Students get to experience a heat transfer that is like magic! Seriously - I was in awe after doing this and so were my kids. Not only that, but it was delicious! It tasted just like the fresh ice cream my grandma used to make us in her ice cream maker. Here's how you make ice cream in a bag.

-1C of milk
-1Tbsp of sugar
-1/2tsp vanilla extract
-1 quart size baggie
-1 gallon size baggie
-3C of ice
-1/3C of sea salt
-hand towel (to keep your hands from freezing)

1. Pour the milk, sugar, and vanilla in the quart sized baggie. Squeeze out any excess air and carefully seal tight.
2. Place the milk mixture bag inside of the gallon sized bag. Pour in the ice and salt. Carefully seal the bag tight.
3. Wrap the bag with a hand towel and vigorously shake the bag for about 5 - 10 minutes. You will see the milk mixture freeze.
4. Serve and enjoy!

It's that easy! Scoop up the Ice Cream Science lesson HERE. Here I'll explain in detail how the energy transfer takes place. Kids also have a science experiment sheet that takes them through the scientific method and a little STEAM challenge for an evaluation.

Let me know if you've tried this recipe in the comments below. I'd love to hear how it went!

Creating a Mystery Game

Are you ready to try something new with your task cards?

First of all, let me just say that I LOVE task cards, and my students do too! We practice with task cards in a variety of different ways. I wanted to spice things up a bit, because I hate doing the "same ol' thing", so I decided to create a mystery game. I was inspired by these adorable Llama Lovies from Educlips (OMG I screamed when I saw them).

I added them to my Llama Lovin' Math Task Cards because they are so flipping cute, and then I did some creative thinking. I thought, 'wouldn't it be neat to have the kids solve a code?' So, instead of adding your ordinary A, B, C, and D multiple choice, I just added random letters.

Now, when the students solve to find the answer, they write the letter down for the corresponding number. Eventually, the kids will solve a riddle. Adding a riddle to learning gives this assignment the extra motivation kids need to stay engaged in the task. 

If you are creating task cards? Why not try adding an extra element of fun to your answer keys to get kids motivated.



How to Create an Old Person

Let me start by saying that my daughter is going to kill me! LOL

I turned her into an old person so that I could practice making this craft before I made it with my classroom. It turned out so cute, and it is so easy to do! Here's how to create an old person:

1: Take a picture on your smartphone or tablet using the app "Aging Booth" on iTunes.
2: Download the image into your photo library. You may need to connect your device to a laptop or computer if you are using a different device to edit your pictures.
3: Click a circle you wish to add an image to.
4: Click "Format" and then the drop down menu on "Fill".
5: Select "Fill Effects".
6: Select "Picture of Texture."
7: Select the picture you wish to add to the circle.

I've added the instructions to an editable template in my 100th Day Writing and 120th Day Writing resources so that you can easily edit your students. I did this with my class and they were rolling on the floor laughing at themselves. It was definitely memorable.

Here's the final product. Isn't it adorable?

Join the newsletter


Subscribe to get our latest content by email.

We won't send you spam. Unsubscribe at any time.
Powered by ConvertKit

5 Winter Games STEM Challenges
     Are you ready for the PyeongChang 2018 Winter Olympics? If you are like me, then you probably super anxious to watch these sporting events take place. I hardly ever watch T.V., but I absolutely LOVE the Winter Olympics because: 
1. The games are so competitive and fun to watch.
2. The athletes are super inspirational. We all need a pick-me-up... especially after the holidays, right?

     I am very excited to be teaching my class about these winter sports this year. You see, we live near the beach, so we hardly ever get snow. This is a great cultural experience for us, and it is also a great way to sneak in some learning. We are going to particularly focus on learning about forces and motion. 

     I designed these 5 Winter Games STEM Challenges with your classroom in mind. Each STEM challenge comes with a 5E lesson plan, science experiments, reading comprehension passage, STEM challenge, and a response sheet. They have simple materials along with a materials checklist. It also includes pictures and teacher tips to help those of us who are a little more STEM challenged. :P

      Okay, so let's get down to business. Let me show you what these STEM Challenges are... 

