Classroom Organization Project One

During the school year, I never seem to have time to even start projects, so I spend my summer making my classroom a better, more organized place. Last year, I watched a video somewhere on the web of an ingenious young teacher who transformed a regular plastic dresser into a classroom tool. This summer, I decided to do my own modified version.

All it took was a clean plastic dresser (mine had been used before-plain and ugly), Mod Podge, a foam brush, pencil, scissors and scrap-booking paper. Here, step-by-step, is how I did it and how you can do it, too.

Step one: Pull out the drawer and set it on a flat surface with the front of the drawer down. slide the piece of scrap-booking paper into the front, inside section of the drawer. Use a pencil and make a pattern-much like you would do grave rubbings or tree rubbings.

Step two: Cut out the piece along the heaviest line-that is the shape you need.

Step three: Now you are ready to add the Mod Podge! Everything you need for step three is shown in the picture.  Gently fold the paper in half and mark the halfway point in pencil on the drawer. Use the foam brush to add a thin coat of Mod Podge to one half of the plastic. Carefully place the paper inside the drawer, lining up your fold with the mark. You do not have a lot of time to move it, so line it up before you press it down. Rub the paper, pressing out bubbles as it dries. Add glue to the second half and lower the paper, pressing it out again. Let it dry completely. 

Step four: Add layers of Mod Podge to the backside of the paper. Press to keep bubbles from forming. Poke tiny holes and press when bubbles won't press down and stay. Rub glue over the section. Be careful when you rub the paper. Press too hard and it will peel off. Let it dry completely between coats. 

Repeat each step for each drawer. I chose not to cover the top of the drawers. In the future, I may add something that identifies the contents once I decide on the use of the drawer set. I am thinking I may use it for art supplies; they are currently in another room.

This is my finished product:

About four or five years ago, I chose three colors for my classroom: Green, Pink and Purple. Each year, I add new elements with the same colors to keep the costs lower. Along with this plastic dresser, I also made a whimsical wooden dresser to store larger items in that also incorporates colors-all three of them. Soon, I will post the creation of my favorite piece of furniture so far!

If you want to check out my favorite piece, click here!

Bird House Measurements

I don't know if you have ever had a classroom full of kids who just didn't seem to get the concept of standard measurement, but I did. The usual activities just didn't seem to click because they were only measuring for the sake of writing an answer. What to do; what to do?

Well, with the assistance of my handy-dandy, super-helpful helper, I came up with the perfect idea. I searched the Internet until I found free, kid-friendly birdhouse plans. We used these plans.

Each student received one pine board that was 5 feet long by 1 inch thick by 6 inches wide. Using a yard stick, each child measured out the 6 sides of the birdhouse. I checked their measurements. If they were wrong, we talked about why and they remeasured. I checked again.

As each child finished his or her measurements successfully, they went outside, to cut their wood. With the assistance of my helper, they used the miter saw to cut their own boards. After cutting, they sanded the pieces.

Cutting the wood took place in our makeshift work station. Careful directions and close observation made this a positive experience. They also used a drill to cut an opening in the front panel. Then they put them together, following the directions.  The birdhouses have a hinge so they can be opened and cleaned out once the birds are gone.

After sanding the birdhouses, they were painted. Not only were they excited to take their birdhouses home, but they also had a better understanding of measurement, including how to use a measurement tool and why exact measurements are important.

Oceanography

I love studying the ocean with my students because there are so many ways you can help them learn about different elements of ocean life. The picture above was the backdrop for a room full of 3-D ocean life created by each individual student. The picture is ocean-themed material I bought at Joann's Fabric. In the course of study, each child chose a different creature, from seahorses to narwhals to sharks. If you look at the next picture, you will see the life more clearly.

Research was completed on the Internet, through books and videos. The 3-D ocean  creature was created at home. They hung in our room, suspended by string, throughout the rest of the unit. It wasn't easy to avoid the ceiling fans, which we need in Arizona, but it worked. Each child shared the information about his sea life with the rest of the class. The kids enjoyed bringing their parents in to point out each child's creature, including their own.

