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Intrapersonal or self smart learners have an awareness of feelings. Students write diaries, letters, or postcards with perspective of historical figures. They could also write reflective autobiographical journal entries on a topic.

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Analyzing history from both sides of the story can encourage students to delve more deeply into the people and events they are studying. But, analyzing is difficult for many students. An easy way to help your students is to add a graphic component. This helps activate various multiple intelligences to assist understanding and retention.

There are a wide variety of graphic options for perspective and viewpoint pieces. A few work best with individual historical figures, while others can be used with people or events. Here are some of my favorites.

Janus Figures

In Roman mythology, Janus was the god of beginnings and endings. Janus is usually shown with two faces in profile. This is also similar to the comedy and tragedy masks in theater arts. For this graphic, two silhouettes are drawn back to back, facing opposite directions, down the middle of the page. I provided a template the first few times we used this method, but eventually my students drew their own in their notebooks. On one side, students list good achievements or effects of a leader or of an important person in history. On the other side, students list the bad achievements or effects. It works great for reviewing presidencies and major explorers.

In this graphic organizer, a historical marker or medal is drawn on one side to honor a person while a wanted poster is drawn on the other side to show his/her contemptible actions. Similar to the Janus figures, this graphic can be used to list the good done by an historical figure as well as the harm he/she caused. It works well with explorers, dictators, kings, queens, and presidents. This idea can be adapted into a note-taking device or an assessment by using the historical marker and the wanted poster individually to list the positive actions of a person like Martin Luther King, Jr. or the negative actions of a dictator like Adolf Hitler.

This activity truly looks at both side of a story. The topic is written vertically down the center of the page. To the left and right are labels for two people or groups, pros and cons, positive or negative, or advantages and disadvantages. For example, if the Texas Revolution is the topic, students can list the opinions and positions of American settlers in Texas on one side and the Mexican Government on the other. This idea can also be adapted into a note-taking device when learning about topics like slavery with multiple opinions and position.

This is a favorite of my students. Talking Heads allows for more than two perspectives on a topic. I pose a question like "What are the advantages of Westward Expansion?", "How do you feel about the U.S. involvement in the war?," and "Do you support Martin Luther's 95 Theses?." Students then draw heads to represent three different groups and fill in speech bubbles with an answer. The first time I provide a page with three circles with some simple details, the students get to draw in the features. Eventually the students do all the artwork. Talking Heads can be used with topics like wars, invasion, different cultures or religions. I never expect it to be completed by the end of a period because many students get quite involved in the facial features and art work.

We learn about many of the events in history from primary source documents, especially letters and diaries. Having students write a diary entry, a letter, or even a postcard is a great way to look at two sides of an event. I like to have students write letters as soldiers on opposite sides of a war. For example, what would a North Korean soldier have written to a South Korean soldier or what would a Confederate and a Union soldier have written about the Battle of Gettysburg?

Venn diagrams and T-charts

While simple, those old standby Venn diagrams and T-charts can still be implemented to look at both sides of a coin. Both make quick and easy note-taking devices. Venn diagrams can be used to compare and contrast like any perspective activity. Two or even three forms of government can be arranged in two or three overlapping circles. A T-chart can be used to compare the British Army and the Continental Army in the Revolutionary War.

ACTIVITIES FOR PEOPLE OR EVENTS

Once a unit of content has been completed, a spectrum can be used by the individual student as an assessment piece. Students draw a horizontal line across a piece of paper. They label the left end "Least Impact" and the right end "Most Impact." Student then place the people (explorers, presidents, monarchs, emperors, generals, etc.), events (battles, events that happened in a person's life, key things about an ancient civilization, etc.), or advancement (inventions, technology, architecture, agriculture, etc.)they've learned about in the unit on the line where he/she believes they should be on the spectrum. Students then write a 2-3 sentence explanation for each placement. Since this is strictly an opinion piece, any grade should be based on the facts of the explanation, not on the placement on the line. Students can add color and icons make the spectrum even more visual. Sentence strips also work well with this activity.

Spectrums are also a great way to initiate quality class discussions. Have students work in small groups and examine something like the inventions of China (gun powder, paper, etc.) and place them on a spectrum labeled "Most Important" to "Least Important." Create the same spectrum on the board in the classroom. When the groups are ready, assign each group a different colored marker or chalk. Each group writes the inventions in their placement on the class spectrum. There will be obvious differences of opinions. The groups must be able to rationalize their placements and hopefully convince the other groups of their positions. The goal is to try for a consensus of importance.

This is a creative writing device for examining an event from two sides or how two people approached one event. For example, the controversy over the formation of a National Bank as viewed by Alexander Hamilton and James Madison makes a great dialogue. Half of the students work in pairs to become Hamilton experts on the topic and the other half of the class become Madison experts. The readings, including quotations, can be provided by the teacher or the students can do their own research. When ready, each Hamilton expert is paired with a Madison expert. Together they write a dialogue using a set of sentence stems provided by the teacher. "The Constitution views the formation of a National Bank as ...","I believe a National Bank will cause ...","A National Bank will only benefit ..." Some students enjoy getting up in front of the class and presenting their dialogues as a dramatic skit.

Editorials or News Reports

Editorials or News Reports are a variation of the Dialogues. Students can write an editorial, a news report, or even draw a political cartoon about one view point of an event or person. They are paired up with a student from the opposite side or with a different opinion. These can be presented as dramatic readings or skits for the class. Get creative with your topics - most students don't think about how the events of American Revolution were reported in London, or how Abraham Lincoln's presidency was viewed in the South as compared to the North.

Try one of these out and let me know what happens!

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10 Activities for Teaching Historical Perspective

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Analyzing history from both sides of the story can encourage students to delve more deeply into the people and events they are studying. But, analyzing is difficult for many students. An easy way to help your students is to add a graphic component. This helps activate various multiple intelligences to assist understanding and retention.

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Nature smart learners enjoy the outdoors and identify with nature and living organisms. This website has ideas on connecting agriculture and plants to geography, history, and economics.

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Pair your Valentine celebrations with some real learning by having your students investigate what their candy is made of and where it comes from. Your students no doubt will be surprised to learn that although their chocolate bar looks nothing like the green plant on the windowsill, almost all its ingredients come from plants! Encourage your students to trace the source of sugar to sugar beets in the Midwest and sugar cane in Louisiana, and chocolate to cacao beans in the rain forest. They will appreciate plants more when they take those sweet bites.
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Grades: K-5
Download the complete lesson.
Download the Where Does Your Candy Come From? power point presentation here.

There are so many opportunities to link Social Studies with the garden: studying and making maps, learning the history of food and farm inventions, exploring what people in other countries eat and how they farm. In addition to the lesson plans offered on this page, here are some more ideas to connect the garden and agriculture to your social studies units.
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Grades: PreK-5
​Download the complete list.

In this lesson, students will plant corn, beans, and squash the way the Native Americans who lived in New Jersey planted these three major food crop. Students can compare different version of Three Sisters legends. The lesson includes a recipe for Three Sisters stew.Grades: K-5
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Download the complete lesson.

Do your students know where Christmas trees really come from? They are not cut from forests, they are grown on farms! This lesson teaches students about Christmas tree farming in New Jersey and also explains how coniferous trees are different from deciduous trees. ​

Grades: K-5
Download the complete lesson.
Download the power point presentation Christmas Trees Are Grown On Farms ​here.

This lesson teaches students how important plants are to people. We use plants for food, shelter, clothing, fuel, medicine, and many other things. In addition to learning how plants live and grow, it's vital for students to understand how much we get from plants.

Grades: K-3, can be modified for older students
​Download the complete lesson.

Do your students know where the things they eat and use everyday come from? Many of them come from the farm! Play this fast Source Search game to help your students realize that agriculture provides nearly all of the products we rely on every day.
Grades: 3-5

​Download the complete lesson.
Download Source Search game pictures here.
Download Source Search game labels here.

This lesson is designed to get your students thinking about where the things they wear, use, and eat every day come from. Cotton is a versatile plant. Its fluffy bolls are used to make fabric for clothes, towels, sheet, and much more. Cotton seeds are used for animal feed. They are also used to make cottonseed oil that is part of many food products. The power point presentation will show your students the myriad of ways one plant can impact our world and will also walk your students through cotton's long growth cycle.

Grades: K-5
Download the complete lesson.
Download the power point presentation From Dirt To Shirt - the World of Cotton here.

Students make soybean ink and soybean lip balm in this lesson that shows them the myriad ways soybeans are used in our daily lives. It introduces legumes and their ability to enrich soil with nitrogen, and details soybeans abundant protein. And there's also a quick trip through the history of soybeans - including Henry Ford's soybean car!

Grades: K-5
Download the complete lesson.
Download the Soy, The Super Bean power point presentation here.

If you ask your students "where does your food come from?" what will they answer? Will they say it comes from the grocery store? In this lesson, students will discuss not only where their food comes from, but who the people are who make sure there is food in the grocery store. From farmer to scientist to mechanic, your students will explore the jobs that help feed the world.

Kindergarten, first, and second grade students look at pictures of people working in agriculture and decide which career is most interesting to them.

Students in grades three through five play an agricultural careers race game that introduces them to 16 jobs in agriculture.

​Download the K-2 complete lesson.
​Download the 3-5 complete lesson.

The New Jersey Agricultural Society's children's book From the Garden State to Your Plate, Farming Fruits and Vegetables in New Jersey is designed to give elementary school students information about agriculture, the state's third largest industry.
The book highlights 10 important fruit and vegetable crops grown in New Jersey, and includes a map showing the counties in which these commodities are grown. A two-page spread on each fruit or vegetable explains where, when, and how it is grown, plus nutrition information.
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Grades: 3-5
​Download the complete lesson.

S tudents take a tour of New Jersey to discover where all the parts of a cheeseburger are grown. They consult a map to discover the counties where beef, wheat, tomatoes, cucumbers, milk, and lettuce are produced and mark the counties included in their journey.there

This engaging lesson teaches both the location of the counties in New Jersey and the crops that are grown
Download the power point presentation Have a Cheeseburger and See New Jersey ​here.

Students learn the life cycle of a pea while enjoying Susan Grigsby's wonderful book First Peas to the Table. Then they make a construction-paper pea pod, arranging the steps of the life cycle on the peas inside.

Grades: K-2
​Download the complete lesson.

Students replicate the contest described in Susan Grigsby's book
First Peas to the Table. In the book, students participate in a contest similar the one Thomas Jefferson had with his neighbors every spring to see who could grow the first peas. Students research Thomas Jefferson and his experiments in gardening. They also research how to grow peas, plant their own pea seeds, and keep a scientific journal of notes and drawings of their plants' progress.

Grades: 3-5
​Download the complete lesson.

A c entury farm is a farm that has been continuously worked for 100 years. In her book Century Farm, Cris Peterson shares the story of her husband's family farm as it grew from a barn, house, and granary in the 1890s to a thriving dairy farm today. Over the past hundred years, many things on the farm have changed , but many things have also stayed the same. Corn now grows on the same land where timber was cut to build the family house and barn. Cows are milked in the same barn, vegetables grow in the same garden, and one family is still working together to make the farm a viable business. The book is filled with beautiful old photos selected from a century's worth of family albums as well as family pictures taken in recent years.
complete lesson.
Grades: 2-5
Download the

In this mini-lesson, the teacher reads aloud Ann Purcell's book Christmas Tree Farm , in which Grandpa and the young narrator work all year on the farm in order to sell their Christmas trees at year's end. The book offers a behind-the-scenes look at what must be done for the trees in each season so they will grow into shapely Christmas trees.

Grades: K-3
Download the complete lesson. ​

a slave 150 years ago, George Washington Carver became a world-famous scientist and teacher who revolutionized the American agriculture industry. He was the first African American to be honored with a national monument. In the Learning through Gardening power point presentation, students learn about the work of the "Peanut Wizard" to improve the lives of poor Southern farmers following the Civil War. This lesson also looks at peanut farming today, how the peanut grows, and how peanuts and other legumes enrich the soil with nitrogen. It is a perfect agricultural lesson to celebrate Black History Month. ​

Download the complete lesson.
Download the power point presentation:
George Washington Carver - The Peanut Wizard here.

Rice is one of the world's most important food crops - more than half the people in the world depend on rice for their daily meals. In many Asian countries, where rice is a staple for 95% of the people, rice is still planted and harvested by hand. In this lesson, students will learn about this staple food and how it is grown in flooded fields.For grades 3-5, the lesson can be paired with a math lesson on doubling, illustrated in Demi's book Grades: PreK-5
For grades PreK-2, the lesson can be paired with a study of the Maurice Sendak poem, Chicken Soup With Rice , with many accompanying math or language arts activities.
One Grain of Rice.

​Download the complete lesson.
Download the power point presentation:
Growing Rice: A Food That Feeds The World here.

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Pair your Valentine celebrations with some real learning by having your students investigate what their candy is made of and where it comes from. Your students no doubt will be surprised to learn that although their chocolate bar looks nothing like the green plant on the windowsill, almost all its ingredients come from plants!

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People smart learners tend to be natural leaders and enjoy working in groups. This website has a variety of group work available as problem and project based learning activities. http://www.mrsoshouse.com/pbl/pblin.html

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Ideas to implement total body response into your social studies lessons. Body smart learners can do simulations, charades, or movement throughout the room during activities.

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This website contains ideas for “picture smart” students as it discusses the use of analyzing historical photos or creating photoblogs.

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This website has ideas on how to immerse students in music for enhancing their learning of social studies. Also, I always enjoyed Schoolhouse Rock videos/songs about a variety of topics.

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Social Studies teachers often hear how boring our content is from students of all ages and ability levels. However, these same students will listen to music of all kinds, often engaging with the tunes in every possible way. Why not use this addiction to the beat to our advantage?

How can you use music in your Social Studies classroom? Here's a quick how-to and a short list of my favorite toe-tapping tunes for each Social Studies content area!

1. Introduce units with music from the times. Have students analyze the beat, the lyrics, or simply the feel of the music. Encourage students to share their thoughts on the music or to predict the theme of the unit based on the music.