1. Speed Skating: In this STEM challenge, students will learn about the center of gravity. They will do a simple experiment on a wall. Then, they will read about speed skaters and finding their center of gravity. Speed skaters use their center of gravity to stay balanced when turning quickly around the ice rink. Students will create a pipe cleaner speed skater and experiment by finding its center of gravity. All you need for this STEM challenge is 3 pipe cleaners and 1 hard life saver per student.

2. Bobsledding: This STEM challenge begins by asking the question, "Why do bobsledders stay low?" Students then conduct an experiment called "Don't be a Drag!" They simply take two sheets of paper, crumble one up, and drop them at the same time. Then they read about the science that goes into the sport of bobsledding. Drag slows the team down, so in order for them to have the quickest time, they try to do everything they can to keep from having drag.

Here's the best part... The kids will get to make their own bobsled with gummy bears! This is seriously the cutest. My kids had so much fun playing with these at home! I cannot wait to do this with my class.

They engineer a half pipe (mine looks kind of ugly here), and then they slide the bobsled with the bears laying down and standing up. It's really neat to see the bears lose their center of gravity when they are standing up. They usually topple over.

3. Alpine Skiing: For this STEM challenge, I used a cheap cookie pan from Walmart, 3 pipe cleaners, some tape, a hard life saver, a candy cane, and a box to elevate one end of the cookie pan. The kids will learn about unbalanced and balanced forces with a simple science experiment. Then they will read about how alpine skiers use these forces to make their sharp turns. Students will then design their alpine ski slope and race other students in the Ski Slope Challenge.
     The next two challenges are probably my most favorite. The fun won't last long though, but it's the perfect amount of time for those Fridays when we have finished early. 

4. Curling: In this STEM challenge, students will learn about friction. The curlers sweep ice pebbles to decrease friction and help the curling stone move towards the target. The students will conduct a simple friction experiment, then they will read about the sport of curling. Next students will play a game of curling with a frozen sheet of ice on a cookie pan (this was really easy to do). They will use a candy cane to launch a life saver gummy. You can use a  toothbrush or a straw to guide your life saver. The kids then tally up their points to see who wins. My kids played with this until it melted.

**To create a sheet of ice, I put the pan in the freezer first, then I poured the water into the pan. I recommend drawing the targets with permanent marker before pouring the water over it. That's something I will be sure to do next time. 

5. Hockey: This is a super fun game! Students will get a reading passage to read about the sport of hockey. Then, they get to play hockey with another student. They will tally up their points to see who wins. I prepped my pan the same way I did for curling, and again, I would recommend drawing in the goals. This is something I didn't think to do before I froze the water, but I will definitely be doing this next time.

**This is one of those games that can be differentiated for children of all ages. As you can see, this was a fun fine motor game for my three-year-old. Let's think of differentiating it this way: K-1 students can keep score by adding one for each goal. 2 - 3 students can keep score by adding two or five for each goal. 4 -5 can keep score by adding fractions or decimals for each goal.  
I'm telling you, this resource is one that your students will remember you by. It will not only teach them about winter sports, but it will also teach them science, technology, engineering, and math! They will not even realize they are doing all of those subjects! They will just think it's fun. I think that's my most favorite part about this whole resource.

Grades are Not Defining: An Open Letter to Parents, Students, and Teachers

     Moving from second grade to third grade has been one of the most rewarding, yet one of the most difficult choices I have had to endure. I love teaching, and I love everything about it. The most challenging thing for me this year has been the grades. Not the actual grading, but the giving of grades.
     Not all students measure up to the perfect 100%, and to be quite frank, they shouldn't. What is most difficult is teaching my kids that they are still talented and gifted in so many ways. Grades are not defining of character. They can show different traits such as organized/disorganized, etc., but they don't measure everything about the whole student. It has been such a huge stress for me because this is the first year that my students have received letter grades. Their little hearts have been encouraged with good grades, or they have been disappointed by bad grades. It's been difficult guiding them through their first disappointments.
      I have so much to say, so here's an open letter to parents, students, and teachers.