One area of the ocean we studied was the ocean reef. As we studied each animal, we added to a diorama each student was creating. When we finished, each child took home his or her own reef. We used items like sponge curlers, black clip-on rollers, play dough and rotini pasta. The bottom was covered with fine sandpaper. The walls were covered with blue plastic from a table cloth I bought at the Dollar Tree. I also bought bubble wrap at the post office-it was just the right shade of blue. The kids loved it. Assessment happened when I checked their dioramas and ask them questions about the life forms and functions of the reef. If you want more specific directions, I would be glad to write them. Here is one project in progress:

Making masks

Rafe Esquith is one of my favorite authors. While reading his book, Teach Like Your Hair is on Fire, I got a great idea that I couldn't wait to use in my class. Part way through the year, we started a study on Egypt. Because I now knew my students well enough to know I could trust them, we prepared to make face masks. We used craft plaster wrap and made molds of their faces. 

First, we made fancy tables by placing desks together and covering them with plastic tablecloths from the Dollar Tree. Then, we put a headband on their head to hold their hair back. Faces were covered with petroleum jelly; it was even placed on their eyebrows-just to be safe. 

We put pre-cut strips of plaster wrap in water so they could soak. The strips were gently squeezed to remove extra water. They were carefully laid on top of each students face. Students were careful to avoid the eyes, nostrils and mouth. A bridge was made over the noses and over the faces by layering them and smoothing out each layer. 

It was amazing, but it seemed easy as the kids remained laying still for five minutes. Then, the mask was carefully lifted off of their faces. If necessary, extra layers were added to weak areas. Students created the masks, but adults were responsible for removing them. It was really helpful to have a second adult in my classroom of 18 students. In larger classes, more help would be useful. 

Some students were fearful of the process. No one was forced to have a mask made of their face. We found a solution so they could participate. They used a balloon. 

When they were finished, we let them dry for two days. The masks were painted and used to decorate the room. 

Making masks fits into many studies, from Africans to Native Americans. It is easy to do in a multi-grade classroom almost as easily as a  single grade classroom.

Native American Life

Oregon Trail lessons naturally lend themselves to lessons on Native Americans. The trail cut across their land as they moved on. For the Oregon Trail, the students had partners; they made a wagon together. We set up stages across the room with mileage markers. As they completed work, their wagons "moved" across the "country." At the end of the project, we had a 'pioneer days' experience. We spent the afternoon hunting for game, gardening, cooking over the "open fire" with traditional wagon train food. The study of Native Americans led us to experience live on the prairie; we built a tepee. It was approximately 5 feet tall and had a base circumference of approximately 4 feet. The process was both involved and easy. All of the kids, from grades 3 through 8, had a part in the building. 

First, a trip to Lowe's was in order. I picked up ten 8 foot 2 x 4s and sisal rope. We also bought 10 stakes. Then, we began putting it all together.

The kids tied the tops of 3 of the 2x4s together. The structure was put upright. 

We enlisted the help of my wonderful husband. I wanted to avoid having the kids standing on a stool and stretching.

Finally, the basic framework was completed. Then the kids hammered stakes into the ground and tied them to the wood for stability. Sometimes, the wind can blow pretty harshly around here. 

This is the final framework, standing strong and ready for the covering.

We used two large canvas tarps that I bought from Harbor Freight. Inexpensive and perfect for what we needed.

The canvas was stapled in place, starting in the back, halfway around the frame. One piece went to the left and another to the right. We rolled in back at the door and created a door. We could have cut it off, but I didn't want to deal with the mess of frazzled ends. 

The kids created their own designs to decorate the tepee.

Here students refer to their own design. Below is the finished product. 

Finally, the finished product! Please note the ties on the door that were fashioned out of rope. While that was not authentic, the experience of using what was available is right on the money. 

On our pioneer day experience, this was one of the centers. Kids sat on a woven blanket with Native American designs and made yarn dolls. What a fun day that was! What have you done to give a living experience with your students?

Ring of Fire and Science

Studying volcanoes was an exciting activity for my 3-8th grade class. We did a lot of research about different kinds of volcanoes and how they are labeled. Finally, we studied the Ring of Fire. After we took the final test, we went out onto the playground and drew the world, adding our own Ring of Fire. Each student formed their own volcano with a plastic cup and clay.

