Have you ever wanted to liven up your windows by adding your own stained glass decorations? Let’s look at a fun, safe and assessible way to add some color to your windows. We will use school glue, tissue paper, wax paper, and a few other art supplies to make planets to hang in your window and resembles stained glass.
Before we get messy, let’s look at what glue is made of. Glue is like a magical, viscous liquid that helps things stick together. School glue is often made from something called polyvinyl acetate; this is what makes the glue stick together. Imagine glue as a chain of people holding hands. When we put glue on something, like a piece of paper or tissue paper, the people spread out and grab onto the surface. Then, as the glue dries, the people hold on tight and keep everything stuck together! This happens because the water in the glue evaporates, which means it disappears into the air. As the water goes away, the glue molecules hold onto each other and onto the paper and tissue paper pieces even tighter.
This makes glue an excellent material to help make our stained glass. To understand this process, we must look at the opacity of our materials. Tissue paper is transparent, allowing some light to pass through. When school glue is wet, it appears opaque and white, but as it dries, it transforms into a transparent adhesive that allows light to pass through. This transparency is essential for creating the stained glass effect, as it allows the vibrant colors of the tissue paper to shine through.
Pairs Nicely With:
Look Up with Me: Neil deGrasse Tyson: A Life Among the Stars, by Jennifer Berne
Grades K – 3
Materials:
Wax paper
Tissue paper in a variety of xolors
School glue
Scissors
Permanent maker
Paintbrush
Variety of circular lids to trace
Clear tape
Activity:
Place a sheet of wax paper on a flat surface.
Using a circular lid, trace a circle with a permanent marker.
Flip the wax paper to the other side. This will make sure that no dye from the permanent marker will mix with our stained glass.
Make a blob of glue in the center of your circle. This should be a generous amount and be able to cover the entire circle.
Spread the school glue out using a paint brush. It is ok to go outside of the outline, we will trim the edges down later.
Tear up pieces of tissue paper. Try only using two to three colors per planet. Pieces of tissue can be in strips or in chunks.
Place your pieces of tissue on top of the glue. It is ok to go outside of the outline, we will trim the edges down later.
For results similar to the picture, only add one to two layers of tissue paper. Remember, the more layers you add, the opaquer the planets will be.
Add another blob of glue on top of your tissue paper.
Using the paintbrush, spread the glue so all of the tissue is covered and saturated with glue.
Let the glue and tissue paper dry overnight.
After the stained glass is dry, use scissors to cut around the circles to make your planets.
Separate the wax paper from the dried glue with your fingers.
Your planets are ready! Hang them in any window using clear tape.
Becky Griffith is a licensed K -12 art educator and has taught video game design camps and workshops with NIU Outreach for the past decade.
At a very young age I developed a passion for creating and building. My creations ranged from drawings to stories with illustrations and even practical things. For example, when I was younger, I used LEGOSs to build a video game case holder to store my video games because the one in the store was too expensive. As I got older, I knew that as an adult I would need to get a job someday. I also knew that I never wanted to be the adult that came home every day looking tired from their boring job. At that time, I did not know that I could use my creativity and passion for building to as a way to earn a living. Then one day, my high school architectural drafting teacher, Mr. Stapleton, taught me what I enjoyed had a name, engineering.
Mr. Stapleton challenged me beyond my limits at times and I am so thankful to have had a teacher like him. After high school I continued to pursue my interest in Computer Aided Design (CAD) which led me to NIU where I earned an undergraduate degree in Industrial Management and Technology. Throughout my undergraduate studies, I worked with NIU STEAM where I led STEAM Saturday classes for elementary school aged girls in a program called STEM Divas. I also instructed at STEAM summer camps ranging from grades 6-12. It was here at NIU STEAM where I got my first experience of what STEM education was. It was not 4-5 separate disciplines jammed into one activity, but it was a gateway into using real-world investigation to develop contributing members of society who are problem solvers and critical thinkers.
After completing my undergraduate studies, I returned to NIU to pursue my masters in Instructional Technology. That’s where I learned to implement technology in the classroom as a tool. While in graduate school, I continued to work with NIU STEAM where I gained the experience I needed to develop my skill and character as an educator. After graduating with my masters, I taught STEM at an elementary school in Rockford for 4 years. There I had an incredible leader who helped me integrate my informal style of teaching into a more traditional setting. I created a makerspace style enrichment class for students to enjoy every day. I was able to collaborate with teachers in my building, they would teach the foundations of their lesson and I would use my STEM class to help them understand on a deeper level through application of what they’d learned in their classroom. This set-up proved to be the most successful for students. In my class, students received hands-on learning and the freedom to be creative.
Now, 4 years later, I have returned to NIU STEAM where my love for STEAM originated. It is here at NIU STEAM where I found a passion for STEAM education through engineering. Today I am a STEAM instructor with the Barb City STEAM Team after school program. Here I get to utilize all the skills I developed along the way I teach courses involving 3D designing, laser cutting, 3D printing, robotics, coding, and much more. My love of engineering did not lead me to your typical engineering career, but it did lead me to a much more fitting career path for me. My path showed me mentorship, grace, encouragement, and support. My path taught me how to listen, how to adapt, and how to be the best version of myself. My path showed me how important it is to follow your passion and that it is possible to create your own path. My path made me an engineer but my love for engineering made me an educator.
Activities to bring laughter, build relationships – and help your heart
By Jess Winn, NIU STEAM Educator
(Families and Pre-K-12 educators)
In this episode of Winning Ideas, secrets to healthy, happy relationships and hearts. Check out this blog for a little of the science behind heart health – including the importance of laughter and fun. Then keep reading for tips you can use with your family or students to create laughter and build positive relationships.
