Logic Puzzles - Not Just For Fast Finishers

I love logic puzzles! I love feeling like a sleuth, solving mysteries, and spotting the little details that others might miss.  I think it started with Encyclopedia Brown books when I was in elementary school.  

What are the benefits of doing logic puzzles?  So many executive function skills!

• storing and manipulating information
• remembering details
• analyzing
• focusing and concentrating
• persisting in a task
• deductive reasoning
• filtering information
• paying attention to details

Add in working together with a group, and even more skills can be practiced!

As a middle school teacher, I've tried with varying degrees of success to get my students interested in logic puzzles.  I have found that if I just pass out the logic puzzles, the success rate is pretty low.  So many of them don't know where to start or what to do.  

The three types of logic puzzles that I use most frequently are grid logic puzzles, cryptograms, and word sudokus.  

For the best results, I project the puzzle and go step by step.  I read each clue out loud and narrate what I'm thinking and why I'm checking boxes or putting in circles.  Usually after 2 or 3 clues, students start to pick it up and want to continue on their own.  

Not sure where to start? You can try out this Free Back to School Logic Puzzle, and go through it with your students or watch this YouTube video : Back to School Logic Puzzle on how to solve it.

Solving cryptograms can also be daunting at first, but there's no need to be overwhelmed!  Tell the students to first fill in the given letters.  Next, they look for words they know that fit the theme.  When they solve one word, they have more letters to put into the key.  I tell them it is very similar to playing Wheel of Fortune or hang-man.  

I have a video showing how to start solving a Halloween Cryptogram.  After watching the video, your students should be able to complete it on their own.  You can get the Halloween Logic Puzzles here.

Logic puzzles are my best sellers in my Teachers Pay Teachers store.  The feedback that I receive is often that logic puzzles are great time-fillers, are used before holidays, and are used with substitutes.  Teachers also comment that at first their students struggled or didn't enjoy the puzzles, but then grew to love them.  Teachers have used the puzzles for team building and competitions as well!  

It's definitely worth the time it takes to introduce students to how to complete logic puzzles! I have 8 free logic puzzle sets in my store, with 11 total puzzles, and I'd love you to try them out and get your kids hooked!  

 

The Additional 14%

I was going through old emails recently and came across this gem of an email.  There had been discussion about our science district assessment and goals set by the district for improvement. Granted, it is from 2016, but this kind of thing is still going on.  The email says:

Hello, all!

I was able to talk quickly with (Bigshot Person) this afternoon.  The additional 14% is applied to the number of proficient and advanced students.  That means that, by the 3rd District Assessment, you will be shooting for 78% of your students (up from 64%) to be proficient or advanced.

Hope this helps (and adds a sigh of relief.)

Let me throw out some questions to you (like they always want us to do to our students...not that that is a bad thing.)  

What to you notice?  What stands out?

Oh, so many things I barely know where to start. 

1) The Bigshot Person wants my number of proficient and advanced scores to increase by 14%.  

2)  Bigshot person acts like it is no big deal.    Sigh of relief?  I only have to get 14% of the basic/below-basic students up to proficient or advanced.  That's a huge jump.

3) Bigshot person, not the teachers, is setting the goal.

4) Not evident in the email, but Bigshot Person never taught science and hasn't been in the classroom for over a decade.

Do you think this is reasonable?

Short answer: no.  

Why?

• I have 100% new, different students each school year in my science class.  The Bigshot is asking for this new class of kids to improve on the old class of kids' scores.  That doesn't make sense.
• The content is often brand new, not something that is being spiraled.  Scores are going to be lower for new content.
• The percent only changes if a basic or below basic student moves up to proficient or advanced.  There is no recognition for below basic to basic or proficient to advanced.  
• Everybody, absolutely every student, is tested with the same benchmark.  SPED, ELL, transfer students.  At my school, there are higher numbers of students with special needs, ELL requirements, transient students, free and reduced lunch.  The schools in my district on "the other side of the tracks" start out much closer to this goal than we do.  

Are the higher ups out of touch?

Yes, undoubtedly.