2. Allow students to listen to music from historic eras to evaluate opposing viewpoints or perspectives on the times. Create t-charts or Venn diagrams on the board with students adding points as the music plays.

3. Have student create their own songs to describe eras in history. They can perform the songs or simply present the lyrics to share researched topics or to review content.

4. Utilize available technology (including student cell phones) to record videos on topics of study or content chants to help students remember and retain content.

5. Use time appropriate music in centers or Walking Tours where students can immerse themselves in the period for a better understanding of the time period.

6. Introduce music and dance from each era, teaching students the most popular moves, allowing them to examine the change in both music and dance over time.

7. Simply play music in the background as students read, research, or complete assignments. Music can be soothing, will help with memory, and can engage those otherwise distracted.

A nd now a few of my favorites:

United States History

When teaching the 1920s, play Jazz hits from the decade and teach students the basic steps of the Charleston. Videos are available online to help with the choreography!

"Brother Can You Spare A Dime" is a great summary of the 1930s. Use the song or lyrics in an analysis or visualization activity.

Introduce the Cold War with Billy Joel's "We Didn't Start the Fire" and this awesome video that shows snippets from events over the period. Have students pick out images from the video for further research.

Use "War; What is It Good For?" in a Vietnam centers activity where students can examine the various perspectives on the police action.

World History

Geography

Learn the 50 States Song to help students build basic knowledge on the USA.

Using music in the classroom will not only enhance your students' content knowledge, it will also help them to retain the content they learn. But more importantly, it will keep them engaged and excited about learning Social Studies. That's the best benefit of all!

H appy Teaching!

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How-To Use Music in the Social Studies Classroom - A Lesson Plan for Teachers

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Social Studies teachers often hear how boring our content is from students of all ages and ability levels. However, these same students will listen to music of all kinds, often engaging with the tunes in every possible way. Why not use this addiction to the beat to our advantage?

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Logical-Mathematical learners enjoy numbers, puzzles, patterns, and solving problems. There are a variety of timelines that can be created. In conjunction with sequencing events, students could find patterns in historical events and in economies of different geographic locations. The patterns could be used to make predictions of future events.

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Between the countless names of famous people and places and the various dates and eras throughout which things happened, there's quite a bit to keep track of!

When you're overwhelmed by the pure quantity of information being thrown at you, it can be really helpful for teacher and students alike to try teaching with timelines to help restore some order to the insanity and keep your history studies light and fun rather than sluggish and boring.

Simply put, timelines are tools that help us visualize something that has happened or is going to happen over a period of, well, , taking the information and organizing it in chronological order .

Timelines can come in the form of visual images, text descriptions, videos, or a combination of them all! They can be presented in countless formats from websites to classroom chalkboards, to physical, printed timelines cut out and pasted onto a wall or into a timeline book! For example, here's a timeline that is digital and utilizes both text and pictures to tell the story of NASA's history !

While timelines can be useful in a variety of ways, one of the most important of those is using a history timeline. When we study history in our school it can be very difficult to teach any of the deeper lessons present when all we see is a barrage of facts and information.

Creating a timeline allows the students to take all of those names and dates and "set them aside" on a timeline in order to get a sense of the bigger picture without forgetting everything.

The truth is, no one can wrap their head around every single little factoid of history, but if we don't have something like a timeline to allow us to "put a pin" in everything we're learning, it's hard to remember any of it ! (That's why finding timeline figures with definitions on them can be a huge bonus!)

On the other hand, the satisfying feeling of stepping back and looking at a giant wall timeline or leafing through a properly assembled timeline notebook is a moment to treasure. It gives you a sense of victory and accomplishment over the whole subject. It reveals the larger picture of who came first and who followed after, how one event leads to the next, and what things were happening around the world in different places at the same time.

While understanding the greater good of using timelines in education can be helpful, it also can be a bit frustrating. After all, there are a lot of different timelines out there. How do you know how to find a timeline that works for your students' needs?

Fortunately, Home School in the Woods has been at this for a long time , and we've got quite a bit of experience in seeing just how diverse the timeline requirements of different families can be! Whether you need something sweet and simple like a basic history timeline for kids of a more tender age or something more comprehensive like a world history timeline chart or binder that comprehensively spans the centuries, there is almost always something out there.

First things first, what kind of timeline do you need at this point in your schooling? Now, this can be an easier question to ask than to answer, but pondering over a few questions can help at least narrow things down.

How old are your students and what are their preferred learning styles?
There's no age that's too old or young for a timeline. However, the age and learning styles of your students can greatly impact you incorporate the timeline into your schooling. A timeline notebook on American history might be a good option for a high schooler, while placing the timeline figures on a wall or creating a world history timeline poster for a larger visual can be very helpful for an elementary student or middle schooler to get the "big picture."

For example, the video below shows various ways that timelines can be used with younger students.

Where in time are you?
What era(s) of history will you be studying in the foreseeable future? Are you at the beginning? Are you studying U.S. history? The Middle Ages? World War II? Even if you're studying something specific like famous composers , it's worth checking to see if there's a timeline to help keep all of those names and dates in order!

How fast will you be moving through your studies?
Are you making a mad dash through all of history? If you're going to try to touch on everything quickly, you might want more of a simple world history timeline that will keep up with your pace. If, on the other hand, you're going to start at the beginning and take your time with it, look for an world history timeline that goes into more detail on the era you might be studying for the time being.

The important takeaway here is to know what you'll be studying .

While it can be a bit intensive, pulling together your own timeline is a great way to help keep costs down, and we're big believers in the idea that any timeline is better than no timeline!

That's why we've pulled together this free resource on Teaching with Timelines. It goes into detail on things like wall timelines versus portable timelines and notebook timelines.

Even more helpful, though, is the list of dates halfway down the pdf. These are dates that are broken down in increments that help you easily fit everything into a single timeline notebook.

With a little direction and vision and a big side helping of research and elbow grease you can get your own homemade timeline up and running in no time!

Of course, if pulling together hundreds of images online sounds like something you'd rather not do, we understand that, too.

If that's the case, our official recommendation for the best, most comprehensive timeline experience that we have available is our Timeline Trio

It's easy to underestimate timelines, relegating them to the position of a "fun flourish" to your textbook reading, but the reality is that they are so much more .

Timelines help to keep your history studies light and lean, giving both you and your students somewhere to "peg" all of that information for later reference and freeing you up to focus on the larger lessons.

We'd love to hear your thoughts on timelines, too. Leave a comment below! And if you're feeling generous, please consider sharing the post, too, so that we can help spread the word on the amazing benefits of using timelines in our schooling!

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Anyone who's studied history for more than a few seconds knows that there's a lot going on. Between the countless names of famous people and places and the various dates and eras throughout which things happened, there's quite a bit to keep track of!

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Verbal-Linguistic Learners or “word smart” learners are strong in written and spoken word activities. This activity allows students to create a newspaper centered around a specific country or historical time period. Students could work individually to create their own newspaper or split sections of the newspaper within a group.

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Have your children ever created a historical newspaper? It's a great way to learn more about a time period or even a specific day of a famous event. During our homeschooling years, we put together several, such as a Jamestown settlement newspaper and a Victorian era newspaper.

This activity is perfect for an individual history project. But several students can also work together. Because a newspaper has so many different sections, there's something for everyone. Your most advanced writer and your youngest child can all take part.

TIP: If your children are not especially familiar with newspapers, pick one up at the grocery store. Have them do this free Newspaper Scavenger Hunt (courtesy of Moms and Munchkins) before launching into their project!

Directions

Think about the period you're currently (or will be) studying. Create a historical newspaper that centers on a specific year, decade, or era. Whether children are working alone or together, they should include 5-8 articles or sections:

1. National news story

What was happening in the news at the time? (Consider political, social, and religious news of the day in your country of study.)

Are you studying about Christopher Columbus? Then the national news story will probably be in Spain.

Have you been learning about the the Renaissance? Your national news story would talk about events in Italy or France.

Are you studying an American historical event? This news story should happen in the United States.

In addition to library books and other resources, websites such as HistoryOrb.com and Church History Timeline will help spark topic ideas. For specific help, try websites such as Elizabethan Era, Colonial Daily Life, or Victorian England.

Don't forget to include a headline!

2. International news story

What was happening elsewhere in the world at this time? To find out, explore a timeline such as World History Timeline B.C. or World History Timeline A.D.

3. Letters to the Editor

Everyday citizens write letters to the newspaper to give an opinion about current events. Your homeschoolers can give opinions in their newspaper, too. For instance, they can write about why:

The Church should not sell indulgences

The Virginia Company is misleading new colonists

Industrial-era factories shouldn't hire child laborers

The United States should practice isolationism

4. Advertisements

Explore the sorts of jobs people had during this time period. What were the common occupations of the day? What kinds of things did people buy and sell? Kids can do a little research to find answers to these questions. Then they can write:

For sale ads

Help-wanted ads (apprentices needed, etc.)

Ads for lost animals, runaway slaves, traveling companions, etc.

5. Crossword or other puzzle

Since most modern newspapers include puzzles for entertainment, your children can put some in their newspapers, too!

Crosswords are the most "educational" because they require the student to come up with clues. Invite children to come up with crossword vocabulary and appropriate clues that fit the time period. These websites will help them generate a printable puzzle:

6. Vital statistics

Newspapers often print information about the people of the day. As your kids create their own historical newspaper, they can include vital statistics such as:

This can be especially interesting when they report about real people. What important people were born during this era? Did a famous person get married or die? Was a notorious crime committed?

7. Miscellaneous sections or news

Likewise, most newspapers have sections that offer other types of information or amusement. Invite your students to think about including:

8. Photos or other images

In addition to articles and sections, it's fun to include images! Try a site like Historical Stock Photos.com for images you can download for free.
Edit: After posting this article, I received an email from the Historical Newspapers Database. They recommend Timothy Hughes Rare and Early Newspapers as a useful resource when creating a historical newspapers. Kids can look at pictures of real newspapers from the time period you're researching. Making a newspaper is a fun, educational way to practice new skills while writing across the curriculum. Have you ever had your children create a historical newspaper? What time period did you choose to write about?

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Create a historical newspaper | Homeschool writing activity

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Have your children ever created a historical newspaper? It's a great way to learn more about a time period or even a specific day of a famous event. During our homeschooling years, we put together several, such as a Jamestown settlement newspaper and a Victorian era newspaper.

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These students can easily interpret data and analyze patterns. These students can solve escape rooms or problems logically.

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This is a free escape room game for your classroom! Games are available for kindergarten, first grade, s… | Escape the classroom, Classroom coding, Escape room game

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Jul 9, 2017 - Join my email list and get your FREE Cracking the Classroom Code Escape Game today!

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Building an architectural model out of materials is a huge hands-on activity that incorporates body and mind coordination.

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Building a bridge out of Popsicle sticks or toothpicks is a common project for a beginning physics class. The point of this exercise is to demonstrate distribution of force, capacity, resilience, strength and basic principles of engineering. The key to building a really strong Popsicle stick bridge is understanding where the stress or load bearing points of your design is. Once you've identified those areas, it is fairly easy to reinforce the bridge so it is capable of bearing weight up to 50 lbs. and flexing only to the standard of 1.5 centimeters.

Draw the plans for your bridge to scale. Refer to an example of a Warren Truss bridge to help you create your design. On one piece of paper draw the bottom of the bridge. On the other two pieces of paper draw each side of your bridge (left and right). Mark the pieces accordingly so that when you are assembling the bridge later you know which piece goes where.

Lay out the Popsicle sticks on the pieces of paper on top of the scale designs. Glue the pieces together using white glue and allow to dry overnight.

Assemble the bridge and glue the bottom and side pieces into place. Examine the design and see if once assembled you can identify any weak points in your design. If you can, reinforce them with Popsicle stick subdivisions or more glue. Allow the project to dry overnight.

Build the base using a base diagram. Measure 2.5 centimeters from the left edge and draw a line using your ruler. Measure 2.5 centimeters from the right edge and draw a line using your ruler. This divides your cardboard base into thirds. In the center third, cut a 4-centimeter square hole for the scale string needed to test the bridge. Draw a 5-centimeter square in the center of both the left and right third of the base. This is where your bridge will sit to test the load.

About the Author

Kate Kotler began her writing career in 1997 as a news writer. She is the editor-in-chief of FilmCatcher.com and writes the DIY Diva blog for ChicagoNow (a "Chicago Tribune" affiliate.) She is the founder of Geek Girl on the Street.com and is working on a novel.

Photo Credits

'Kissing Bridge' Covered Bridge near Stowe in Vermont image by Rob Hill from Fotolia.com

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How to Make a Strong Bridge Out of Popsicle Sticks

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Building a bridge out of Popsicle sticks or toothpicks is a common project for a beginning physics class. The point of this exercise is to demonstrate distribution of force, capacity, resilience, strength and basic principles of engineering. The key to building a really strong Popsicle stick bridge is understanding ...

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No-Hands Cup Stacking Challenge is a great way for these students to work in a group. These students are good leaders and get along with others..

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This website has some great naturalistic intelligence hands on activities. One that stood out to me was grow a plant. These students are able to take care of other living beings.

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Journal Writing helps  students learn about themselves. These students learn independently and through reflecting.

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Writing in journals can be a powerful strategy for students to respond to literature, gain writing fluency, dialogue in writing with another student or the teacher, or write in the content areas. While journaling is a form of writing in its own right, students can also freely generate ideas for othe…

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Having children make objects they see in their surrounding using play dough. Students can create different objects, shapes, and patterns using their own imagination.

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Squishing, rolling, sculpting, molding . . . young children love to play with playdough. Add some props from around the home and playdough play becomes a powerful way to support your child's learning. This simple preschool staple lets children use their imaginations and strengthen the small muscles in their fingers-the same muscles they will one day use to hold a pencil and write. Using playdough with you, a friend, or siblings supports your child's social skills such as sharing, taking turns, and enjoying being with other people. Playdough also encourages children's language and literacy, science, and math skills-all at the same time!