Dear parents, 
     Watching your child grow up is an exciting adventure that I'm sure you want to be a part of almost every single step of the way. We love our kids, and we take pride in them. We know our children are capable of great things, but when put to the test, sometimes, they don't measure up like they should have. This is especially true in school. It's easy to feel like it's something that we could have done to prevent it. Guilt sets in and we begin the 'If only...' statements. Ignore it and remember these three things:
  1. Grades do not define your child. Your child is worth so much more. Most teachers realize that children bring many gifts and talents that cannot be measured in the classroom to the classroom. There’s the talented storyteller, the detailed drawer, the kid who wants to lead the class in a community project, the kid who always shows compassion to students who are at a disadvantage. There’s the kid that tells hilarious jokes, or sings on key. There’s the kid that always listens to friends, and the kid who is talented at every, single sport. Your child is so much more than a grade.
  2. Grades do not measure your parenting skills. Poor grades do not mean you are not trying. Great grades do not mean that you are forcing your child to study every night. Grades are grades. Children are responsible for their own grades. You are not. Sometimes parents can’t make it home in time to complete homework with their children, and most educators recognize this fact. Many schools are opting for no homework. The most important thing you can do for your child is not homework or studying, but talking about school and making it important.
  3.  Grades do not determine the success of your child in the future. A recent study showed that students who made average grades in school were most successful monetarily as adults. This is because they found their true passion and learned how to thrive in a world full of average. Success is dependent on the actions – not the grades. 

Dear students,
     You are brilliant! Even if your grades are not where they should be, you are still brilliant. This is because you know what mistakes you've made, and you know what you are going to do to keep from making those same mistakes. This is because you are not your grade. I want you to remember these three things:
  1. Grades do not determine your worth. You are fearfully and wonderfully made. You’re worth is measured on how you perceive yourself. No one, no grade determines, how amazing you are; you’re already a rock star. Own it!
  2. Grades only measure your mastery of academic content. There’s this huge misconception that all students must have A’s and B’s. That’s just not the case. The average is a C. There, I said it… 70%! My personal goal is to have an 80% or higher. I’m not sure that I have ever achieved this as a teacher, but I’ve set my goal just a little higher than reality so that reality is also just a little bit higher. Just so you know, there are no grades for integrity, cooperation, leadership, confidence, attitude, creativity, loyalty, resilience, etc. Grades only measure the academic content in math, reading, writing, social studies, word study, English, language courses, sciences, etc. Your friendships, your attitude, and your warmth are valued much more than your grade will ever be.
  3. Grades do not determine your success in the future. As a failure of multiple subjects in school, I now own a successful business and am a successful teacher. If I had let my grades define me, I would have placed false limitations on myself. I would have never taken the chance to go to college and earn a degree, nor would I have ever decided to take a chance on owning my own small business. By telling myself that those failures were crap, I moved on, and learned to not make the same mistakes I made in the past. 

Dear teachers,
     You are an amazing teacher! Your grades need not to reflect that; the relationship with your students is more valuable than any grade will ever be. Get to know them, enjoy them, and celebrate their victories in and out of the classroom. Always remember these three things:
  1. Grades do not define your students. Teachers, we are so guilty by saying “These kids are the level J readers”. Know that all of the children in our classrooms are unique. They ALL have their own special gifts and talents – even if it is burping the alphabet. That takes a lot of dedication!
  2. Grades are based on the mastery of the content. Most teachers know that grades should be measured on mastery of content only and not for completion of assignments, but some of us still do it because we feel sorry for our kids who are making D’s and C’s. I know this is true because I’ve been guilty of it too! Just remember to ask yourself the next time you put in a grade, “What standard am I measuring?” This is a game changer!
  3. Grades are not the only measurement of how successful you are as a professional.  In a perfect utopia we want all of our kids to have A’s and B’s, but this isn’t a perfect world we live in. Yes, grades are somewhat of a reflection of who we are as educators, but we all know it is not the end-all-be-all. We are inspiring, mentoring, coaching, and nurturing our students daily to be life long learners. The love your students have for you is, in my opinion, the upmost important measurement.