Here's where the rub comes in.  The science teachers at my school were working their tails off.  We were very intentional in our teaching, using tried and true AVID strategies, re-grouping, on-line and hands-on simulations, tracking data, everything you were supposed to do.  But our students didn't come to us with the background knowledge and skills that many students from "the other side of the tracks" had to begin with.  We were doing a lot of catch-up work.  Our students could absolutely learn, and reach proficiency, but so much learning isn't captured in a benchmark or any test.  I hated that our "success" in teaching would be determined by a random percent decided upon by a Bigshot.  

I don't have a take-away for this scenario.  My point, I guess, is that Bigshots using random numbers to set goals is frustrating, undermines the hard work teachers have to do, shows a lack of respect for our professional judgment, and misses out on the hidden curriculum that is at the heart of all learning.  It's driving me and many others away from our love of teaching.

Please, just trust me and my 20+ years of teaching experience.  Value my opinion and professional expertise.  Let me do my job.

The Positive Benefits of Taking a Risk- Even If You Fail!

As teachers, we all know that we teach more than content, even if this hidden curriculum is never assessed by a bubble sheet test.  We teach work ethic, self-control, organization skills, communication, compassion, tolerance, and a whole host of other life skills.  And then sometimes, our kids teach us.

As I was reading one girl's journal last year, I noticed a trend in many of her entries.  "Makayla, I think your theme for this year could be taking risks," I told her.  She beamed and agreed. 

"Yeah, I've really been thinking about this in your class a lot," Makayla told me.  "I think it's time for me to get out there and do some new things." And she did!  She auditioned for a chance to sing the national anthem before a basketball game, and I had tears in my eyes as I listened to her sing in the gym weeks later.  Afterwards, Makayla told me that she had been so nervous, but was so glad she took the risk.  Bolstered by this success, she entered poetry contests, spoke up more in class, and made a list of other things she wanted to try.  I was so proud of her for taking risks!  

I got to thinking about my own life and chances I had taken.  I'd been at the same school for 15 years, teaching science, and sometimes a social studies class, and for a couple of years ELA.  Even though every year was different, teaching had also become safe for me.  It wasn't really a risky job.  I had my favorite activities, my tried-and-true experiments, and file cabinets of lessons that I knew would work.  Gone were the days of trying new things and failing miserably.  (The Great Ice Cream Baggy Calamity of 2005 came to mind, as did the Cheetos-Burning-Calorimeter.)  Sure things were safe, but had I also become boring?  Stale?  I needed to take a page out of Makayla's journal and take some risks.  

For that school year, I decided that while I wasn't ready to completely throw out my stand-by lessons, I was ready to try some new things. 

• I changed rooms, giving me the perfect opportunity to throw out some old lessons and start from scratch.
• I got trained on some new science lab equipment, which led to a last-minute observation by a consultant who trained teachers in our district.
• I applied for a job in a different district. (I didn't get it, but that's ok.)
• I applied to go to the Go Green Summer Bootcamp by Honeywell.
• I led a community service group and started the school's community service club.

As the school year drew to a close, I was been able to see how taking risks benefited me professionally as well as personally.

1.  Taking risks keeps you fresh and breaks up routine.

2.  Taking risks gives you more tools to use.
  
3.  Taking risks forces you to grow.

4.  Taking risks keeps you connected to how it feels to struggle.

5.  Taking risks and failing does not make you a failure.

As you get ready to embark on a new school year, why not plan to take some risks?  Whether or not you succeed, you might be surprised at the results you get.

Cliff jumping photo credit: https://pixabay.com/photos/california-sea-ocean-waves-man-1813238/

Singing Shenanigans at School

I'm not sure what is going on in the universe after noon each day.  You know when you stay up too late and everything is just 1000x funnier? That's me and the choir teacher each afternoon.

It started by us singing a countdown song of sorts.  We teach 3 classes, then have a short lunch break, then teach 4 more.  The days seem long, so the song goes, "3 down, 4 to go. 3 down, 4 to go."  We clap and do a really bad TikTok inspired dance.  The students roll their eyes, which just encourages us to get even louder and cringey-er.  

It gets better.  My colleague across the hall made the mistake of saying, "Lily Lily Bo Billy."  Obviously, we can't let that slide.  Every student in the hall was subjected to their name inserted into the Name Game.

"Let's do Logan! Logan Logan Bo Bogan, Banana Fana Fo Fogan, Mi My Mo Mogan.  Logan!"