Homemade or out of a can, playdough can provide hours of fun and learning at home. Besides the playdough, all you need are a clear surface, a few household items, and lots of time for fun.
Around-the-House Playdough Props

Birthday candles

Blocks

Bottle caps

Cookie cutters

Combs

Garlic press (be prepared to give it up forever)

Large buttons andother objects that can be pressed into the playdough to make a design

Feathers

Leaves, twigs, pebbles

Plastic knives, forks, and spoons

Rolling pin or bottle

Small toy people and animals

Straws

String or shoelaces

Tea strainer

Toothpicks (only for older children)

What children learn

Playdough play at home or school supports development and learning in many areas. When children use playdough, they explore ideas and try different approaches until they find one that works. They compare and contrast objects ("Mine's a fat pancake and yours is skinny"), actions ("No, don't cut it! Scrape it, like this"), and experiences ("We're not making a snake-we're making a road"). In their experimenting, children come up with their own ideas, satisfy their curiosity, and analyze and solve problems. These are all skills that help children learn and succeed in school.

Social and emotional development

Creating with playdough lets children feel competent ("I'm good at rolling the dough") and proud of their accomplishments ("Hey, I made a dog"). Pounding, flattening, and squeezing are healthy and safe outlets for extra energy. They can also help children cope with strong feelings. When children seem stressed or angry, get out the playdough and props!

During playdough time at school, children talk about what they're making and how. Re-create this atmosphere at home by inviting siblings or playmates and including yourself in the play. Make comments about their work ("You cut it again"). Ask questions so children can describe and think about what they are doing ("What does this do?"). Connect their play to the real world ("Can you make a red tomato? A green one might not be ripe"). Teach cooperation ("I can help you make your car"), and observe and compare actions ("I'm rolling my dough too"). Interactions like these contribute to development and learning, helping to prepare children for success in school and in life.

Creativity and imagination

With playdough, young children express their ideas through art and make-believe play. At the same time, they learn symbolic thinking by pretending that the playdough is something else ("That thing with the antlers is a moose").

As 3-year-old Anna plays, she makes and names her many creations:

Anna squeezes a piece of playdough and rolls it back and forth between her hands. "I made a worm!" she exclaims. Then she makes another long object and places it on top of the first one. "I made another worm-a bigger one!" Then Anna squishes some playdough together; There's a turkey sandwich for you." Next, she rolls a ball of dough around, pounds it down on the table, and sticks several plastic knives vertically into the pile. "Look, a birthday cake with candles!" Anna declares. She pokes the pile with a spoon, raises the spoon to her mouth, and pretends to eat. "Yummy!" she says.

As Anna makes her cake and eats it too, she engages in simple pretend play. Your child might pretend to make tortillas, dumplings, or pizza, or create alligators, airplanes, or houses.

Older preschoolers-say, 4- or 5-year-olds-often make detailed playdough creations. With one or more friends, they may imagine themselves to be construction workers building a highway, prehistoric hunters pursuing a woolly mammoth, or pastry chefs baking and selling cookies, cupcakes, and donuts at a bakery. You can join in their pretend play too!

Language and literacy

Through playdough play at home, children practice listening to and talking with friends, siblings, and adults (you!). Materials like playdough help children build their vocabulary as they explain what they are doing. For example, when a child exclaims, "Chop!" as she brings down the plastic knife, she uses just the right word to describe her action.

Children use language to invent stories about their playdough creations. You may notice your child using facts or ideas from books you've read together. Children also refer to things they did or saw in their everyday lives ("This is a burrito like we had at lunch").

When the two of you make a batch of playdough together, your child learns about print and why people write. Following the recipe helps him connect written and spoken words and learn that writing can be used for different purposes. In this case, the writing explains how to make playdough. Encourage him to roll snakes and use them to form letters. Discuss action words like pound and slice and descriptive words like mushy and sticky.

These types of experiences help children learn new words and communicate their thoughts and ideas effectively-skills they will need when they learn to read and write in the primary grades.

Science

Young children learn about science through hands-on experiences. They learn by observing, thinking, and talking about how materials feel and how they change. You can encourage scientific thinking. Provide sawdust or sand to add to the playdough and then talk about how this new kind of dough looks and feels. Introduce words like texture, grainy, smooth, and lumpy.

Your child might declare, "I'm making this flat!" as she pushes down on playdough with the palm of her hand. Or she may say, "I'm making it soft," as she adds water to dry playdough to make it more pliable. When you ask, "What do you think would happen if we added too much water?" you are helping her understand the scientific concept of cause and effect.

Math

Measure and count while you make a batch of playdough together. Your child can learn about measurement and numbers by filling the cup and comparing the size of teaspoons and tablespoons, and about counting as he adds the ingredients.

Children note changes in shape and size as they comment on, compare, and contrast the objects they make ("I made a triangle" and "Mine is a tiny ball and yours is big"). Others notice who has more or less playdough. Ask your child to count how many pieces she is making or to arrange her creations by size or color. Encourage mathematical thinking by asking, "What shape is that?" "Which snake is longer?" or "How many pieces do you have now?"

These play experiences encourage children to practice counting, learn about shapes (geometry) and how they relate to each other (spatial sense), and practice sorting and classifying. Such mathematical ways of thinking prepare children for learning more complex math concepts in the coming years.

Physical development

While poking, rolling, and squishing playdough, children develop the small muscles in their fingers and hands. They use hands, fingers, and tools to pound, push, poke, shape, flatten, roll, cut, and scrape. Through these manipulations, children develop eye-hand coordination, the ability to match hand movement with eye movement. They also gain strength and improve dexterity in their hands and fingers, critical areas of physical development for writing, drawing, and other purposes.

Playdough is a powerful learning tool for many reasons. And when you play with playdough at home with your children, you'll discover the most important reason of all: it's just plain fun!

Playdough recipes

On-Cloud-9-Dough
What you need: Directions:

1. Mix water and food coloring in bowl

2. Add flour and oil

3. Stir

4. Knead until smooth

For the first step, children can drop the food coloring in the water and watch the color spread.

Dough can be reused; store in the refrigerator in an airtight container.

Bouncy Playdough
What you need: Directions:

1. Place ingredients in bowl

2. Mix with fork

3. Place mixture in saucepan

4. Bring to boil on medium heat

5. Cook, stirring constantly with spoon, until thick

6. Let cool

:
Only the supervising adult should test the dough's temperature. Dough can be reused; store on shelf in an airtight container.

Both recipes are from Laura J. Colker, The Cooking Book: Fostering Young Children's Learning and Delight. 2005. Washington, DC: NAEYC
Download PDF versions of both playdough recipes.
Source: Adapted from M.I. Swartz, 2005, "Playdough: What's Standard about It?," Young Children 60 (2): 100-09.

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Playdough encourages children's language and literacy, science, and math skills-all at the same time!

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Match the Music Notes is a great activity for students to create their own music note matching game. There are also a bunch of different activities in this link.

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You don't have to be a renowned musician to help kids learn about and love music. Kids of all ages can learn about reading and writing music, following the beat, and expressing themselves through song and dance with simple musical activities.

Turn Shapes Into Sounds

Kids create their own music language in this creative take on composition.

Related Articles

What You Need

One instrument

Paper

Crayons

Directions

1. Figure out how to make two different sounds with your instrument. You might have to use it in a nontraditional way.

2. Designate a shape for each sound.

3. Draw a pattern using the two different shapes, the more complex the pattern, the more interesting your song will be.

4. Play the pattern or song you wrote.

Finish That Lyric

Start singing or playing common kids' songs then stop abruptly at any point and ask kids to finish the lyric. Their memory will be tested along with their ability to follow along in a song.

Rap a Rhyming Book

Turn any rhyming picture book into a rap by turning on an instrumental version of your favorite rap song. Kids can try rapping the words of the story over the beat for a modern twist on children's literature. Not only will they practice reading and rhyming, but kids will also learn to hear and follow beats. Authors who write lots of great rhyming books include Dr. Seuss and Bill Martin, Jr.

Play Humming Wars

This game is best for small groups of kids ages eight and older.

What You Need

Directions

1. Write popular song titles on individual slips of paper, one for each title, and place in a bowl.

2. Separate the group into two teams of three to five each.

3. Each team selects one hummer.

4. Hummers from each team sit back-to-back with their teammates in front of them.

5. On "Go," each hummer picks a song from the bowl and starts humming the song.

6. The first team to guess their hummer's song within one minute wins the round.

7. Play several rounds with a new hummer each time.

Finish That Pattern

You need two people to play, each sitting facing the other with household objects or instruments in the space between you. The first person closes their eyes and the second person plays a series of sounds. The first person opens their eyes and tries to recreate the pattern. Kids as young as four can play this game with a caregiver when the patterns only involve two different sounds while older kids are challenged by longer patterns.

Match the Music Notes

Learn about reading sheet music by making your own music note matching game. Print and cut out music note clip art using at least two of each type of note. Tape the clip art to the lined side of index cards. Set up the memory game by laying out all the index cards, picture-side down, in a grid. Take turns looking for matches and naming each pair you find.

Learn to Dance

Many cultures use dance as a form of expression. Help kids learn to hear and feel different rhythms by learning new dances. Start with a few basic dance steps, they try adding each one to music. Once you've mastered that, move on to more complicated dances like Latin dances or the Mexican Hat Dance.

Discover Music Moods

Different genres of music evoke different emotions. See if your kids can express which music elicits which emotion in this fun game.

What You Need

Craft sticks

Paper

Computer and printer or crayons

Pencil

Scissors

Circle template

Music player loaded with several age-appropriate songs in different genres of music like classical, rock, rap, reggae, and country. Look for kid-friendly music of popular songs like those by Kidz Bop mixed with instrumental songs to get a good variety.

Directions

1. Each kid can make emotion sticks by cutting out two circles, gluing each to the top of the craft stick, then coloring an emoji on each side with a different emotion. If printing the emojis, simply glue them back-to-back at the top of the stick. Make sticks for several emotions such as happy, sad, angry, and excited.

2. Play a portion of one song at a time and have kids hold up the emoji that best fits their mood listening to this song.

Mix Science With Music

Perform your own musical science experiment to see if the claims music can make your smarter are true. Choose two short stories to start. Read the first story, wait one or two minutes, then describe the plot and main characters. Turn on some classical music and read the second story. Wait the same amount of time you did for the first then describe the same things. Which book did you remember better?

Rewrite Lyrics

Choose a song your child knows the lyrics to and ask them to rewrite those lyrics. Start with a printed copy or write them out yourself. Kids will need to replace every word in the song with another that still fits the tune and tells a story.

Travel to the Tempo

Learn about changes in tempo with a simple game inspired by the classic playground game Red Light, Green Light. Create start and finish lines. Use a children's keyboard to change the tempo of an instrumental song. Start playing one of the demo tracks then every few seconds, increase or decrease the tempo. Kids walk or run matching the tempo of the song.

Chart Your Vocal Range

See how many different pitches your voice can make with a simple bar graph. Draw a standard graph with sounds along the bottom and pitches up the side. For each sound you make, create a bar that shows how high or low-pitched it is.

Explore the World of Music

Music can help kids relax, express emotions, and let loose and have fun. Incorporate a variety of musical activities into your daily routine at home or in the classroom to keep kids engaged and excited about music.

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12 Musical Activities for Kids to Explore | LoveToKnow

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You don't have to be a renowned musician to help kids learn about and love music. Kids of all ages can learn about reading and writing music, following the beat, and expressing themselves through song and dance with simple musical activities. Kids create their own music language in this creative take on composition.

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This website shares a great lesson to learn about the history of the tomato. This website shares the activity to help "Nature Smart" leaners have the opportunity to go outside decide of tomato is a fruit or vegetable.

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Download: Fruit vs Vegetable
Overview: Why are some fruits called vegetables? In this lesson, students will explore the difference between the scientific definition of a fruit and the common definition of a fruit.

Grade Level/Range: K- 2

Objectives: Students will:

Dissect commonly consumed fruits and vegetables

Learn the scientific definition of fruit

Explore how the different ways we cook with and eat fruits and vegetables influences the common definition of a fruit

Time: 1 hour
Materials

A variety of fruits, including some that are commonly classified as vegetables. These may include, although not limited to: apples, oranges, peaches, tomatoes, peppers, avocados, squash, cucumbers, green beans, peas, eggplant and zucchini.

Plate or cutting board

Knife

Background Information

In 1883, the tomato made an appearance in the United States Supreme Court. The Tariff Act of 1883 had placed a tax on imported vegetables, including tomatoes, so a knowledgeable importer challenged that the tomato is botanically a fruit and not subject to these taxes. However, the Supreme Court ruled that even though the tomato is botanically a fruit, in practical terms it is consumed as part of meal like other vegetables and that fruits are usually consumed individually or as a dessert. Therefore by ruling of the Supreme Court the tomato is a vegetable. So when asked if a tomato is a fruit or a vegetable, the correct answer is, "Both!"

This common use definition continues to be applied to many 'fruits' in our diet. Both fruits and vegetables are packed full of vitamins and fiber, but, in general, fruit is the sweeter treat whereas vegetables are used for savory dishes. Examples of botanical fruits that are common referred to as vegetables include tomatoes, peppers, avocados, squash, cucumbers, green beans, peas, eggplant and zucchini.

Laying the Groundwork

Read the book A Fruit is a Suitcase for Seeds by Jean Richards. Ask students,

Why are seeds so important? Because they grow into new plants.

Why do seeds need to be able to travel to new places to grow? If all the seeds from a plant just dropped below the parent plant, they be competing for space and resources and would not grow well.

Where can you find seeds? Most seeds are found inside of a fruit. The fruit helps protect the seed.

Cut open a common fruit like an apple (an example of a fruit with many seeds) or a peach (an example of a fruit with one big seed) and look at the seeds inside. Drawing from the book, explain some of the ways the fruit helps the seeds travel (by animals, air, and water).

Exploration

Explain to students that scientists classify fruit as the part of the plant that produces the seeds; however, we frequently call some fruits vegetables based on how we consume them. Share the story about the Supreme Court case on tomatoes from the Background Information above that supported the common definition that a fruit is a plant-derived sweet ingredient used for desserts or snacks while a vegetable is a plant part eaten in a main meal.

