The class improved from the past week — the kids stayed more in their seats. I will bring more rewards to incentivize the students to clean!

The class built structures of shelter out of only materials they could find outside - twigs, branches, bark. Many made tents as their choice with paper sides.

A lot of the students were on the noisier side, so it was difficult to watch all of them at once. However, next time I will be strict about students staying in their seats throughout the whole class.

The students broke into teams of three to build weighted bridges only out of paper.

I felt prepared for the student’s noise from their excitement and was able to help students that felt uncertain about the building process.

The students learned about earthquakes and tectonic plates. They formed teams to see which team could build the most sturdy and tall building. They all succeeded!

The students sometimes were on the louder side dude to excitement, but they were able to calm down and show their peers respect during presentations.

The students broke into teams of 4 to address the challenge: how would their safari species animals survive if they were endangered? After each team presented (along with individual presentations), the students went on a nature walk and described different species they saw outside.

Aside from cleaning after class (an hour goes by really quickly!) the students were respectful and followed directions closely.

The students partook in another team challenge of building bridges — this time with more stable bases. They all succeeded in doing so and having a toy car pass over!

What the smaller class? I did not have to redirect students as much and each student was more or less on task and was able to compare the size of their own feet to something about their animal. And I think that the students really enjoy the activity and as a teacher, I learned that it's okay to be a little bit on the Lighter Side to and experiment with jokes to see, how to lighten the mood to and students are doing something a bit more mentally taxing.

Hi grasshopper team. Today, our class was a bit smaller because it was on a different day than usual, but each student was assigned an animal that they compared measurements of themselves and their surroundings to, for example, a kid was assigned a tiger and they compared the like of a tiger's tail to something that they found. It was interesting in the teach students are quite young inches centimeters basic measurements for the first time. And I think that having it done in a fun setting made them more inclined to learn about it.

I felt more confident in knowing all the students’ names, needs, and thus could cater the class plan directly for the most success. There was also less chatter in the class overall!

The students split into teams for a challenge of building a bridge using only tape and pieces of wood (cardboard). They collaborated in teams beforehand to discuss a strategy.

As a teacher, personally, I feel like I'm going to explore more ways that are creative, not strict, but firm that I can get louder kids, especially if they're a younger K22 slowly quiet down without feeling as if they are in trouble. I use positive reinforcement by giving each student a squishy toy. If they were to behave, some students felt like they were being left out by not getting this squishy toys. So I made them attempt to stay quiet for the last 10 minutes or so of class and to raise their hand over. They want to speak to receive that squishy toy. Otherwise, I think that teaching was streamlined by having that the grasshopper lesson plan and adjusting it to suit each student's needs. Luckily for today, I was able to cover everything in the lesson plan and I look forward to taking on the project. With the students next week.

Hello grasshopper team today. I went to Woodland school and I had a class of 12 students. One class, one classmate was actually missing, but the 11 remaining students were able to get quickly into groups. And we started by firstly discussing what safari animals were, and how they related to Stem. We all agreed that it has something to do with science. And each of the classmates, Were randomly assigned, an animal based on, if they were able to guess it, in an appropriate amount of time, eventually, all of the students were able to get an animal and the Safari animal was in the shape of a headband, they call her, the headbands, and I size it on their heads. They will be taking those headbands back again, next week and engaging in those particular animals in order in order to explore more about them and their behaviors or habitats. And Not, but we covered the fundamentals of stem of science, technology, engineering, and math. Each of the students had an example that they understood, whether it be that their parents were engineers, whether it be, if they understood how a calculator worked and how it related to each of the parts of the acronym. But otherwise students had a lot of fun. Some of them were a bit Rowdy, but we're able to quiet down with incentives and room rules. Next week, we are planning to do a project where we have a safari car and try to build a bridge to make a cross. To another side to save a safari animal, and I'm looking forward to that. Thank you.