And you can't just sing without dancing.  We were swimming and diving, then doing the Monkey.  The kids had no idea what to do.  My two teacher friends and I literally couldn't stop.  The bell rang, and we were still carrying on.  Finally one of us mentioned that there were kids waiting in our classrooms, so the trance was broken and we went in to teach.

via GIPHY  Yesterday (Friday) wrapped up the week with a chorus to Johnny.  Johnny is a very popular and cool kid, but Johnny does get into a lot of trouble.  Somebody before class, in the hallway, yelled out Johnny's name, and so I popped out "Who's Johnny?"  

The memories of the El deBarge song came flooding back.  To Johnny's horror, I started singing to him.  The choir teacher joined in.  

"Who's Johnny, she said.  And smiled in her special way. Who's Johnny, she said.  You know I love you."  Complete with the whoa, whoa, whoa, whoa, and oh no, no no, no no no no.  

This song was especially special to me, since it came out when I was in sixth grade, and I currently teach and serenade sixth graders in the hall.

Poor Johnny quickly got out of the hallway.  That's one positive thing about our hallway singing.  The students stop loitering and get into the room, faster than when we yell and threaten.  

I don't know what causes this loopiness.  I think we are mentally drained at this point in the school year.  The kids have spring fever; there are more discipline issues, and it's harder to get students excited about learning or even participating in things that they used to find fun.  I'm certainly happy to have co-workers who will sing and dance with me.

I don't think Johnny will remember what we did in class on Friday (worked on game codes), but chances are he will remember that there is a weird 80s song featuring his name.  I seriously hope that some day when he is in his thirties, he hears somebody ask, "Who's Johnny?" and thinks fondly (or baffledly) about this moment in time.

I asked my colleague across the hall if he remembered Who's Johnny from the movie Short Circuit.  He did not.  He said he would've gone with Johnny B. Good.  Solid suggestion.  Maybe if I'm still slap-happy next week, that will make the hallway performance play list.  

Please tell me I (we)  am (are) not alone in this afternoon phenomena.  Share how you and your colleagues release stress, act cringey in front of students, and survive and advance to the next hour of a long day.

I Have, Who Has Game- Bring Back the Fun!

Online learning has changed much of what we do in the classroom.  When I first started teaching in 1999, playing games with our classes was commonplace.  Those games seem to have gone out of vogue, but I think there is real value in them!  They increase accountability, provide motivation, build classroom community, and are just fun!  Vocabulary is a necessary part of teaching science (and many other contents!)  Finding fun ways to practice and review vocabulary doesn't have to be tedious!  The I Have, Who Has game can be applied in many ways, and is super easy to set up.

How to play
The premise of the game is to have a class set of cards that say "I have (and a word or definition,) who has (and another word or definition.)"  You can have the students stand in a circle with their cards, or they can stay in their seats. 

Every student gets at least one card- some students might need to have more than one.  If you have a student with special needs, they can have the first card.  If you don't have enough cards, a student can be the timer, the answer-key checker, or a hint giver. 

The first card is read, which says, "I have the start.  Who has (vocabulary word)?"  The student who has the answer on their card will then read their card:  "I have (definition of vocab word.)  Who has (another word or definition.)  The game ends when the last card is read, which says, "I have the end."

Ways to use the Game
I use this game in two ways- as a timed competition, or as a small group card sort.  For the timed competition, I take 5 - 10 minutes at the beginning of class to do two or three rounds of the game.  I post all the class' fastest time on the board.  The goal is for each class to get faster every day, and also to have the fastest class time.  When the words are first introduced, I don't make students switch cards in between rounds, but as time goes on, I do make them switch.  For the card sort, I use the cards in stations with small groups.  The students have to put the cards in the correct order, starting with the "I have the start" card. 

I used the game for practicing and reviewing science vocabulary, but it would also work well for multiplication facts, matching countries and capitals, and identifying people and their accomplishments.