Next, show students a variety of fruits, some that are commonly classified as fruits and others that are commonly classified as vegetables. Some possible examples may include: apples, oranges, peaches, tomatoes, peppers, avocados, squash, cucumbers, green beans, peas, eggplant and zucchini. Ask students to cast their vote on whether each item is a fruit or a vegetable and sort into two categories.

Once they have made their predictions, dissect each item and look for seeds. Were some of the items they thought were vegetables actually fruits? Ask students to brainstorm differences between the fruits that we call fruit and the fruits that we call vegetables.

Making Connections

Create a Venn Diagram with one circle representing fruit and one circle representing vegetables and the overlapping section representing fruit that is commonly referred to as a vegetable. Go beyond the samples brought into class to talk about additional fruits and vegetables and their botanical and common classifications.

Branching Out

Host a Fruit vs. Vegetable Taste Test. Compare the color, shape, smell, and taste of fruits that are commonly defined as fruits and fruits that are commonly defined as vegetables. The difference in sweetness will be fairly obvious; however, you can expand on this lesson by looking up the nutrition information for the items you sample to determine sugar content. (If you do not have samples available for tasting, you can also base our comparison on the sugar content listed.) To expand, you can also compare other nutritional facts such as fiber and calories.

Play a plant parts sorting game. Bring in fruits and vegetables representing different parts of the plant (or if fresh samples are not available, bring in photographs of different plant parts) and have students sort by part including roots, stems, leaves, flowers, fruit and seeds. Possible examples include:

Roots - carrots, sweet potatoes

Stems- asparagus, Irish potato (Fun Fact - the Irish potato is actually an underground storage stem)

Leaves - lettuce, kale

Flowers (flower buds) - broccoli, cauliflower

Fruit - cucumbers, peppers

Seeds- corn, dried beans

Search for recipes that blur the boundaries between fruit and vegetable. Here are a few examples:

As a class, brainstorm additional examples of fruit/vegetable switcheroos? (zucchini bread, orange-glazed chicken, apple salad, cranberry sauce)

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Fruit vs Vegetable - Garden Lesson Plan by KidsGardening

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Download: Fruit vs Vegetable Overview: Why are some fruits called vegetables? In this lesson, students will explore the difference between the scientific definition of a fruit and the common definition of a fruit.

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Having group work like a skit or play for the students to act out helps "People Smart" learners enjoy working with others to learn more about the content.

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Around the World in Thirty Minutes

I came up with this activity to support a second-grade unit on the countries and continents of the world. It could be easily adapted to the study of the provinces or states of a country. I've also included a variation--appropriate for older kids--that addresses history over time. The lesson uses pantomime skills, research skills, and information sharing, as well as knowledge of the subject matter. As a point of interest, I happened to be teaching this lesson when the head of the Lower School made an unscheduled classroom visit, and the resulting written teacher evaluation was about the best I've ever received.

This is a basic teacher-in-role exercise. I have written this plan in the form of a narrative--a description of the class the first time I used the activity--rather than giving you step-by-step instructions, because it just makes better sense. Every teacher has her or his own style--you can use whatever of mine works for you. (Note: I taught this activity for the first time at an all-boys school, which is reflected in the nouns and pronouns below, but obviously it works just as well* with girls or mixed gender students.)

Preparation

I told my students the name of the lesson--"Around the World in Thirty Minutes." I explained that we would shortly be enacting a whirlwind tour of the world. I asked each student to choose his favorite country or continent in the world. I told them that they would be pretending to be someone or something in that country. I, and a friend, would be making the tour of the world, and in each country we visited, the students in that country would pretend to be animals, people, or things that a visitor in that country would be likely to see.

Many of the boys chose countries about which they knew little. Some chose countries from which their ancestors emigrated. Some chose places that just sounded exciting. But the long and short of it was that most of them didn't know what a tourist would be likely to find in the country of their choice. Because the lesson was consciously designed to for cross-curricular impact, that was exactly what I had hoped would happen, because it motivated research. We had a class discussion about the problem. Each boy in turn told the group what country or continent he had chosen, and I asked if anyone knew what kinds of things might be found there. In many cases, the boy's classmates had great suggestions. But some of the boys had chosen countries nobody knew much about. So I brought out some reference books. (I have an excellent children's atlas, which includes maps with pictures of animals, landmarks, industries, etc., that the boys loved looking at.) The group researched the countries enthusiastically, and after about ten or fifteen minutes, every boy had decided what or who he was going to pretend to be.

The Trip

I arranged the boys around the classroom. Some countries were represented by more than one boy, but that was fine. Each country or continent had its own place in the room. I explained that it would be impossible to travel to all the countries in thirty minutes, if it were not for my Supersonic Transport. (I used a wheeled swivel chair.) I brought out a Muppet-style puppet that I use in many of my lessons, and that the boys love. I explained that "Oliver" and I would be making the trip together. (Obviously one could do this lesson without the puppet.)

I sat in my chair and wheeled myself and Oliver to the first country. The puppet and I Ooohed and Aaahed at the sights we saw there. Usually I was able to correctly guess what the boys were pretending to be, but when I wasn't, they were not offended, and were quick to give me hints until I did. After I had finished in the first country, I asked the boys which other country was the closest. They had to think about this one, but we always came to a decision. In this way they learned and used their knowledge of geography. Sometimes I had to help--as when I pointed out that it was quicker to go over the Arctic to get from Canada to Siberia--but that was more learning. Once we decided which country was closest, I moved on to that country and continued in this way until I had visited every boy. Then I "came home."

Discussion

After the trip was over, we sat in a circle, and I asked each boy to mention one thing he learned that he hadn't known before. Every one was able to come up with something.

This lesson worked extremely well. The boys frequently ask me if we can do it again. I think that it could work with students much older-with a corresponding increase in the sophistication of the information we learned about the countries, and possibly also the level of interaction between the traveler and the inhabitants of each country.

Time-Travel Variation

(Older Students)

Instead of traveling from country to country, you can travel from time period to time period. The people in each period interact with the travelers--who might be students, rather than the instructor--as much or as little as time and the sophistication of the students allows.

* I say this lesson can work just as well with girls or mixed gender children and it does (I've used it with both) but it actually is especially well-suited to an all-boy environment, and it's a great example of how acknowledging and taking into account gender differences instead of ignoring them can serve students needs. While obviously every child is an individual, boys in general, at the elementary level, are much better equipped to process information spatially than they are to process it verbally. (This is why, on any playground anywhere in the world, you're apt to see boys playing physical games involving moving their bodies and/or a ball through three-dimensional space, while girls are more likely to be playing some kind of social or role-playing game.) Most drama teachers will tell you that, when they are asked to improvise skits or plays, boys tend to come up with skits that are full of action--wrestling, running around, etc. but that have very little in the way of plot, while girls come up with clear plots and clear character relationships but little in the way of movement or visual interest. (If you have mixed genders and force them to work together--they won't if you let them pick their own groups, usually--you get the best of both worlds--plays that are interesting to watch and make sense.) When I was teaching in the boys' school, I was always conscious of devising lessons that played to the particular learning strengths of the boys--though, in fairness, that's easier for a drama teacher than it would be for, say, an English teacher.

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Around the World in Thirty Minutes I came up with this activity to support a second-grade unit on the countries and continents of the world. It could be easily adapted to the study of the provinces or states of a country. I've also included a variation--appropriate for older kids--that addresses history over time.

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Bodily- Kinesthetic Intelligence -- Bridgett

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Bodily- Kinesthetic Intelligence -- Bridgett

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Scavenger hunts are a great way to help "Body Smart" learners get up and moving while still learning important details within the lesson. The scavenger hunt could be just around the classroom, or even around the school.

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Declaration of Independence American History Scavenger Hunt | Distance Learning | 4th grade social studies, Social studies middle school, Declaration of independence

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Oct 21, 2016 - In this fun resource for early US History, students complete a scavenger hunt on the Declaration of Independence to better understand the document, interact with historical text, and turn a boring document into an exciting challenge. Students work in either collaborative teams or individually (I'd ...

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As an elementary teacher, I believe Jack Hartmann is one of the best YouTube song artists. He has so many videos that go with any content area. This song is about the seven continents which would help the "Music Smart" learners singing along with him while learning the content.

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This link has a great activity for all ages of elementary students to help with "Picture Smart" learners. The students learn about each of the 50 states by building legos that relate to something from the state.

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If you have a huge Lego brick fan in your house, you are going to love this clever free printable for learning about the US States for kids! The free printable state report encourages kindergarten, first grade, 2nd grade, 3rd grade, 4th grade, and 5th grade students to complete a state Lego Challenge for Kids. This is such a fun way to learn about the states for kids!

Lego Challenge for Kids

Education starts in the home so why not begin with your state? Allow your child to discover all there is know about the state where your family lives. Best of all they get to play with bricks! This United States lego challenge for kids encourages children to build a variety of things using prompts from the state they are learning about. Just grab the free printable state report template and a handful of bricks and you are ready for a fun, hands on educational activity to make learning fun for Kindergartners, grade 1, grade 2, grade 3, grade 4, and grade 5 students.

Whether you are a parent, teacher, or homeschooler - this is a fun Lego learning idea perfect for centers, extra practice, United States for kids, and so much more!

State Report Template

Start by scrolling to the bottom of the post, under the terms of use, and click on the text link that says >> Download <<. The pdf file will open in a new window for you to save the freebie.

Brick Challenge for Kids

Print off the My State Brick Build and Notebooking sheets. Research the information and fill out the first sheet. The second sheet contains cards of brick challenges that relate to your state. The challenge cards can be used as you learn or daily to extend or enhance learning.
More Ideas to Use My State Brick Build and Notebooking

State build cards can also be used for drawing or Minecraft.

Challenge your child to write a paragraph about what she learned about her state.

Use the challenges as a fun way to quiz your child on the information she learned.

Use the sheets to discover other states as well!

Lego Printables

Looking for more free lego printables for kids of all ages? Try these resources

Geography for Kids
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This is for personal use or personal classroom only

This may NOT be sold, hosted, reproduced, or stored on any other site (including blog, Facebook, Dropbox, etc.)

All downloaded materials provided are copyright protected. Please see Terms of Use.

Graphics Purchased and used with permission

I offer free printables to bless my readers AND to provide for my family. Your frequent visits to my blog & support purchasing through affiliates links and ads keep the lights on so to speak. Thanks you!

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If you have a huge Lego brick fan in your house, you are going to love this clever free printable for learning about the US States for kids! The free printable state report encourages kindergarten, first grade, 2nd grade, 3rd grade, 4th grade, and 5th grade students to complete a state Lego Challenge for Kids.

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Timelines are a great way for "Math Smart" learners to learn more about their family by putting information in a sequence.

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Student Timeline Project | Teaching Ace | Kindergarten social studies, Primary social studies, Timeline project

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Jul 7, 2013 - One of our social studies objectives is for the kids to understand the passage of time, and how this is reflected through life events.  We usually accomplish this both through daily calendar activities and investigations of timelines.

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This website has a variety of different crossword activities to help "Word Smart" learners.

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Free crossword puzzles for kids on the school subjects of social studies and history. Games to have fun and learn at the same time.

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This would be a way to tie in geography by having students find the leaves from trees in the area they are living in.

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Maia and I finally made the nature prints with sculpey dough that Write, Mama. Write! posted about recently.

What a wonderful texture project for a little kid!! Maia loved every step of it (as did I). I'm sure even older kids would get a lot out of it.

Here's how we did it...
MATERIALS

Sculpey clay (You could also try this with regular clay or air dry clay)

Nature items

INSTRUCTIONS
First we went on a nature walk around our yard and found interesting leaves and flowers and rocks which we collected in one of Maia's bags.

She had great fun with this part and picked leaves from our rosemary (top right), dusty miller (middle right), yarrow (bottom right), butterfly bush, pine needles, ivy, and lemon thyme, as well as flowers from iris danfordiae, hydrangea (dried), and grape hyacinth.

Per the instructions on Write, Mama. Write! I rolled the sculpey clay into balls first (harder than I thought). Then we placed a leaf or other nature item on a flat surface, set the ball of sculpey on top, and together we pressed down on the ball.

Maia didn't seem to have the strength to press them on her own, but an older child would.

I was amazed at the level of detail that the sculpey captured! This is a print from butterfly bush leaves, above.

Next we placed the flattened discs on a cookie sheet and baked them at a low temperature (250 degrees I think) for 45 minutes. They hardened up nicely.

Once they were completely cool, Maia transfered them from baking sheet to bowls and played with them for quite a while, stacking them and moving them between bowls. They have a nice weight to them and are very satisfying to hold.

More Nature Print Ideas for Kids
Pin It for Later
Children's Art Enabler, Mother of Two, Lover of Cherry Pie and Nature

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Maia and I finally made the nature prints with sculpey dough that Write, Mama. Write! posted about recently. What a wonderful texture project for a little kid!! Maia loved every step of it (as did I). I'm sure even older kids would get a lot out of it.

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This link has a ton of different digital escape rooms for various subjects, so there are social studies ones included. An escape room is a great way to get students talking to each other and an easy group work activity.

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Last week I spotted a free Digital Escape Room floating around on Facebook which was so fun - it was Harry Potter too! It gave me the idea to put together a post full of free digital escape rooms and virtual escape rooms from kids to adults!

I have tons of online escape rooms listed below separated out by category, with plenty of them with educational themes! The ones specifically marker "(easier)" tends to be geared more towards elementary kids but can still be fun to play!

If you're looking for affordable escape room games to play at home I recommend the EXIT Series . They run between $8-15. Sign up here for our FREE Money Saving e-newsletter for more great ideas!
The below digital escape rooms are sectioned out by categories and separated with a divider line or you can quickly skip to each category by using our table of contents guide.

Free Book Themed Digital Escape Rooms:
All of the above book themed escape rooms are themed around favorite books and authors.
Free History Themed Digital Escape Rooms:
All of the above book themed escape rooms are themed around historical time periods and people.

Free Science Themed Digital Escape Rooms:
All of the above book themed escape rooms are themed around various scientific topics.

Free Math Themed Digital Escape Rooms:
All of the above book themed escape rooms are focused on math.