The Engineering Process


        Coaching a competitive STEM team for four years has been like an ongoing professional development. I’ve failed so many times and learned from those failures each year!

My first year coaching, my team consisted of over 40 K-2 students. For our end of year celebration, we created bottle rockets, and decided to invite their families, the administration, and the local news to the school so the students could showcase their rockets. It was going to be out of this world amazing That is until every single one of my students’ bottle rockets were created wrong. Every. Single. One. They all failed, and their coach, me, taught them ALL how to do it.  
         You know, I expected some tears, but what I got was an incredible opportunity to teach the students about the Engineering Process. The Engineering Process is much like the Writing Process. It should be taught and practiced by all students regardless of their age.  

We are training our students to think in a particular order so that GRIT becomes a habit. 
         The Engineering Process does not come natural for students. It should be explicitly taught. Neglecting this process is what leads to tears, bad attitudes, and self-disappointment. By teaching this process to our students, we can help them understand that mistakes are opportunities to learn. Hello? This is what life is all about! So what is the Engineering Process you ask? These are the steps, and I’ll discuss what each one entails:
1.      Ask (Prewriting): Just like Science Inquiry, it all begins with a single question; however, this is not the same thing. This “Ask Step,” indicates that the engineers should ask themselves what they know about the challenge they are trying to complete. Let’s say you have a hypothetical challenge like: “You must create a bridge that holds the most weight.“ Students would ask themselves, “What do I know about bridges? What about bridges that hold heavy stuff?” Then they would write their thoughts in their journal. This is supposed to be a quick brainstorming-like step. I typically spend about 5 10 minutes warming up with thoughts. You can do this as a think-pair-share with younger students to help support students who are struggling. 

2.     Imagine (Writing): In this step, students use their wildest dreams to think outside the box to try to solve a problem. Students can work individually or in teams to draw out several different ideas. Once they have several ideas (I try to keep it at three ideas), then they can choose which idea they would like to try. For younger kids, you can have them draw it out and circle their winning idea.
3.    Plan (Revision): This is the most vital step because without a plan, your classroom will end up a mess and you will run out of supplies (trust me, I know from experience). In this step, I have my students draw and label their models. Then, they have to give me a complete list of materials that they would need, that is only if the materials were not preset. You can integrate math into this by placing a price tag on the materials, but you may already have math integrated into your STEM Challenge, so the choice is up to you. I think this step is the most important to teach to our students because we live in a society were we need instant gratification. Therefore, students are neglecting a plan because they are flying by the seat of their pants. This instills responsibility and creates a greater work ethic.
4.     Create (Editing): Now this is the fun stage! The students get to engineer and create their STEM designs. If working in teams of three or more, I give the students Team Jobs. If they are working individually or with a partner, I don’t assign anything. Students capitalize on their speaking and listening skills during the “Create Stage”. They have to learn how to communicate during this process. For optimal STEM Teams, I recommend explicitly teaching listening and speaking strategies prior to STEM Challenges. I’ll save that for another post.
5.    Improve: (Publishing): We’ve finally made it to the last step. This is the step that I didn’t know we were stuck in during our epic rocket launch. In this step, students will test their STEM Designs and record their data. I have my students test their design. For each time they test their designs, they record their data and write about what worked, what didn’t work, what they’d like to try next time, and what they hope the improvement will accomplish. They repeat this improve, record, and reflect stage three times. After the third improvement, they test it one more time to see if their improvements worked. After the students have completed their final test, I like to integrate some writing into their STEM Challenges by having them reflect in their Science Journals about what worked, what didn’t work, what they’d like to try next time, and any burning questions they still have about the STEM Challenge.
So there you have it! The Engineering Process is a process that should be honored and taught to all students of all ages. If there is anything that I have learned from being a STEM Coach, it is that ALL students of ALL ages, colors, abilities, and backgrounds can do STEM! By breaking the Engineering Process down for your students, you will help them all achieve!