How to set up the game
1. Make (and number) a list of terms that you want kids to know, with the definitions.  This will guide what you write on the cards as well as be your answer key!
2. Count out enough index cards for each word, plus one more card.
3.  On the first index card, write "I have the start.  Who has ___________?"  In the blank, write either the vocabulary word OR the definition of the word for term #1.  Do not include the number on the card.
4.  On the next index card, write "I have ___________."  In the blank, write the answer that matches what you wrote on the first card.  Then write, "Who has ___________?" Fill in this blank with the vocabulary word or definition for term #2.
5.  Continue writing "I have (answer), Who has (term)" on the rest of your cards.
6.  For the very last card, write, "I have (answer.)  Who has the end?"  The last card should just say, "I have the end."

My students always enjoyed this game and got quite competitive with it!

If you don't have time to make your own game, or want to try one out, visit my TpT store to see the I Have, Who Has games that I have!

No Textbook? No Problem! Free On-line Resources, Science Version

Back in the early 2000's when I was first teaching, I remember certain teachers touting that they "never used a textbook," stating with their noses in the air that they "created their own resources," implying that printed resources from curriculum companies were for peasants.  I happily used our science textbooks, plus the wonderful extraneous material, plus any other good idea that I could get my hands on.  Then the trend of districts ditching textbooks hit us, and I was left waving in the wind trying to re-create text that students could read and annotate (since that was still a big push!)  My school literally trashed all of our science textbooks before we went to one-to-one devices.  I was fortunate enough to have about 15 years of teaching experience at this point, with generous and ingenious colleagues, but it was definitely difficult to find appropriate science materials for our middle school students.

If you find yourself without a textbook but students have devices, let me tell you about three free on-line resources that helped save my sanity when I was teaching science.

1) activelylearn.com- on-line texts and questions for science, ELA, and social studies

You can create a FREE account, and set up classes for your students to log into.  You search and add content to your individual classes.  Within the content (articles) that you add, you can embed questions or edit questions that are already there, or also insert videos.  You assign the content, and can grade it later or in real-time as students answer.  The colleague who turned me onto Actively Learn would even grade remotely if she had a sub, so students knew that she knew if they weren't doing their work.  You can print out the articles and questions for students who can't use computers/ don't have it charged/ lost it, but the on-line feature is most useful.  The content isn't just science, it also includes ELA and social studies.  The free account worked well for me, but there is a paid version that has some nice upgrades like data reports and differentiated texts.

2. edpuzzle.com- videos with embedded questions, comments, or explanations, any content

 I love this website!  Again, it is FREE, and within your account you can create classes for students to sign into.  Instead of being text-based, this website is video based.  You can search Edpuzzle for videos, or search YouTube, Khan Academy, National Geographic, or a number of other sites for videos.  You can crop the videos if needed, but the cool part is adding questions.  At any point in the video, you can add a multiple choice question, short answer question, or comments.  You can record a voice-over for a video or insert a pause in the video to explain something further.  With the free version, you can check and see how much of a video the student watched, their answers to every question, and the percent they got correct.  But wait, there's more!  Edpuzzle can integrate with many on-line grading websites, such as Canvas, Moodle, Blackboard, and PowerSchool.  I didn't really delve into those realms, but I could see how they would be helpful once you master it.

With the free Edpuzzle plan, you can save 20 videos with the questions or edits that you've made.  There is a pro version that is $9.50 a month.  Districts can buy plans as well, but I could not find a price quote for that.  The free version worked quite well for me!

3.  CK-12- text to print out, math, science, ELA, social studies, links to other ways to learn

CK-12 is great for finding articles, but it isn't as easy to navigate for students and the on-line features are pretty limited.  Many of the articles are also used in the Actively Learn website.  I like the wide variety of articles plus the ability to search by specific content.  Articles also have a section called "other ways to learn" that has videos embedded, direct links to interactive websites, or a link to a "PLIX"- "Play, Learn, Interact, Xplore".    CK-12 is 100% free!  You still have to supplement with worksheets, notebook activities, and your own quizzes, but you have to create that yourself anyway if you don't have a textbook.

Finally, if you can't find exactly what you're looking for here, I have a few "No Textbook? No Problem!" resources for sale on Teachers Pay Teachers.  They contain original articles, Level 1, 2, and 3 questions, some notebook activities, and quizzes.

Best of luck with your science teaching this year!