Free Geography Themed Digital Escape Rooms:
All of the above book themed escape rooms are themed around geography.
Free Holiday Themed Themed Digital Escape Rooms:

Free Tech themed Digital Escape Rooms:

Just for fun:

Paid Escape Rooms:

Etsy has some EPIC Escape Rooms that are insanely creative and you can find classroom printable escape rooms to buy on TPT.

How to Make Your Own Escape Room:

Build your OWN Digital Escape Room with this tutorial for using Google Forms or this tutorial here.
HELP ME! I want to make this list the most AWESOME LIST out there for free digital escape rooms for kids AND adults! If you have created one or know of one not on this list please let me know and I will add it!
AWESOME BONUS Recommendation for Kids (and Adults!):

Not a digital escape room, but I highly recommend going through the Imagineering in a Box course on Khan Academy.

With help from the Walt Disney Imagineering Department kids can build a story board, theme park, attractions, characters, and learn about the genius technicians, artists and engineers that design rocks, art, rides, and how they make magic come alive.

AWESOME FREE Resources to Do at Home:

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Free Digital Escape Rooms for Kids & Adults + Escape Rooms at Home

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Last week I spotted a free Digital Escape Room floating around on Facebook which was so fun - it was Harry Potter too! It gave me the idea to put together a post full of free digital escape rooms and virtual escape rooms from kids to adults!

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This would have been a great unit to cover this year because of the election, but there are activities in this resource that use math while also discussing the election and its process.

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This activity is one that requires writing a narrative story. This is a good activity for these students because it requires them to use words and stories.

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This is a site that has various hands-on activities about landforms for learners who like to use their hands and real life items to learn.

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Learning about can be a lot of fun! Here are plenty of interactive ideas and activities to teach landforms for kids. If you're working on landform vocabulary, then you're sure to find these videos, worksheets and even experiments to help.

Be sure to click on each idea to see the original source and get additional information on making these landform lesson plans happen in your classroom.

Landform Activities

Building With Sand - Make an interactive sand tray that is individual sized. Have students use their fingers to push the sand aside to form each landform.

Erosion Experiment - Use some basic materials and a simple setup to explore how erosion is responsible for various types of formations - makes it memorable!

Edible Landforms - This simplified version is edible and memorable.

Salt Dough Landforms - Make and paint salt dough - forming the most popular one. Just in case you're in need, here's a good how to make salt dough tutorial.

Naming the Types of Landforms

Matching Real and Illustration Landforms - Real life examples can be tricky to identify. Use these free illustration cards and real world examples to help make connections.

Matching Forms and Descriptions - Match each formation of the Earth to a card with it's descriptive characteristics. {Free printable}

Smartboard Game - A quick quiz of 25 questions to answer which type of landform is shown on this free smartboard game.

Geographical Landforms

Worksheet Set - Worksheets for first grade with a geographical theme.

Landforms Flipbook - Create a flipbook by coloring pages of landform layers and labeling them.

My Landforms Booklet - Write 3 sentences about each of 5 land forms in this free printable booklet.

Construction Paper Landform Layers - Get the free printable patterns to trace and a vocabulary sheet to paste in the back of this layered craft. You could easily add writing onto the back of each landform or mention a real world example.

Landforms for Kids Videos

Landform Song -Covers waterfall, river, lake, valley, glacier, volcano, cliff, plains, island, and mountain.

Exploring Landforms - What are landforms? Natural features of the earth's surface.

What is Erosion? - Find out the answers in this guided video.

Landform Crash Course

All Over the World

Songs and simple illustrations from a fellow teacher to help teach land formations.

Types of Landforms

Illustrating the Landforms - When learning the types of land formations, having students illustrate them can be helpful - this one includes a free assessment. Or you could have them make landform posters.

Paper Version - Cut out shapes to create each landform and label in English or Spanish.

Dinosaur Landform Review - Use the image of a dinosaur to help students remember what each type of landform looks like. Clever!

Landforms Freebie - Draw a picture of each landform in this free visual vocabulary worksheet.

See? Teaching geographical features just got a little easier with the help of these fantastic ideas from other teachers. What fun ideas - I'm all about the hands-on lesson plans to make it more interactive.

You should also check out these 15 Fun Activities and Ideas to teach Rocks for Kids.

More Science for Kids

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21 Landforms for Kids Activities and Lesson Plans - Teach Junkie

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Learning about can be a lot of fun! Here are plenty of interactive ideas and activities to teach landforms for kids. If you're working on landform vocabulary , then you're sure to find these videos, worksheets and even experiments to help.

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This is an activity to help students understand the different locations. It is good for spatial learners because it is a hands on activity that requires them to use maps and diagrams.

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Sure, they get that they live in Maryland and their Nanny and Pap and most aunts and uncles live in Pennsylvania, but they don't really know where they live in relation to the rest of the world.

Cora sees the American flag and calls it the American Idol flag.
I know she's four and that this knowledge and perspective is something that comes with time-and maturity-but I thought that it was about time we addressed the issue head-on.
In order to really understand even why our country has different types of coins (and governments) than other countries-like we discussed when we wrapped and counted coins earlier this week-they have to first learn that they live in the United States of America-a place quite different from the United Kingdom where William and Kate got married this spring, or Japan where Cars 2 took place, or Italy where their Grandma and Grandpa visited this year.
Younger kids sometimes get confused when we tell them they live on a continent, in a country, in a state, in a city. How can they live in so many places at once?
Believe me, I know there are tons of ways to do this, but I thought I'd give it a try with a Me on the Map activity I saw on Jenn from Finally in First's awesome blog a few months ago. Among other things, I liked how this activity brought everything together, from planet to home, in one bright and happy package.

How to Teach Kids Where in the World They Live:

This Me on the Map activity spotlights where kids live from big picture to small-their planet to their home (or school). It allows them to hold in their hands all of the places they can call 'home' which is why I really love it.
I created circles for each part which can be downloaded here. And for our friends in Canada: Me on the Map: Canada version is a part of the Me on the Map Circles. Feel free to download, share with our friends up north, and watch our Canadian little ones learn about their place in this big world!
Owen helped cut out the circles at swim this week when he couldn't go in the water.

The circles include:

I also added some links to resources I used to print out an earth for the planet circle, a map of the continents, the USA map, the state of Maryland map, our state flower and flag, and our city.

As cool as it would be to have kids do the research to find this information and to really work hard to draw pictures of each part, I know it's the summer. And my focus was simply to give Maddy, Owen, and Cora a more clear picture about where they live in relation to the rest of the world.

Cora colors North America-the continent where we live.

and Owen writes 'Earth' for our planet.

To get this party started, I said,
Okay my friends. This week we organized coins and found a lot of coins that belonged to other countries. I have no idea how they got in our coin jar, but they did. They obviously got really mixed up-somehow they made it from their countries all the way over to our country, the United States of America.
Today we're going to take a look at where we are-where we live compared to other places in the world-and all of the places we can call our home.

Because you know we live in Maryland. You know that Nanny and Pap live in Pennsylvania. And you probably know we live [on our street, in our city]. But it gets confusing to live in so many places at once.

T his is going to make where we live a little bit more clear, but I'm really going to need your help because there are a few steps to this. I know you can handle it. Ready?

I had organized all of the circles by size, and I placed the 'extras' above them.

I said, F irst we'll start with our planet. We don't live on Mars, and we don't live on Jupiter. We live on. ..

Earth!! Owen and Maddy yelled.
Yep. We live on good ole planet Earth. So glue your earth on the circle that says 'our planet' and write 'Earth' above it.
Our Me on the Map circles, all spread out and drying.

We did the same for each circle, and as we went, I wrote the name on a piece of paper so they could copy it.

Really, Maddy was not feeling this activity. She was totally not into it. So I let her do what she was up for without pushing her. She wanted to do her sketching, and that's totally fine with me.

She scribbled the words and glued quickly and didn't care a bit.

Owen was into it; he worked hard to write each word, and he placed his circles carefully on the table to dry.

I found I had a really hard time keeping up with Owen and being slow enough for Cora, but when I finally just let Owen zip ahead while I stayed along with Cora, and I wasn't worrying about Maddy, it was fine. Maddy actually came back to it the next morning, when she was more in the mood. I love it.

I took photos before we added our street and home-so that our location's not plastered in cyberspace-but the kids drew cute pictures of our house and their perception of our street.

Cora holds her 'Me on a Map' proudly. . . and now that the picture's taken, we can add our street and home.

We linked them all together with a circle clip, and we were ready to go. Now finally Maddy, Owen, and Cora will be able to tell anyone who asks where in the world we live. I totally love it.

I wanted the kids to be excited about doing this without dreading the work, and I think this did the job. It gave them enough to do to be invested but not too much so that they thought it was work. . .

Happy mapping!
And check out these other fun activities for kids:
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Sure, they get that they live in Maryland and their Nanny and Pap and most aunts and uncles live in Pennsylvania, but they don't really know where they live in relation to the rest of the world. Cora sees the American flag and calls it the American Idol flag.

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This link provides different ideas to implement teaching various social studies topics. I still remember some songs that I learned in elementary and high school, so this is a great thing to bring into the classroom for any learners, especially musically inclined ones.

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While in school, I never had a teacher who made learning history, geography, or social studies fun and exciting. It wasn't until a music teacher taught a "50 States" song, that I realized I could retain and memorize facts. So, when I became a music teacher, I wanted my student's to not only learn the objectives I was required to teach, but also make learning other subjects fun by integrating them with music.

If you are a music or social studies teacher who is looking for ways to make learning our history and social studies fun, this blog post and podcast episode 100, will help you with ideas about integrating music into social studies.

Music from Around the World

One of my favorite things to teach is music from around the world. I have a great list of songs from around the world and from other cultures to use with elementary kids HERE. A lot of times kids haven't learned music from other cultures and love learning the songs, dances, stories, and instruments that they may not be familiar with. A great way to connect the music the kids are learning to where it originates from is by having the student's find the country on the map and making that country the "country of the month". Great instruments to teach about are the djembe, Native American flute, and the steel drum.

Learning the 50 States

A great song to teach about the 50 states is "50 Nifty United States". I like this song because not only does it teach about the 50 states and colonies, but has a fun rhythm and talks about how each state is important. There are so many great states songs that have been written, but this one is so good and I promise will get stuck in your student's heads.

Name those President's

While learning about the president's, a good way to remember the names of them and their order is by creating a rap. Print out a list of the presidents and try saying their names with a steady beat. To make it even more fun, try tapping a drum beat or making a rhythm while speaking.

Songs about History

There are so many great songs that teach about history or tie in great with a history unit. Student's can learn songs about wars, important people, about our country, and about the world. I did a whole program based around Martin Luther King Jr. where student's sang and recited poetry all about this amazing leader. When the unit was done in music, student's were more aware of who he was, about his life, and by memorizing the songs, they will be able to retain this information for years to come.
How do you enjoy making learning come alive for your kids or student's? Do they enjoy singing to retain what they are learning? Really, any lesson can be made into a song and learning can be fun. P.S. Are you feeling frustrated or stuck as an elementary music teacher? Check out these free resources to help you teach elementary music with confidence!

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Music and Social Studies Integration Ideas for Kids - Jessica Peresta- The Domestic Musician

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While in school, I never had a teacher who made learning history, geography, or social studies fun and exciting. It wasn't until a music teacher taught a "50 States" song, that I realized I could retain and memorize facts.

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Students who are natural intelligence learners can take informed action and write letters to their local politicians or work with their peer to create green spaces for their communities.

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Naturalist intelligence is one of researcher Howard Gardner's nine multiple intelligences. This particular intelligence that involves how sensitive an individual is to nature and the world. People who excel in this intelligence typically are interested in growing plants, taking care of animals or studying animals or plants. Zookeepers, biologists, gardeners, and veterinarians are among those that Gardner sees as having high naturalist intelligence.

Gardner says that all people are born with one or more "intelligences," such as logical-mathematical, spatial, bodily-kinesthetic and even musical intelligence. The best way to test, and develop, these intelligences is by practicing skills in these areas, says Gardner, and not through paper-and-pencil/online tests.

In Multiple Intelligences, Gardner gives examples of famous scholars with high naturalist intelligence, such as:

Charles Darwin: History's most famous evolutionary scientist, Darwin proposed the theory of evolution through natural selection. Darwin's famous journey on the HMS Beagle allowed him to study and collect natural specimens from across the globe. He published his finding in the classic book explaining evolution, "The Origin of the Species."

Alexander von Humboldt: This 19th Century naturalist and explorer was the first person to suggest that humans were having an impact on the natural world and causing climate change. His declaration was made over 200 years ago based on observations he recorded during his travels through South America.

E.O. Wilson: The world's greatest naturalist, and the father of sociobiology, wrote a 1990 book, "Ants" -- one of two books for which he won the Pulitzer Prize -- that explained how these insects create social structures, organizations, and hierarchies -- traits that were once thought only humans possessed.

John James Audobon: This naturalist created a collection of paintings, "Birds of America," published in four volumes from 1827 to 1838. Audobon is considered the father of the conservationist movement and inspired millions to take to the woods, lakes, and mountains in search of rare bird sightings.

Perhaps the best example to use in a classroom of a naturalist intelligence is one offered by the poet, William Wordsworth. Wordsworth summed up his own naturalist intelligence best in his poem, "The Tables Turned" when he encouraged the reader to get up from his studies and go out of doors. After reading the poem, teachers could simply end the lesson, and take Wordsworth's advice and march the class out-of-doors! (with administration's permission, of course).

Two stanzas highlight Wordsworth's enthusiasm for Nature as a teacher for all:

STANZA I:
"Up! up! my Friend, and quit your books;
Or surely you'll grow double:
Up! up! my Friend, and clear your looks;
Why all this toil and trouble?"
STANZA III:
"Come forth into the light of things,
Let Nature be your teacher."

Some of the characteristics of those students with naturalist intelligence include their:

Physically/emotionally adverse to pollution

Intense interest in learning about nature

Dramatic enthusiasm when in contact with nature

Powers of observation in nature

Awareness of changes in weather

Gardner notes that "such persons with a high degree of naturalist intelligence are keenly aware of how to distinguish the diverse plants, animals, mountains, or cloud configurations in their ecological niche."

