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1. How do you see yourself using this activity in your classrooms? What adaptations would you make to fit your context?

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1. How do you see yourself using this activity in your classrooms? What adaptations would you make to fit your context?

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1. How do you see yourself using this activity in your classrooms? What adaptations would you make to fit your context?

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1. How do you see yourself using this activity in your classrooms? What adaptations would you make to fit your context?

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1. How do you see yourself using this activity in your classrooms? What adaptations would you make to fit your context?

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1. How do you see yourself using this activity in your classrooms? What adaptations would you make to fit your context?

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Combine with a following instructions activity and give steps… ie) “roll your playdoh and then cut with scissors”

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I would not do it in my class, but in a more open space like the gym or outside.

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Combine with language arts - make letters to discuss their names and sounds 

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Combine with language arts - make letters to discuss their names and sounds 

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Could be done as observation centres

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Fun hands on activity. I would use that along with the slideshow.

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Give instructions and expectations first then hand out the playdough. Maybe use as centres.

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I like the use of playdough. I would do this activity and then go through the slides and have the students show an example of that action- twisting, cutting, etc.

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I would probably not use it with the group of kids I have this year. If we did do it we would do it in a more open place such as the gym.

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Great intro to matter unit. I would have students rotate through stations containing other materials to see if they could bend, cut, stretch etc other materials.

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Let them explore first without too much direction (like we did) and observe what happens. After a while call out what I see students doing to encourage other students to try different things.

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Practicing directional skills.

Trust exercise

Try in open space first.

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I would probably do this in a bigger space with grade 2 (whispering instructions would be hard). The puzzle pieces could also have cross curricular questions or coding to complete. 

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I would probably do this in a bigger space with grade 2 (whispering instructions would be hard). The puzzle pieces could also have cross curricular questions or coding to complete. 

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Everybody Matters.

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When I did this lesson I also did similar activities using modelling clay and kinetic sand. The kids could then compare the difference in  materials. I kept the focus on exploration.

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When I did this lesson I also did similar activities using modelling clay and kinetic sand. The kids could then compare the difference in  materials. I kept the focus on exploration.

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Incorporate following instructions with bending, stretching, cutting, etc

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Incorporate following instructions with bending, stretching, cutting, etc

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Lots of fun. Great for communicating.

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Use of different forms was the next step… Clay, slime ,ooblik… then compare. 

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Use of different forms was the next step… Clay, slime ,ooblik… then compare. 

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Less envelops, maybe max of 3.

Maybe do outdoors, in the gym or hallway as classrooms have too many obstacles and too many bodies.

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I enjoyed this for a hands on coding activity

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I would have my students make the letters of the alphabet to bring in Language Arts. I would also add different materials to the play dough such as buttons, and have the kids describe what they are feeling.

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This is a good team building activity for adults. Not sure I would do it with 2s. Maybe as a coding activity with pre-marked floor squares.

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Do the first few times without blindfolds to practice giving instructions.

Remove the rule that you csnnot stop mid code. Ie 5 steps, can stop at 3 to avoid collision... interupt code.

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I did the same activity and they loved it. But I think next time I would let them pick their own car, as I just handed them out randomly. That way I could ask them more in depth questions (why did you pick that one, etc…)

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Introduction activity

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I let my students build their own tracks for their cars to go down and see the different speeds etc… but I didn’t do the race at the end. I think that would be fun for next time. 

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I let my students build their own tracks for their cars to go down and see the different speeds etc… but I didn’t do the race at the end. I think that would be fun for next time. 

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I would do this same activity in my classroom. Give time for exploration and observe what students have noticed or wondered. Then have guidelines for them to follow (the worksheet) for them to test and assess how adapting the environment and force changes the speed of the car.

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I would use this in my energy unit, but would have it carefully timed so students didn’t get too silly

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This is a great activity and I did something similar. But I also think I would let them choose their own car.

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This is a great activity and I did something similar. But I also think I would let them choose their own car.

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This would definitely be a great hands-on activity for our energy unit. I would try to set it up with controlled variables and have students record the results

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Have students design ramps in a previous lesson. Then give time to build the ramp. Then they do their testing in another lesson.