Book stack clipart credits to: Image by <a href="https://pixabay.com/users/Clker-Free-Vector-Images-3736/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=308785">Clker-Free-Vector-Images</a> from <a href="https://pixabay.com/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=308785">Pixabay</a>

#Reality in Middle School

Social media- such a blessing and a curse!  I love to keep up with what's happening in the lives of my college friends and what my favorite athletes have to say about important games.  On a rough day, I love to take to Twitter and find something to laugh about. *** 

A few years ago, when Twitter started going strong among educators, my colleagues and I were done with Twitter already.  We had a difficult group of kids, and the only things posted on Twitter were humble brags.

"Look how great this lesson is!"  
"My Ss did this amazing thing!"
"I love it when my students bring me gifts and treats!"  (*note- I don't expect gifts from students. That's another post for another time, and yes, I do have a story about this!  It's a doozy!)

We were struggling though.  At our team meetings, we thought a much better idea was to let down our guards and post #reality pictures of what went on in our classrooms.  The students sleeping.  The messes left behind.  The student who always did her make-up during class.  The student who wouldn't do assignments but constantly ripped and folded paper into his own version of origami.  The student who cried and threw his iPad if he got a Kahoot question wrong.

We had fun making tongue-in-cheek comments and sending each other pictures, but of course we never posted them.  It was almost therapeutic to be able to say to each other, "My classroom does not run perfectly.  It's actually kind of messy and situations come up that my education classes or 19 years of experience haven't prepared me for.  I don't have all the answers."

We did end up posting many positive tweets about our students, and we did work really well together as a team.  

My take-away from that year- be open and honest about what goes on in your classroom.  It will create stronger bonds with your teammates.  It will take away pressure to be Twitter-perfect.  It will encourage others to take risks and know it's ok to fail.

***If you are not following @Lawrence_KS_PD, you are missing out!  For a laugh-until-you-cry- and-can barely-speak-story, check out one of my all-time favorite threads: https://twitter.com/LawrenceKS_PD/status/1101211158642675712

paper roll credits to: image via Peakpx

Throwback Thursday- Lunch Room Helpers

Back in the '80s, when I was in a K - 6th grade elementary school in Idaho, every sixth grade student had to take a turn helping out in the cafeteria.  It wasn't viewed as a chore though; we eagerly looked forward to the opportunity to assist in the cafeteria.  When your number came up- woo boy, you got to leave class for about an hour, help scoop out food, and wipe off tables.  If you were exceptionally well-behaved, you even got to be the tray sprayer.  The power behind that spray nozzle gave you immediate glory and honor, as little kindergartners stared up in awe when they dumped off their trays.  After every sixth grader had their turn, the honor of cafeteria helper was bestowed upon those of us who finished their math work the fastest.  Not to brag, but I think I led the pack in number of times to work in the cafeteria.  (My only claim to fame, besides being the Elmore County Spelling Bee winner.  It's been downhill from there.)

My husband can do me one better.  At his elementary school in North Carolina, the special treat you got for your birthday was...wait for it...to be the student who stayed back and wiped down the tables after lunch.  But there was more!  You also got to choose not one, but TWO friends who could stay with you, on your birthday, the specialist of days, to help you wipe down the tables.  The thought of this just brings a smile to my face.  I love that kids were ecstatic to be helping out.

I can't help but contrast those good old days with what happens in school today.  Years ago, my science students threw wet paper towels up on the bathroom ceiling when cleaning up after a lab.  Upon discovering this, my reaction was to assign them the job of cleaning up the mess.  My vice-principal intervened though (thank goodness!  what was I thinking!) and told me I couldn't make them do that- it was considered "corporal punishment".  Last year, four boys ran into the boys bathroom, threw yogurt, smashed PopTarts all over the floor, and sprayed juice boxes.  I saw them run in, heard a commotion, and saw them run out.  We had on surveillance that they were the only ones to go in and out of the restroom that morning.  They emphatically denied doing it, and the custodians cleaned up their mess.  They received no consequence.

I think asking students to help with the care and maintenance of our schools and classrooms has positive effects.  It teaches students to take care of things.  It teaches them to respect those who work in service jobs.  It teaches them to think about somebody besides themselves.  My husband reports that at the elementary school he currently subs at, there are student volunteers who help in the cafeteria.  I hope this trend can make a come back.  And maybe when my birthday rolls around this year, I'll ask my friends if they want to come over and have the honor of helping me scrub my shower and kitchen floor.  :)

#TeacherProblems We're All in this Together!