Students with naturalist intelligence are interested in conservation and recycling, enjoy gardening, like animals, like to be outside, are interested in the weather and feel a connection to the earth. As a teacher, you can enhance and strengthen your students' naturalist intelligence by having them:

Attending class outside

Keep a nature journal to record changes or discoveries in nature

Illustrate discoveries in nature

Read books and articles about nature and the environment

Write articles about nature (poems, short stories, news articles)

Giving lessons on weather and nature

Performing skits about nature and cycles

Conduct research on local foliage

Students who have naturalist intelligence may take informed action, as suggested in the Social Studies Standards, in order to preserve the environment. They may write letters, petition their local politicians, or work with others to create green spaces in their communities.

Gardner suggests bringing what he calls the "summer culture" into the rest of the year -- and into the learning environment. Send students outside, take them on short hikes, teach them how to observe and identify plants and animals -- and help them get back to nature. This is the best way, says Gardner, to increase their natural intelligence.

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What Is the Definition of Naturalist Intelligence?

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Naturalist intelligence is one of researcher Howard Gardner's nine multiple intelligences. This particular intelligence that involves how sensitive an individual is to nature and the world. People who excel in this intelligence typically are interested in growing plants, taking care of animals or studying animals or plants.

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Interpersonal Intelligence - Courtney Roth

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Interpersonal Intelligence - Courtney Roth

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Drawing and journal entries be great resources to use with your students who are interpersonal. This allows the to talk and connect with their peers through posed questions and discussion of answers or talking through how they want to draw their information to present.

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Bodily-Kinesthetic Intelligence - Courtney Roth

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Bodily-Kinesthetic Intelligence - Courtney Roth

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Students who are more bodily-Kinesthetic can act out answers or events that have taken place in history like a game of charades. They can even use their body to “map” out where certain places lie on a map.

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Download for free!

Multiple Intelligences Activities

Logical/mathematical (analytical, concept-oriented)
Visual/spatial(image, picture-oriented)
Naturalist (enjoys organizing natural patterns)
Bodily/kinesthetic (excels at physical movement, both gross and fine motor)
Musical/rhythmic (oriented to tonal and rhythmic patterns)
Interpersonal (good person-to-person skills)
Intrapersonal (inner-directed, reflective)
Verbal/linguistic (oriented to words, language)

Activities
Logical/mathematical: Enjoys working with numbers, doing experiments

Teaching tip: Use "science thinking": Ask students to identify scientific principles in areas other than science.
Fun activity (grades 4-6): Find three random things (for example, a blade of grass, the word "long," and the process "jumping") and ask your students to invent an object that uses all three.
Fun activity (grades 6-8): Ask students to reinvent or improve upon the designs of everyday objects.

Visual/spatial: Enjoys drawing and painting

Teaching tip: Use colors as visual cues: Use a variety of colors of chalk and markers when writing in front of the class. Students can use different colored markers to "color code" materials they are studying.
Fun activity (grades 4-6): Draw an unusual shape and have each student include it in a drawing of his or her own.
Fun activity (grades 6-8): Play drawing games such as Pictionary or Win, Lose or Draw. Have students make rapid drawings to capture key points being discussed in a class lesson.

Naturalist: Enjoys studying things in nature, such as rocks, dinosaurs, insects, plants

Teaching tip: Noticing patterns: Encourage students to form their own systems for sorting and categorizing information.
Fun activity (grades 4-6): Show pictures of various animals or plants and ask students to figure out what they have in common.
Fun activity (grades 6-8): Given certain basic guiding principles, ask students to describe an animal, ecosystem, or other natural entity. To stimulate creativity, the entity need not exist at present, but should be theoretically imaginable.

Bodily/kinesthetic: Enjoys dancing, crafts, or sports

Teaching tip: Classroom theater: Students can act out the material to be learned through role-playing.
Fun activity (grades 4-6): Ask students what they like to eat for lunch - and have them act out the answers in a game of charades.
Fun activity (grades 6-8): Use the human body as a "map" for learning new information in different subjects. In geography, for example, the body might represent Europe. If the head is Scandanavia, then where is Italy?

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Eight multiple intelligences are outlined along with teaching tips and fun activities.

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Any song you can find that goes along with Social Studies reaches these students very well. If they can learn a song about it, they are more likely to remember it.

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A Social Studies resource for spatial intelligence can be as simple as having North, East, South, and West signs hung up in your classroom or, if able, a map carpet that has the north on the map facing north in real life.

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My Favorite Activities to Develop Spatial Intelligence | Scholastic

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Developing spatial intelligence can strengthen students' problem-solving skills in many critical ways. Read on for ideas.

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Creating timelines are great ways to engage your logical-mathematical students. It tests the students skills of placing items in the correct order.

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My Social Studies Kit:  History & Technology of Computers

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This intelligence is associated with logic, reasoning, numbers and critical thinking along with undertanding certain principles and applying them to your work.

Students will be testing their skill of putting things in chronological order, while learning about the events that have happened. As a class, I will instruct the students to create one large timeline that will be hung in the classroom along the walls. The timeline will be about the enhancements and improvements of technology, specifically about the computer and the timeline will start at the date of when the first computer was invented. Each student will take the time to discover 2 or 3 different events that took place about the computer from the date of when it was first invented all the way up to the present. For each event, the students will draw a picture of their interpretation of it.

CCSS. ELA Literacy W 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CCSS. ELA Literacy. SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.CCSS. ELA Literacy. SL 3.1 D Explain their own ideas and understanding in light of the discussion.

CCSS. ELA Literacy. SL 3.1 B Follow agrees-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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This intelligence is associated with logic, reasoning, numbers and critical thinking along with undertanding certain principles and applying them to your work. Students will be testing their skill of putting things in chronological order, while learning about the events that have happened.

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Verbal-Linguistic Intelligence - Courtney Roth

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Verbal-Linguistic Intelligence - Courtney Roth

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Social Studies crosswords puzzles are great for students who are Verbal-Linguistic. They can span across and topic in Social Studies and also strengths their memory with vocabulary words.

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Free crossword puzzles for kids on the school subjects of social studies and history. Games to have fun and learn at the same time.

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Interpersonal Intelligence -- Morgan Osthus 

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Interpersonal Intelligence -- Morgan Osthus 

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STEM activities are good for interpersonal intelligence because it allows students to work together in groups while creating something.

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Why can't a girl be president? Grace for President by Kelly DiPucchio examines the history of presidents and facts about how elections work in this insightful book that tackles a tough issue in way that is easy for kids to understand.

In our READ ALOUD STEM Challenge, students create their own ballot box and conduct an election in their school. This is the perfect activity to engage students on Election Day or for Presidents Day!

Mount Rushmore Presidents Day STEM Activity for Kids

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Presidents Day STEM Activities for Kids - Carly and Adam

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Presidents Day is the perfect time to integrate STEM in your classroom. Students will be more engaged and remember more with hands-on STEM activities. Here are some of our favorite Presidents Day STEM activities you can use in your classroom.

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Bodily-Kinesthetic Intelligence -- Morgan Osthus 

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Bodily-Kinesthetic Intelligence -- Morgan Osthus 

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News Plays allow students to act out a performance based on the topic they are learning about in class. It can be used for historical periods or current events.

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News Plays

I invented this lesson to help my Fourth-Grade students express what they were learning about the Oregon Trail. However, you could use this exercise to explore any historical period, or even to explore current events. In addition to being a fun way to learn, it can be a useful tool for assessment, because it helps the teacher see which concepts seem most important or most interesting to the students.

Note: Like many of my lesson plans, particularly those for older students, this lesson contains a great deal of discussion and analysis with the students. This is partly due to my firm conviction that this kind of critical analysis is good for kids, and partly due to personal style. If you find that your students won't tolerate so much talk, and just want to "get on with it," I see no particular reason not to do so. The discussion and analysis is interesting, and, I think, educational, but it's not as if the lesson won't work without it.

Discussion

I begin with a discussion of Television News. Why do networks run News? Why do people watch it? What can you tell about a community by watching the Local News? We discuss the ways that news editors, even when telling the absolute, unvarnished truth, can shape the opinions and perceptions of their audiences. We lament (well, most of us lament) the fact that so many people get all of their news from television. (This can be a whole class discussion in itself if you let it--which I will, if there's time.)

Then we think about what ways people might have had to get news before television. Of course there were newspapers, but we usually conclude that there were probably almost as many people "back then" as now who don't read newspapers. I tell the students about the old "Newsreels" that used to accompany films before TV killed the Cinema. In a sense, these were like Television News in that they were both visual and aural, and in that, like the stories we see on the TV News, the stories shown on newsreels were chosen out of a much bigger pool of "news" as the most interesting or important--so that, again, someone else's opinion as to what is important takes precedence over the audience's own judgment.

And what about before the Cinema? Well, believe it or not, sometimes people would actually act out the news live. In the early part of the century in cities like New York, current events were acted on stage in news theatres. In Medieval times, traveling minstrels would enact the news in movement and music. In many times and cultures, people made plays to tell the news. We discuss the way truth can be shaped and bent by such a practice. How is a person acting out the news--which is visual and aural--different from television coverage of the same event--which is also visual and aural? We talk about the difference in perception between seeing an interview with the actual person involved and seeing an actor portray that person. Even if every word of every utterance is repeated verbatim, an actor can always color a portrayal with his or her own opinion. So sometimes watching a "News Play" can tell you as much about the performers as about the news.

Performance

Once we have talked about the idea of a "News Play," it only remains to make one. I divide the class into small groups--4 or 5 seems to work best--and each group retires to a different corner of the room. The groups are given time--use your judgment on how much time, but with 4th-Graders, ten or fifteen minutes is about their limit, unless someone gets inspired--to choose a news story and rehearse their performance of it. The news story should be about whatever historical period or culture the class is studying. (You could also have them do current events.) Generally the groups choose a narrator or "anchor," but I don't tell them they must, and indeed I try to give them as few structural limits as possible. Unless a group asks for help, or is clearly not able to work together effectively, I leave them alone and let them rehearse in private.

When everyone is more-or-less ready, the group comes together as audience and each group in turn performs their "News Play." After each performance we discuss the success or failure of the group, and also talk about what we know about the performers' personal opinions or prejudices from the way the story was presented.

Lots of fun. And it can be used again and again as students study different subjects.

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News Plays I invented this lesson to help my Fourth-Grade students express what they were learning about the Oregon Trail. However, you could use this exercise to explore any historical period, or even to explore current events.

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This activity has students make "I Am" poems on historic people from history. This is a good activity for musical learners as they are very intuitive with sound and rhythm. After writing their poem, students could read their poem and add appropriate sound in the background.

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Most of us are familiar with "I Am" poems; poems that students write to tell their story, which include things that they like or are important to them.

Have you ever wondered what an historical figure might have to say in their own "I Am" poem? This activity will guide your students in creating "I Am" poems for people whose lives and experiences help tell the story of our country's Civil Rights Movement. Your kids will love this creative writing activity!

Here's what's included in this packet:

Letter of Introduction

Suggestions for Use

"I Am Medgar Evers" example poem

"I Am" poems - (purpose and instructions handout)

Master list of name choices

Set of bookmarks with name choices

Research/brainstorming graphic organizer

"I Am" poems student writing pages (blank and lined for teacher's or student's choice)

Classroom wall or hallway display header

This activity is an EXCELLENT way to incorporate Common Core literacy standards into your content specific lessons!

Need more resources for teaching about the Civil Rights Movement? Check out these products:

The Civil Rights Movement Through the Eyes of a Place (History and Geography)

Martin Luther King, Jr. Subway Art

Content Vocabulary Word Wall for Martin's Big Words (Picture Book)

A Complete Teaching Guide for Martin's Big Words (Picture Book)

Be sure to check out my store and follow me for news about new products, sales, and more!

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Civil Rights Movement Heroes - Poetry - Writing "I Am" Poems

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Most of us are familiar with "I Am" poems; poems that students write to tell their story, which include things that they like or are important to them. Have you ever wondered what an historical figure might have to say in their own "I Am" poem?

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The activity I found can be differentiated depending on grade level. It allows students to deeply analyze historical photos rather than just looking at them and moving on. I envision that students could then make a classroom newsletter about the picture they analyzed and share that with the class.

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Providing students with a high quality social studies education is a non-negotiable. You may have just a textbook, or may be without curriculum in general. If you are looking for ways to go beyond lecturing or reading from a textbook, you're in luck! Here's a great way to include primary sources in your unit of study.

What are Primary Sources?

Primary sources are first-hand accounts of a topic or event from the past. Primary sources can include documents, journal entries, newspapers, or photographs, to name a few. Today, I'm going to focus on how you can use historical photos to help your students better understand a time frame or event in history.

Photo Analysis Lesson Steps

For younger kiddos, you will want to do this analysis activity whole group and walk your students through the steps, but older students can do this independently or with partners.

If you look through the pages of your textbook, you might find a few historical photos throughout the chapter. If you use powerpoint presentations, you might have a few photos for your students to view, but in either case, do we really take the time to look deeply and closely at historical photos, or do we just glance and move on? In this lesson, your students will analyze one historical photo and make an interpretation.

Step 1: Find a historical photo for your students to analyze

You might be thinking, where do I even start? Here are a few places to find historical photos online:

1. Check your state historical museum or historical society

2. Search the Library of Congress

3. Search the National Archives

4. Smithsonian Magazine just released 2.8 million images to the public domain

Now, if you are studying a period in history before photos, no worries. You can have your students analyze a work of art or a political cartoon, or other image from the past.

Your students will start by analyzing just ONE historical photo. The goal is to take time to really ponder and consider the image that they are viewing. Too often we just quickly look at an image and move on. The objective is to view this photo as a historian and then make an interpretation.

Analyzing historical photos can be used in multiple ways.

1. Project the image on the screen for your whole class to view

2. Print the image or several different images and send students out to small groups and then rotate through as stations

3. Print small versions of the image and use as independent work

Step 2: Your students will look deeply and closely at the image

Have your students observe textures, colors, objects, the foreground, the background, any writing or words within the image. At this point, your students are JUST looking at the photo deeply. They are NOT making an interpretation yet. Give them 1 or 2 minutes of complete silence to do so. Yes, I mean it when I say, 1 or 2 minutes. It will feel like an eternity the first time you do this, but there is no need to rush.

