![]() ![]() They want to test their ideas, plan new ideas, and determine why they worked or didn’t. Kids often have questions and think a bit more outside the box. Kids of this age understand more, beginning with literacy and numeracy and exploring why things do what they do. STEM for kindergarten is an introduction to the beautiful world around them. I do an entire unit with this story and work on story elements: characters, setting, and plot.STEM stands for science, technology, engineering, and math. My students asked to do this project again later in the month with the unifex cubes because they had so much fun the first time! MORE HALLOWEEN FUN AND FREEBIES:Īnother one of my favorite Halloween read alouds is Big Pumpkin. We talked about the challenges that they faced and how they worked together in their groups to help each other. The rules were the same: They had to build a house that stood up, and their ghost had to fit inside!Īfter they completed this part of the project, we had a great class discussion and compared our two building materials for the houses. That’s why I love having the option of the cubes! Using the candy definitely gave this activity a fun Halloween twist, and I loved that it was a little bit more of a challenge for my groups to complete. I also have had some classes over the years that I felt were not ready to use toothpicks. This was definitely harder for them than using the cubes. ![]() However, on day 3 I told them that we would use candy corn and candy pumpkins along with toothpicks to try and build new houses for our ghosts. This project has 2 versions of the recording sheet: one for the unifex cubes, and one for the candy corn and pumpkins:ĭay 3 of this project is totally optional! I found that my students loved just using the unifex cubes to build their houses. ![]() When their houses were complete, each group worked together to fill out their recording sheet. Students continued to work on their houses. I LOVE how each groups’ houses were turning out so differently. So, I saved their plates on the counter, and told them that we would come back to this project the next day. Students worked for about 15 minutes on their houses for day 1.Īt the end of this first day, I decided to give my students additional time to work on the houses and modify their designs. I gave students some time to talk about their ideas first, before I game them their cubes. Their challenge was that their ghost had to fit inside, AND that their house had to stand up. On day 1, students worked together using snap cubes, or unifex cubes to build a haunted house for their ghost (just like in the story!!). I folded back the flap on the bottom, and taped that flap to the plate so that the ghost would stand up! Next, I taped the ghost for them on the center of their paper plates. They worked together to give their ghost a name. □Īfter we read the story, I gave each group of students a paper ghost. I love that this book works on counting and numbers as well. This story is a counting story, and is very light hearted! At the end of the story, just one ghost is left in the haunted house. DAY 1:įirst, I read the story Ten Timid Ghosts to my students. I also chose to assign students their groups rather than let them choose. 4 students was doable, however, I often saw a student not participating as much in my groups of 4. I found that having 3 students in each group was a good size. I like to keep my groups relatively small. My students have been working in STEM rotations all year, so I knew that they were capable of working in a group to complete this activity.
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