Recently, I had conversations with two other teachers about kids who were unmotivated to work.  I vented over several of my 8th grade students who had energy and ambition to socialize and play on electronic devices, but could not take the time and effort to complete a photosynthesis foldable after three days of in-class work.  My friend Cindy lamented that one of her math students flat-out refused to do any math during class time.  He would lay on the floor, flip through comic books, moan and groan, and just not work.  My mother talked about her students pretending to work all hour, but having nothing to show for it at the end of class.

The foldable that took 3 days...

Some of us might feel like this problem presents itself frequently in public schools, and it does.  I have taught in the same public middle school for 20 years, and every year have students who struggle to want to do work.  But my friend Cindy- she homeschools her four kids and is well-known around our community for helping other homeschooling moms.  My mother- she teaches in a Catholic K - 8 school and leads classes on discipline. 

I'm not going to delve into the merits and drawbacks of different learning settings; that's not my point.  The point of this blogpost is that teaching is a tough endeavor.  No matter where or who you teach, sometimes our students don't want to buy what we are selling. Tweens of all backgrounds want to push boundaries, challenge authority, and  take the easy road.  (That's not always a bad thing- sometimes I want to do that too!)  Motivating students to want to work might be the biggest challenge we face some days.

So how can we motivate our students?
1.  Set a timer.  Seeing a countdown gives a sense of urgency and is hard to argue with.  When you tell a parent that after 30 minutes of work time, nothing was accomplished, a student can't argue with the 30 minutes.

2.  Reward by bragging.  Heap praise and attention on those who are getting work done.  If 100% of your class finishes a project, tweet a picture touting their greatness.  (It works as well for a class of 1 as well as 25! Who doesn't like fame?!)

3.  Have something fun for when students finish.  This one is pretty tricky, because not all kids enjoy the same things.  I think logic puzzles are fun, but students who struggle in school do not.  I hesitate to let students play games, because it's hard to get them to stop.  Content coloring pages can be useful for some kids.  Legos or STEM toys work well in a science classroom.  One teacher I know has playdough, stencils, and stamps that her middle school kids enjoy.  Allowing kids to read or sit in a beanbag chair when they finish work is another idea.

A STEM toy called Zoob Builderz

Of course, we all wish that students were intrinsically motivated to learn and do work.  The reality is that we teach humans, and we all go through stages where we don't want to work.  If you have any ideas of things you have tried  to motivate your students, please leave me a comment!

Shameless plug for the photosynthesis foldable that does not in fact take 3 days

The Last Day of School and First Day of Summer Vacation

It just stops so abruptly.

For nine months, you’ve been going full speed.  I’ve compared the school weeks to swimming laps as fast as I can, with the week-ends being quick breaks to take a breath, and then dive right back in.  During the school year, the job is never fully finished. In the back of your mind, there is always a to-do list, the next lesson to be planned, assignments to grade, copies to make, data to collect, questions to ask, answers to reply, meetings to prepare for, articles to find.  Before school, during school, after school, on week-ends, on vacations.  You can never stop, never get away.

And then it’s the last day of school, and it’s done.  No tapering off, just done.  The end. 

It’s jarring.

There are some teachers who fly out of school on the last day, carefree and ready to live it up summer style.  For many of us, (maybe us introverts?) the last day is the hardest.  

I felt lost.  I came home from my last day of my nineteenth year teaching middle school and wandered around the house, unsure what to do.  I was restless and purposeless.  I couldn’t read.  I couldn’t focus.  I couldn’t even hold a conversation. 

So much emotion goes into every day of teaching, so much energy.  I had to find automatic actions to occupy my body while my brain tried to unwind a year’s worth of tangled memories of students, co-workers, their stories, successes, failures, if-onlys, maybe-next-times.  

I felt like I was recovering from an extended illness.  My energy was sapped, and I’m sheepish to admit, I couldn’t stop tearing up.  Something was missing, like when you leave the house without putting on your Fitbit and keep glancing at your wrist, but nothing’s there.

The good news is, 24 hours later, I am back to normal.  The remedy was sleep, time, and some piano playing, some running, and some sitting in a chair staring off into space and thinking.  I’m ready to embrace the summer, learn some new things, rest a lot, and return re-charged in the fall. 