Step 3: Provide time for questions

It is important to remember that each student brings their own knowledge and experience to the table when they look at an image. You will want to give your students an opportunity to ask questions. What do they need to know in order to make an interpretation about the photo? This is a good time to have students work with a partner. If you are doing this with lower elementary, you can brainstorm together, and provide any additional context that you feel might be needed.

Step 4: Students will make an interpretation

I always remind students that when they make an interpretation, they are coming to a conclusion about the photo. There may be more than one correct interpretation, but they may also come to the wrong conclusion if they are not careful. They are acting as historians and must be careful in their interpretation.

Step 5: Give evidence to back interpretation

Students need to validate why they came to their conclusion. What led them to make the interpretation that they did? Do they have background knowledge? Or personal experience? Maybe they notice something in particular in the image that leads them to a conclusion. Either way, they need to be specific and validate their interpretation.

Step 6: Provide ample time to share

Remember, that students bring their own background knowledge and experience to the table. Don't miss this part of the lesson. Sharing is such a great way to learn, broaden horizons, and also opens the door to discussion.

If you would like to take advantage of photo analysis activities that are ready to use in your classroom today, I have a few prepared. Just print and you're ready to go!

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How to Use Analyses of Historical Photos in Your Social Studies Units

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Providing students with a high quality social studies education is a non-negotiable. You may have just a textbook, or may be without curriculum in general. If you are looking for ways to go beyond lecturing or reading from a textbook, you're in luck! Here's a great way to include primary sources in your unit of study.

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This map activity is good for logical learners because it focuses on map skills for social studies but also incorporates the use of math skills to complete.

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A fun way to learn about map skills is to have your students create their own, unique map. A very EASY to use map maker website can be found { HERE} and was created by TeacherLED.com. Use this digital tool to have your students create their own maps and then practice measurement with a digital ruler.

This is what students see when they first pull up the website:

Here is a map I made in literally 30 seconds:

What I REALLY like is the ruler feature that allows you to measure parts of the map. This is a great tool to get students practicing how to manipulate a digital ruler. I could even see practicing area and perimeter with this site.

The website allows you to print and save. Nothing happened when I tried clicking the save button so I just took a screenshot. You could have students take a screenshot, add it to a Google Slide and then have them do all sorts of things with their map! Or, just print and go!

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A fun way to learn about map skills is to have your students create their own, unique map. A very EASY to use map maker website can be found { HERE} and was created by TeacherLED.com. Use this digital tool to have your students create their own maps and then practice measurement with a digital ruler.

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Verbal-Linguistic Intelligence -- Morgan Osthus 

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Verbal-Linguistic Intelligence -- Morgan Osthus 

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Verbal-linguistic learners could enjoy doing some type of debate in the classroom. I found mock debates on current events and civic issues that students could participate in as a class.

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Interpersonal Intelligence -- Jess Huber

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Interpersonal Intelligence -- Jess Huber

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Since students with interpersonal intelligence work well with other people and are often natural leaders, I thought escape rooms or break-out boxes would be a great lesson for these types of learners.

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Ah, escape rooms! An exciting instructional strategy you can use to get students engaged in your classroom. As cool as they sound, I admit they can be *slightly* overwhelming to think about. All the locks. All the puzzles. All the possible chaos. All the confused students.....I hope I can alleviate some of your concerns in this post, though, because using social studies escape rooms really is an effective strategy and a great alternative to lecture and note-taking. Before we continue, I have written other blog posts in this series called "7 Ways to Step Away From the Lecture Podium & Revitalize Your Social Studies Classroom." If you are serious about expanding your teaching toolbox, you can read about implementing stations, simulations, and political cartoons in your classroom. There *might* be freebies in each of those posts, too, to help you get started 😉

Out of the instructional strategies I am sharing through this blog series, escape rooms and simulations are definitely the most labor intensive, but I promise you they are SO worth the effort! Escape rooms definitely require you being OK with letting go of control and letting students struggle...because let's face it, when it comes to escape rooms, the STRUGGLE is REAL. Not just for you, but for your students!

WHAT ARE SOCIAL STUDIES ESCAPES?

**side note- I am going to call escape rooms "social studies escapes" from here on out because that is what I like to refer to them as. I teach social studies, so it makes sense 🙂

Escape rooms are scenarios where people have to solve a series of challenges or puzzles in order to "escape" or win the game. You can visit etablishments that offer the escape rooms experience, and you can also bring that experience to your classroom for your students! I suggest sticking to a one day escape room activity because you don't want students to go home and try to figure out the challenges, and you also want there to be a strict time element because that is what gets their hearts pumping! In my 55-minute class, I would expect my students to be able to solve 6 challenges (depending on the difficulty level). For classes that are 90 minutes, I would expect 8 challenges to be solved. Now, with that said, remember that escape rooms should not be solved by all of your students if they are appropriately challenging. It is supposed to be difficult to solve escape rooms so that those who do finish feel a strong sense of accomplishment...and those who don't know they gave it their all. Escape rooms are not an "everyone wins a trophy" game. Escape rooms are a "some people will escape and some won't, and that's OK!" kind of game (as long as they are working hard and not goofing off or giving up -> more on "giving up" later).

WHY USE SOCIAL STUDIES ESCAPES?

Limited on technology? Social studies escapes don't need ANY technology. Seriously! The ones I create don't use QR codes or other internet based sites, so there is literally no need for any technology. I do include a digital lock option, though, so if you don't want to buy the actual locks, you can have students enter the codes in a Google form before moving onto the next challenge. If you don't want to do digital locks OR buy actual locks, then you can have students write the code on a recording page and show you or a fellow student for check off and to receive their next challenge.

Fewer discipline issues- When students are self motivated, we don't have to monitor their behavior. We don't have to redirect their attention. We don't have to ensure they are on task and doing what they should be doing. They are invested and interested. This leads to fewer discipline issues that you have to handle. Who doesn't want that?! Social studies escape will capture your students' attention.

Increased engagement- When students participate in hands-on activities, they become more engaged and involved in learning the content as well as using the knowledge to solve problems, explore alternative actions, and come up with their own solutions. Social studies escapes help students move beyond the surface-level learning, and they help students think outside the box to strengthen their problem-solving skills. Students are going to be using serious braincells to complete a social studies escape!

Teaches students persistence- How many of your students give up within minutes when faced with difficult or challenging tasks? I know my students would quit after 5 minutes if they couldn't quickly solve a problem. *This is not OK!* Students need to learn how to power through difficult tasks and continue to chip away until they have it solved. Students need to learn to try multiple approaches and test out their ideas to see if they work. Students need to learn that it's OK to not be successful on their first try. They need to realize that even brilliant minds go through a trial-and-error process. They need to learn this crucial real-life skill now, so when they enter the world beyond school, they are prepared for the challenges that they will meet...and they will overcome them. Which means they will be successful adults. Escapes also help students strengthen their interpersonal skills (see next bullet point).

Teaches students collaboration- Social studies escapes also teach students how to work with others in an effective and productive manner. Some students really struggle with this. Like, REALLY struggle with this. When you are giving students challenges where there isn't a clear answer, 2 (or 3 or 4) heads are better than 1, and students need to learn how to listen to one another and communicate their ideas clearly. They will also run into confrontations where perhaps their teammates don't agree with them. They need to learn how to communicate through disagreements to an amicable solution for everyone involved. Again, real-life skill that they must learn before they graduate school.

Offers differentiation- Social studies escapes can easily be tweaked for different levels. You don't need to have multiple sets of escapes. For example, I would expect my advanced class to solve more challenges than my on-level class. I would simply remove some challenges for them. Another example, you can offer clue cards to groups who are struggling. One more example, is you can allow students to complete the challenges in any order (as long as they are not created in a sequential order). The social studies escapes I create are not dependent on one another, so that means students can solve any challenge in any order and still escape.

Critical thinking- I already mentioned how social studies escapes can improve a student's critical thinking, but it's worth revisiting again. Thinking outside the box is a skill that many students need to sharpen. Social studies escapes aren't simple "yes/no" questions, nor are they answered by using information in a text. Students have to think about how the pieces fit together, and how these pieces result in a meaningful solution. Students will also get really close to solving a challenge, but they just need to refine their thinking. All of these things are required once students leave school. Let's help prepare them now...and what better way than fun social studies escapes?!

Social studies escapes are FUN! They offer novelty in the classroom. This type of activity is totally different from anything else students will do. Because of this, once students begin solving a social studies escape, they will be having fun and using content knowledge while strengthening those critical real-life skills. Students are in charge of their progression, so when they solve a challenge, they get such a sense of accomplishment. One class period isn't an extremely long time, so students won't get bored because I guarantee the majority of your students will be working close to the bell.

Review- Depending on how you create a social studies escape, it can be an effective review of the content your students learned. You can integrate information they have already learned into the challenges they will solve, so while they are playing the game, they will also be using prior knowledge. Most students love review games, so you can add these to your bag!

HOW DO I IMPLEMENT SOCIAL STUDIES ESCAPES?

Oh, this is the fun part! Yes, there will be roadblocks for you and your students, but remember with practice comes wisdom, which means it will get easier!

First, make sure you have adequate time. You do NOT want to rush this! Each challenge will probably take anywhere from 5-10 minutes (or maybe even longer) to solve. It really depends on how difficult you make each challenge. I found that in my 55-minute class, my students could solve about 6 challenges. Most of the social studies escapes I create have 8 challenges, so if your class is closer to 90 minutes, your students won't be sitting around for 30 minutes with nothing to do. I *highly* recommend completing the social studies escape yourself. This will give you a better idea of how long it might take students. It will also help you learn where their trouble spots might be, so you can be ready and prepared to help them out if needed.

Next, make sure each challenge has everything needed for students readily available. I will go over in detail how I organize each challenge, but using manila envelopes are really smart 🙂

Decide if you are going to have students complete the social studies escape using digital locks or actual locks. The social studies escapes I create allow for both options. How you organize the challenges will be the same, but if you are going to use digital locks, then you need to make sure the Google form is ready to go and students know how to make a copy of it. On the other hand, if you use real locks, you will need to make sure each lock is programmed to the code for each challenge. That way, when students solve a challenge, they can remove the lock. I also recommend giving students a recording page so they can record their codes.

Decide how you will check the codes. If you are using digital locks, the Google form will automatically check it for you. If students are using actual locks, then the lock will come off when they get it right. Honestly, you don't even have to use locks at all. You can have students write the code down on a recording page, and then they can show you it. If they are right, you can give them a sticker and the next challenge. Or you can have one other student also be code checker.

Once you have decided how many challenges students will solve, gathered the materials and made copies, prepared the digital locks/real locks/recording page, you now need to organize each challenge (more on that below).

Set the mood. Come up with an enticing hook for students. This will help them get in the right mindset for the social studies escape. You just need an interesting narrative and something students would not want to happen!

Be ready to facilitate when needed. If you did a run through of the challenges beforehand, you will have a good idea of where students might struggle. Have a plan in place of how you will help students if needed. Will you have clue cards? Will you give verbal clues? Will you model a possible solution? I like clue cards because you are allowing students to remain in control while you are offering aid. I create a few clue cards for each challenge, with each clue card offering a hint at how the challenge needs to be solved. When students figure it out, they will still feel a sense of accomplishment because they were the ones who figured it out (even though you offered a clue or two). Walking around the room, watching, listening, and just taking in students working collaboratively together, communicating with one another, and thinking critically is a wonderful way to spend a class period!

If students finish, what will they do the rest of the class period? Ideally, you shouldn't have that many students finish with a lot of time left. However, your first couple of social studies escapes will very much be a trial period as you are figuring out what is reasonable for your students. Most of the social studies escapes I create have 8 challenges, and because my classes were 55 minutes long, I usually assigned 6. This way if a group of students did finish, I gave them the remaining 2 challenges to work on. However, you can also have students who do finish (since there should not be very many) become code checkers for you or be responsible for passing out the clue cards to groups that are stuck.

Lastly, don't forget to take a picture of your students! Make signs for students to hold that show if they escaped or did not. I like to make funny signs if they did not finish because I do want them to know it's OK to not finish. This is your chance to be a little sassy with your students (as long as they know you are totally joking!) Nothing mean, just good fun like, "I don't even know where I am." Oh, and don't forget to give them whatever prize you decided on!

ONE LAST NOTE- AND THIS IS THE MOST IMPORTANT ONE!
If you are going to be creating social studies escapes, PLEASE stick to the rules that apply to simulation creations.

Don't forget your students when planning or selecting a social studies escape. I have seen a few I would not have my students complete because I didn't believe they were appropriate. I am not saying it wasn't good, but I knew it would not achieve what I wanted for my students. This is where you have to use professional judgement and weigh the pros and cons. You have to know your students well enough to determine if a social studies escape would be too easy or difficult for students level-wise, but also emotionally.

You don't want to minimize other's perspectives or feelings in a simulation. For example, I chose not to use a certain simulation during our Holocaust unit. Asking students to find hiding places, or pretend to be persecuted was not something I felt appropriate. I did not want to minimize how those targeted during the Holocaust felt, or how survivors of the Holocaust feel today. Those events are too immense to trivialize in a simulation or in a social studies escape. Please don't create an escape where students have to escape a concentration camp. Please don't create an escape where students have to complete the Underground Railroad route. These are just two examples, but you get what I am saying. Be sensitive to social studies escapes as they relate to ethnicity and race. We don't want to oversimplify history and oppression, nor do we want to trivialize others' experiences.

READY TO GIVE SOCIAL STUDIES ESCAPES A TRY?
I created a 6-challenge social studies escape for World War 1 you can download for FREE! Try it out, and see how your students like it. I will be adding social studies escapes to my shop regularly, so if you have an idea for one you would like made, let me know!

I would love to hear about your experience using social studies escapes in your classroom in the comment section below!

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Using Social Studies Escape Rooms - Brainy Apples

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Ah, escape rooms! An exciting instructional strategy you can use to get students engaged in your classroom. As cool as they sound, I admit they can be *slightly* overwhelming to think about. All the locks. All the puzzles. All the possible chaos.