The class was broken into multi-age groups. Each group received a copy of a world map and had access to a large cache of sidewalk chalk from the Dollar Tree. Every group was responsible for drawing a different section of the world. When the class was finished, the art work had to represent the actual world, so they had to figure out where to draw each section. The drawings included the major continents and some major islands.

The kids spread out to create a giant world. When they were finished, the kids each placed their own volcano-they had made them a week before-along the Ring of Fire in the Pacific. Every student erupted their volcano. For students who received an A or B on their test, this was a great time. Their volcanoes actually erupted with fire and ash. For the rest of the volcanoes, we added red food coloring to the vinegar. They enjoyed a fun eruption that simulated flowing lava.

This is the beginning of a major cinder cone eruption. We were joined by grades K-3 before the excitement began.

Final results were worth the work! We had a great time, but, more importantly, they gained a greater understanding of the Ring of Fire and where it was located. They had seen the area on maps, but it clicked when they produced their own giant map.

Project-based Learning and Dinosaurs

I have been mesmerized by Project-based Learning (PBL) since I read my first article two years ago. I wanted to do a project, but I couldn't develop one; my mind couldn't wrap around an idea to help me start. Everything I read said, start with a question. I kept saying, okay, but I can't think of a question. It was driving me crazy! 

Then, one day, riding in the back roads of the mountains around Park City, Utah, with my husband, our brakes started smoking. We had to drive really slow. Since the scenery wasn't changing too quickly, I read my book on PBL and enjoyed the slooooowly moving sites, I had my EUKEKA! moment. "I've got it!" I announced to my husband. I planned on teaching my kids about dinosaurs this year; dinosaurs and PBL seemed to fit hand in glove. I quickly wrote down notes with all my ideas. Then, I enjoyed the rest of my vacation. 

Arriving home, I got right to work! I filled out all the areas of the PBL project form. At the beginning of the school year, I told my third through eighth grade students what we were going to do. Every afternoon, for three weeks, they worked on their projects and had a blast. 

First, let me introduce you to this little guy. He stood about 3-feet tall and was about 4-feet long. He was the smallest dinosaur to show up in my room. Like all of the others, he was free-standing.

To begin the project, I divided the kids into groups with a seventh or eighth grade student as the group leader. One sixth grade boy co-led with an seventh grade boy because of language difficulties. (The 7th grader had only been in America for a couple of months.) I gave each of them a letter I typed up to look official. It bore the name of a paleontology group that almost existed and signed it by a leader that was almost real. It told each group that they had been challenged to hatch a rare dinosaur egg that had been found. Upon completion of a diorama that showed an understanding of the home their dinosaur would need, they were given an "egg" that help a small rubber dinosaur-each one was different. 

The eggs were made from balloons. First, I put in the dinosaur. Then I covered the eggs with paper mache. When they were dry, I covered them with a thin layer of Plaster of Paris. Food coloring was added before it was applied. When it dried, it had the feel of a thin egg shell. Each group opened their own egg to give "birth" to their dinosaurs which were then added to their dioramas.

After that, each group decided how they were going to share their information about their dinosaur. They did research on the computers, encyclopedias and from the 33 dinosaur books I checked out from our local public library. In the course of time, they created large dinosaurs, put information together and created their projects.

At the end, they presented their projects to our class as well as two classes in Florida via Go-to-Meeting with the aide of an iPad. The kids were fully engaged. I rotated and helped them trouble-shoot, obtained materials they needed and reminded leaders to keep everyone in their group active.

This project also helped me learn who my leaders were, who tried to do as little as possible and other amazingly helpful insights for a teacher to learn at the beginning of the year.

This project was a definite winner. The kids took ownership. The funniest part came when it was all over and I planned to throw the dinosaurs away. They all wanted to take theirs home. We drew names. I heard phone calls that went like this. "Mom, can I bring home my dinosaur. It's a small one." I watched as parents loaded a 9-foot long brontosaurus in the back of their vehicle. Knowing how much they loved their dinosaurs let me know how much they had connected with our first PBL project.