Images of the last day of school are awash with teachers running out of school smiling, celebrating freedom, partying.  If that’s not you today, that OK.  Teaching takes a lot out of you, and it will take some time to put it back.  Get some rest; do what you need to do.  Then go enjoy a day planned with what you want. You earned it. 

14 Essential Supplies for New and Veteran Science Teachers

I am getting ready to enter my 19th year as a middle school science teacher.  When I first started, we did grades by hand or by making our own spreadsheets if we were tech savvy enough.  We worried more about sagging pants than cell phones (nobody had one!) . PowerPoints were the pinnacle of projects.  Though many things have changed over the years, the basic supplies that science teachers need have not.  If you know a new science teacher starting out, or have a friend who has taught for years, consider surprising him or her with something off of this list.  There's a pretty good chance you have much of this just lying around your house- by decluttering these items, it's a win for both of you!

14 Essential Supplies for All Science Teachers

1.  Bins or trays of all shapes and sizes.
When setting up science experiments or labs, it's nice to have a set of bins or trays to organize everything in.  My mentor teacher had a set of 9 x 9 cake pans that we used all the time.  She also had old school lunch trays- the plastic kind with a square for the milk, a section for the peaches, etc.  Styrofoam trays work too, they just don't last as long.  I've also been known to use sets of yogurt containers with lids, cardboard box tops, and baby food jars.  (Those are thicker than glass beakers and less likely to break!)  It is important to have a complete set, though the number that makes a complete set differs for each class or even task.  12 is a good number to aim for though.

2.  Old towels, wash cloths, or rags (made of cloth, not paper!)
Have you ever tried to clean up spilled orange juice with those brown paper towels common in schools?  All they do is push the liquid around; they absorb almost nothing.  I have a robust supply of cloth- old towels cut out to washcloth size, those white diaper towels or burping towels from my daughter's babyhood, some regular sized towels.  My cloths fill a crate under my sink.  (Oooh, crates should be on the list too...I have half a dozen of those for various things...)

3.  A broom and dustpan

I'm a firm believer in kids cleaning up after themselves.  The custodian shouldn't have to sweep up their spilled rice, scattered sand, cuttings, pencil shavings, notebook chaff, etc.  Other teachers come borrow my broom all the time, in fact, I gave a co-worker a

broom for Christmas one year and he loved it.  Plus, at the end of the day, I find sweeping the room to be calming.

4.  Baggies of all sizes
Baggies take up less room than jars or boxes for storing things like marbles, pom poms, paper clips, stickers, etc.  They're useful for manipulatives like card sorts and small lab supplies.  Finally, a few times a year, even in middle school, a kid will lose a tooth and want to put it in a baggie to take home.

5.  A tool kit (including WD-40)
I use mostly the hammer and a screw driver, but occasionally pliers come into play (like when a slinky gets twisted up).  It's very

empowering to be able to take apart a triple beam balance and fix it just by screwing something in tighter.  As for the WD-40...  I can guarantee that the day you are giving tests or a state assessment, every time your door opens it will sound like nails on a chalkboard.  WD-40 for the save!

6.  A super good pencil sharpener
When I looked on-line for a good pencil sharpener, one brand bragged that it "sharpens 24 pencils a day!"  Honey, I need 24 pencils sharpened each hour!  The most popular choice of pencil sharpener at my school is the X-Acto School Pro Heavy-Duty Electric Sharpener.  My second favorite is an X-Acto Vacuum Mount pencil sharpener, but the longest that has lasted in my room is a month.  I'd definitely go with the first, but the latter will work if your class size is smaller.  And some teachers still swear by those little hand-held sharpeners.  

7.  Bones or specimens in a jar, or other nature phenomenon
Kids love something gross to look at.  I have a cat brain in a jar,

donated by a vet parent.  In the same jar is a deer brain, donated by a hunting parent.  Also among my colleagues' collections are mouse bones (in a baggie of course!), antlers, a turtle shell, a bee hive, a snake skin.  These items also work to bribe kids to do work sometimes, as in, "If you all finish your assignment, I'll pass around the cat brain..." That gets their attention! 