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I found several outdoor activities for kindergarten or 1st grade students over a variety of topics.

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I am a firm believer that kids need to get outdoors and get dirty, so why not combine this with social studies, a subject that sometimes gets a bad rap due to having to memorize so many facts that you need a photographic memory to keep track of it all?

That is why it's important to change it up and provide your little explorer with some experiences that will make those facts stick. Better yet, learn it outside and get dirty too!

Here are 9 outdoor kindergarten social studies activities for your little dirt monster:

1. "Cave" paint on rocks with charcoal

Ever wonder how our early ancestors cave painted and what those pictures meant? Show your child pictures of cave paintings, then use some charcoal mixed with water to make your own natural paint.

You can tell your little Neanderthal that they used to sometimes mix the charcoal with spit to make the paint. Yum! Then use sticks to paint images on rocks with the charcoal mixture.

It might get messy, but this is one of those social studies kindergarten activities that will leave an imprint on your kid - literally and figuratively.

2. Make natural dyes

Let's face it, our ancestors had to make everything themselves. They couldn't just go to a store and buy things like many of us do today. They also didn't have access to machines.

It would be a great experience for your kindergartner to learn how to make natural dyes like the early people. Get those kiddos to work!

You can use beets, carrots, leaves, etc. Here is a whole site dedicated to natural dyes you can make from plants.

Many natural dyes were made by crushing up plants and boiling them in water. You can really go old school and build a fire like they used to, then boil the dye this way.

Of course, this requires an adult. We don't want kindergartners running around building fires alone.

You can experiment with your dyes on rocks or on a white piece of cloth.

This is definitely a couple of steps beyond finger painting a duck.

3. Learn about Aboriginal Australia by throwing boomerangs and drawing in the dirt

A lot of kids have boomerangs for toys, but help your kids know that boomerangs were used as hunting weapons by the aboriginal people in Australia.

Have your little hunter go outside and attempt to throw a boomerang to hit an object (could be a can, bucket, trash can, etc.)

You can also send your child out with an outline of Australia and have her attempt to draw it in the dirt.

Your child might be out there for hours, but that's okay.

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4. Make Viking Runes

The Vikings were fascinating people. One thing they were known for is using runes, a type of alphabet with symbols that represented words. Here are what runes look like and their meanings.

Have your Norseboy/girl refer to the sheet of symbols, then go outside, and either paint some runes on rocks or draw them in the dirt.

This is another one of those kindergarten social studies activities that your little dirt monster will love.

5. Build a shelter

My son loves building shelters and forts. He will build them out of pillows, boxes, sheets, sticks, leaves, rocks, etc. This will keep him entertained for hours, and I am all about that.

Did you know that shelters in the woods were built by early hunters and nomads who needed temporary safe havens?

Have your kid tromp through the woods and build a shelter out of sticks, leaves, and anything else that's naturally available outside.

If you have snow available, you can talk to your child about the Inuit culture and build shelters out of snow.

While your mini architect is building, it would be a good time for you to catch up on that romance novel.

6. Go on a scavenger hunt at a historical site

If you go online, I bet you can find at least a couple of historical sites in pretty close proximity to you.

Getting kids to experience history firsthand captivates their undeveloped brain's interest and makes them eager to learn more.

Taking your adventurer to a historical site is one thing, but what if you put together a scavenger hunt for her to provide even more engagement when she is there?

You can even make up one scavenger hunt that would work for multiple locations. Here are some sample clues: find three important dates and events, find two important people, take a picture of an important building, etc.

Not only will your kiddo be outside learning about history, but also she will be critically thinking about an activity that will keep her there longer.

If you haven't noticed, I am all for the longer activities with more engagement. If your kindergartner is focused and content, take advantage of that and go with it. Happy sightseeing!

7. Make a weather station

Youngsters tend to have a fascination with weather. My son loves to talk about rain. When he sees rain in books, he has to point it out, and when he sees it outside, he wants to go play in it.

He has this constant curiosity about what the weather is like outside. It's like his tiny mind is fascinated that the outdoors changes, and he enjoys that every day is a surprise.

He would love it if we built a weather station.

Now, this sounds intense, but it doesn't have to be. First, find or buy a thermometer and rain gauge. Have your tiny forecaster set up a station with the rain gauge and thermometer.

Next, pick a time each day to check the weather and come to your station with a clipboard and paper.

Write down the date, the temp, the amount of rain, and then what the weather is like: sunny, rainy, cloudy, etc.

Talk to your kindergartner about different climates and try taking your equipment on vacations to see the differences.

You might just have a meteorologist in the works.

8. Cook Outdoors

Some of these kindergarten social studies activities, like this one, involve making a fire. Consider it a bonding experience for you and your little rascal because he will need your help.

Get your kindergartner outdoor cooking like they did in the old days. You can have him bake apples in a fire by cutting them in half, putting butter and brown sugar in the middle, then wrapping them in aluminum foil.

Make sure to tell your outdoor chef that early settlers did not have aluminum foil and would have most likely used animal skins.

Also, let him know that the early pioneers would have made their own butter. This can actually be done by getting a baby food jar, putting heavy cream in it, and shaking it for 5-10 minutes.

You also can cook some eggs over the fire.

Talk about the lengthy process: growing and picking the apples, raising the chickens and collecting the eggs, building a fire, making your own butter, getting animals skins, etc.

Our munchkins might just give us a hand in the kitchen from then on. Or at least that's what I keep dreaming of.

9. Cover yourself with natural camouflage

Did you know that early indigenous people used natural camouflage in order to be successful with hunting? They didn't have camouflage jackets, pants, hats, etc., so they had to rely on the earth.

This last messy activity is definitely for your little dirt monster.

Have her learn about early camouflaging techniques by covering herself in mud, charcoal, leaves, and whatever else she can find, then play hide-and-go-seek.

Just make sure a bath follows.

So get off the couch and go get dirty! Go outside and breathe in some air.

Make social studies exciting and make those facts stick to your kindergartner's mind by helping him with these outdoor kindergarten social studies activities that will teach your kid that times are much easier than they used to be.

These activities will also result in some messes that your kiddo will be responsible for cleaning up. Just run away when he comes at you with muddy paws. And remember, dirt is awesome!

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9 Outdoor Kindergarten Social Studies Activities for Your Little Dirt Monster - Atlas Mission

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I am a firm believer that kids need to get outdoors and get dirty, so why not combine this with social studies, a subject that sometimes gets a bad rap due to having to memorize so many facts that you need a photographic memory to keep track of it all?

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This activity combines math and social studies by looking at patterns, fractions, and quilts.

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By now, you all know that I love teaching Social Studies, so it should come as no surprise that when I am teaching other subjects, I find any way I can to throw a little historical connection in.

We are now studying about the 13 colonies. We are also doing both geometry and fractions in math. How on earth do I combine the two??? Colonial Quilts!

Gorgeous, eh? I am seriously over the moon about how this project turned out. I can't stop looking at it. (the picture above isn't the 100% final product...those loose ends have since been cut off for the end project)

So here is what we did. During our social studies block, we read a bunch of books about colonial times, focusing specifically on daily life. After showing the students a few examples of quilts, we brainstormed the qualities they noticed in the quilts themselves (many of them were symmetrical, bright, had repeating patterns, etc...)

I then had the students create a 20 cm x 20 cm square (we have cm graph paper available at school). Choosing either 2, 4, or 5 colors, the students created a square that had at least one triangle, quadrilateral, was bright, and symmetrical.

During math, we are focusing on area of quadrilaterals and triangles, as well as fractions, decimals and percents. Since they had this knowledge under their belt, it made the actual math portion of this project a *bit* easier. Don't get me wrong, it was still tricky, but just challenging enough, without being impossible.

Depending upon how many colors the students chose, I gave them a recording sheet to do their work. They first needed to count the number of squares that took up each color....a HUGE challenge, since there were 400 squares! The triangles were tricky, but I modeled extensively how to count the portion of the square that took up each color.

Once that was done, the students created fractions, simplified them, then figured out the decimal and percent of each individual color that was on the quilt square.

The students then found the area of one or two of their triangles, followed by the area of one or two of their quadrilaterals.

I then laminated the individual squares and put the quilt together using duct tape. I recommend doing this on tile...not wood floors, as the tape will stick to it (I found this out the hard way :( ) Then, pull it up (slowly and carefully), attach it to paper on the back so the tape doesn't stick to anything else, and viola, you have your quilt.

So there you have it. A social studies/math connection....that produces and AWESOME final product :)

And just in case, here is the duct tape I used. I bought two rolls, which worked out well for the entire quilt of 30 squares.

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By now, you all know that I love teaching Social Studies, so it should come as no surprise that when I am teaching other subjects, I find any way I can to throw a little historical connection in. We are now studying about the 13 colonies.

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Bodily-Kinesthetic Intelligence -- Jess Huber

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Bodily-Kinesthetic Intelligence -- Jess Huber

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PBS Kids in Motion has some great activities that get students moving as they learn about the states!

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Social Studies | Kids in Motion | PBS LearningMedia

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Kids in Motion is part of WSKG Public Media's Working on Wellness project. WSKG and partners Binghamton City School District, Broome-Tioga BOCES and the Broome County Health Department created lessons and media clips based upon Movement in the Classroom Physical Education curriculum.

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This website has a list of songs for students to learn everything from the 50 states to WWII

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Using Music to Teach Social Studies: American History and Government

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Children's Songs and Educational Music for preschool, elementary, middle and high school. Lyrics, mp3 downloads, DVDs and CDs.

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For this intelligence I found a great article about developing spatial intelligence with map skills in your classroom.

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My Favorite Activities to Develop Spatial Intelligence | Scholastic

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Developing spatial intelligence can strengthen students' problem-solving skills in many critical ways. Read on for ideas.

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Verbal-Linguistic Intelligence -- Jess Huber

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Verbal-Linguistic Intelligence -- Jess Huber

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Verbal-linguistic students do best with communication with written or spoken words. I found an activity for them with a Native American story telling festival.

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Examples of legends or folktales from the cultures of peoples native to the Americas

1. Introduce students to legends and folktales of native American cultures by reading one to the class. If possible, choose a story that explains some aspect of the culture, such as the origin of a custom, or of the environment, like the existence of a mountain range.

2. Explain that many of these stories were created by storytellers, who passed them on to others orally, not in writing. Only later were they written down. Tell students that they are going to become oral storytellers themselves. They will chose a story to learn and then present the story as part of a storytelling festival.

3. Divide students into storytelling teams or, if you prefer, have them form their own groups. Give students time to do research and to choose a story. Tell students that their story should say something important about the culture from which it comes. Remind students that their stories will be performed and that they might want to choose a story that lends itself to a dramatic reading or presentation. (Note: You might want to review the groups' choices.)

4. The group should study the story and make a plan for how they would like to perform, or "tell," it. For example, students may want to assign different parts of the story to each group member or have one group member act out a part or play an instrument, etc. The group should know the beginning, middle, and end of its story.

5. Encourage students to be creative about their presentations. Some students may want to add music and props, some may be able to incorporate costumes or rhythmic movements.

6. Allow enough rehearsal time for each group. Hold the first performances in the classroom. Then discuss with students how to share the storytelling with other classes, or with family and community members.

TEACHING OPTIONS

Tape the presentations and make them available in the school library. You might also share the tape with a class in another community that is studying the same, or a related, theme.

If student enthusiasm stays high, suggest that students share their stories with the community by presenting it at local nursing home, hospital, or the like.

Encourage students to think of a landform or custom in their region and to write a "folktale" about it.

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Education Place Activity: A Storytelling Festival

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Examples of legends or folktales from the cultures of peoples native to the Americas Introduce students to legends and folktales of native American cultures by reading one to the class. If possible, choose a story that explains some aspect of the culture, such as the origin of a custom, or of the environment, like the existence of a mountain range.

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How to write a fun and educational song as a special or enrichment project.

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If students and/or teachers want to write a fun and educational song as a special or enrichment project, here is some information about how I did that, and some guidance regarding how such a project could be organized and assessed.

Exemplars are available under the 'Curriculum Songs' tab.

Here you will find assignment, template, and assessment documents in Microsoft Word formats (older and docx), so that students and teachers can alter the documents to suit their own needs in the context of their curricula. It is possible that some schools only have access to older version of Microsoft Word, so that is why I include multiple versions.

However, recognizing that not all schools provide access to Microsoft Word, I have also included the documents in pdf format.

Enjoy the challenge of writing your own curriculum based song!
2-writing-a-curriculum-related-song-doc 2-writing-a-curriculum-related-song-docx 2-writing-a-curriculum-related-song-pdf 2a-assessment-curriculum-related-song-project-doc 2a-assessment-curriculum-related-song-project-docx 2a-assessment-curriculum-related-song-project-pdf 2b-assessment-group-collaborative-song-project-doc 2b-assessment-group-collaborative-song-project-docx 2b-assessment-group-collaborative-song-project-pdf

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Song Writing Project for Social Studies | Arturos Treasure

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If students and/or teachers want to write a fun and educational song as a special or enrichment project, here is some information about how I did that, and some guidance regarding how such a project could be organized and assessed. Exemplars are available under the 'Curriculum Songs' tab.

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Social studies word searches cover topics such as government, history, geography, and more! Solve social studies word searches for a particular era, type of government, or a region of the world. Make or solve your social studies word searches here.

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Social studies word searches cover topics such as government, history, geography, and more! Solve social studies word searches for a particular era, type of government, or a region of the world. Make or solve your social studies word searches here.

Browse and print Social Studies word searches below.

DISCLAIMER: Each Social Studies printable activity was made by My Word Search users. They have not been reviewed for relevance or accuracy. We strongly suggest you verify a Social Studies puzzle meets your standards before using it in a class.

Privacy is very important to us. All users of My Word Search who want to keep their puzzles private can add a password to their puzzles on the puzzle screen, while logged in. Every puzzle created using My Word Search is the sole property of the puzzle author, and My Word Search does not make any money from its users' work.

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Social studies word searches cover topics such as government, history, geography, and more! Solve social studies word searches for a particular era, type of government, or a region of the world. Make or solve your social studies word searches here. Browse and print Social Studies word searches below.