8.  Stopwatches/ timer
I use my timer several times throughout a class period.  We begin class with two minutes of silence as students work on a bellringer.  I might set the timer for when students have to read a section, answer questions, talk to a partner.  It gives a sense of urgency as well as helps me manage the time and not get caught up in something else.

9.  A tub of junk
My tub of junk is well-known among all the science teachers.  In it is, well, junk.  A #4 birthday candle.  Big lego wheels.  A broken doorknob.  A cheap visor.  Various McDonalds toys.  You get the

picture.  We use the items to find mass, to find volume, to make qualitative and quantitative observations.  For a tub of junk, it's quite valuable to us!

10.  Yarn/ thread/ string
You never know when you will need to tie something.  Besides the pendulum lab, I've used my string to tie baggies of cornstarch, hang pictures, make lap books, find pi...

11.  Band-aids
I really think I hand out as many band-aids as the nurse does.  

12.  Air freshener
I teach eighth grade and get the kids after they've had PE.  Air freshener is a must.

13.  Pennies
The obvious use for pennies is the Drops on a Coin lab.  They also come in handy for a genetics activity, making luges for an experiment, and internalizing how much 2 grams are. Another teacher asked to borrow pennies, and I'm not sure what for, but there you go.  Pennies are essential!

14.  Balls
Again, there are several experiments and demonstrations that can use balls.  We've used them to show how SONAR works, as easy variables to change in a scientific method review, to show energy transfer (drop a ping-pong ball and tennis ball, stacked, for great results!), to move cups after rolling down ramps, and even in Minute to Win It games.

Of course, you can always help a new or veteran teacher out with gift cards too!  Any regular store works well!  We're always buying Oreos (moon phase lab, or Is It Really Double Stuffed Lab), white powders, cups, vinegar, paint, toothpicks, straws...you name it, we can find a use for it! 

In short, before you throw things out, check with a science teacher! Your trash can be a science teacher's supplies for a solar oven, rockets, planet models, STEM designs, bridge building, density demonstrations...

Community Service Club

"Other duties as assigned..."  We all have that clause in our contracts, whether expressly written or just implied.  One of my "other duties" for the past two years has been to head up the Community Service Club at our school.  What can middle school kids with little to no budget actually do?

Helping Your Struggling Middle School Tween Be Successful

Students across the country will soon be voyaging off into a new adventure, with great excitement but also with some fear and trembling.  Students face one of life's biggest transitions when they go from elementary school to middle school, whether that means 5th grade, 6th grade, 7th grade, or something else.  Gone are the days of recess, class parties for each holiday, birthday treats, and a warm and fuzzy classroom complete with cubbies, cute themes, and one teacher.  Get ready for lockers, at least six different teachers, a different set of kids in every class, and *gasp!* dressing out for PE- the dread of many students I have talked to!

What Secondary Teachers Learned in 2015

As 2015 draws to a close, I'd like to take some time to reflect on changes I made teaching this year and ideas I discovered.   Secondary Sara had a wonderful idea of teacher-authors doing a "What Secondary Teachers Have Learned in 2015" blog hop, and I am stoked to participate!  My teaching practices constantly change, which makes teaching challenging and fun, and made this post a breeze to do.  Here are my Top Six A-ha! moments for 2015:


#1.  "Grade" as the kids go.

The Bracelet...Teaching Grace, and Learning More

Science teachers have appropriately earned a reputation for being the go-to person at my school- we always need and have a variety of objects on hand~ a collection of plastic spoons, baggies, clay, thread and yarn, various sizes of balls (excuse me, spheres!)  Many times I have also made use of a "junk bucket," which for me is an old KU Jayhawk popcorn tin filled with stuff.  A foam visor.  A #6 birthday candle.  A door knob.  Minnie Mouse bubbles.  Just a lot of random stuff that the kids find fascinating.

Something Positive from Something Negative- My Tale of the Failed Lapbooks

I love the idea of lapbooks. They engage students, allow creativity, tap into the artistic side, easily accommodate  group work, all while connecting kids to content.  I successfully used lapbooks with a regular sixth grade ELA class for an end-of-the-unit project on short stories.  The vice-principal came in while we we sharing them, and it was a positive experience for the kids, the vp, and me.

So this year, I had the fabulous idea to review our matter unit by making Interactive Matter Lapbooks with my sixth grade science students.