A note on the age-range of these activities: Although having a dance party or a Nerf war might come more naturally with younger children, don’t hesitate to try these relationship builders with middle and high school students, as well! Scary as it sounds, middle and high school students are at the stage of development where they are exploring the idea of emotions. They are opening their hearts and experiencing new things and we think that’s a good thing! It’s important to keep modeling and promoting healthy relationships for older youth, too.
**
Ah love – the heart beats faster, the blood rushes to our cheeks, and we lose all ability to communicate. All our friends convince us that we should ask that special person out, that they TOTALLY like us too. Our palms get sweaty, knees weak, arms…wait a second – that wasn’t love, that was nerves and stress! Those two responses are fine in small doses, like walking by your crush, but over long periods of time can become detrimental to our heart health. So, what is love? How does our heart respond? What is another way (besides the traditional diet and exercise) to keep our hearts healthy? And what can we do today to start improving not only our heart health, but our connections with our kids and students? Let’s jump in!
Science has long looked at heart health through the lens of better diet and exercise, in fact that is the “ultimate cure” according to many doctors when you go in for your annual checkups. But there is an old adage that says, “laughter is the best medicine.” Where did that even come from, and is it real? Well, it has roots as far back as biblical times. More recently (the 1300s) Henri de Mondeville, a French surgeon, taught the importance of laughter in the healing processes after surgery. It has been looked at by many medical professionals through the years and the science is clear. Laughter helps improve your mental health, your overall stress, and ultimately – it helps your heart.
Science tells us that laughter releases endorphins, those happy carefree feelings. Those endorphins have a special job in your body – lower cortisol and epinephrine (the stress hormones), relax your blood vessels (allowing blood to flow easier and your heart to work less), and help improve your immune system. (Read more in this 2023 article.) So what – we should just laugh and all of our problems will disappear? NO! Nothing is a quick fix, but being surrounded by people who truly make you laugh and smile can improve your health over the course of your life. So, let’s take some time to be that person for our students and our own children – the person who helps them laugh and smile even in tough times.
If you have ever watched social media videos from circa 2020 you may have seen a series in which a father, upon the mention of “dadosaur,” morphs into a human dinosaur who rampages his house. (Check out the dadosaur Instagram feed here.) While his wife doesn’t sound the most enthusiastic, his daughters scream in laughter at each silly antic. That laughter is setting his daughters up for healthier hearts, building bonds, and teaching the girls about the importance of developing a unit of people who will support you and laugh with you.
Demonstrating for the young people in your life – whether they’re your children or your students – a healthy happy relationship with your job and the people around you helps them to develop the self -esteem to build healthy relationships with others in their future. Set your kids up for success. The laughter and connection that we build with the people we care about keeps our mental health balanced, and it also helps keep our heart healthy. It also shows love.
Remember, we asked what love is – it turns out it is a release of hormones by the brain. Different types of hormones will illicit different types of love. While students are experiencing more of a lust when they see their crush in the halls, attachment and affection that are considered to be the emotions of love. Regardless of which you are experiencing, each of these emotions are sparked when the brain is given positive feedback. Help students understand what positive feedback looks like and what to expect from the people who create those sparks of love and joy in their lives. Happy, healthy relationships build happy, healthy adults who are ready to take on any challenge life brings them.
Heart Healthy “Buds” that spark laughter, heal your heart, and bring lifelong benefits.
Try a few of these activities with your children or students or any age:
After school, when you see your kiddo again, take them out for a science experiment where you go to five different fast food places and only get French fries. Then spend the next hour or so debating the pros and cons of each restaurant, as well as ranking them from best fries to worst. (This activity can be done with literally any food from shakes to burgers and more.)
Begin a round of “would you rather” with something like this: “Would you rather eat a slug with every meal as an “appetizer” or sip slime juice as your drink with each meal?”
Bring up a positive past memory. “Do you remember the time…” (insert a funny connection or story).
Hey! Catch! (then toss them something that is hard to catch like whipped cream, glitter, etc. and start a “catch” fight).
Play a game that incites silly behaviors (like Pictionary, charades, etc.).
Dance! Turn on some music and just let loose in your basement with a silly dance party – crazy outfits and all.
Have a Nerf war where everyone is laughing and chasing each other around the house.
Make a crazy dinner! Spin a wheel of ingredients and challenge your children or students to make a meal with you out of whatever they have spun.
In your classroom – take a break from the monotony of lectures, worksheets, and tests! Instead, pull a fun lesson on the meaning of (insert some silly connection to your material here) in your classroom.
This list could go on and on. But the main thing is: put down your phone, your social media, your pressure to complete lessons, and all of your other external focuses and really take time to connect with people you love and care about. Remember, even your middle and high schoolers they are still technically kids and want to experience joy and laughter with you. If you are having fun and enjoying what you are doing, it inevitably rubs off on the people around you.
Now that you’ve read this blog you might be wondering – how does this relate to STEAM? Well, we discussed the science behind a healthy heart, we developed an SEL connection, and we talked about ways to incorporate communication into your life. That, my friends, is the NIU STEAM philosophy. We aren’t just rooted in heavy science activities – we want to help build well rounded individuals who are self-aware and capable of working together towards a better future. Young people who don’t lose their curiosity spark and are willing to put themselves out there. NIU STEAM is about the whole person, not just what their brains could potentially do! So go out there, love a little, help your heart, and build a better tomorrow.
Don’t forget to share your projects with us! Tag #NIUSTEAM and @NIUSTEAM for a chance to be featured in our weekly newsletter. And as always, do good things, be good people, and make yourself better than the day before.
Picture books can serve as important gateways to the scientific wonders of the natural world. A quick glimpse into any picture book on bioluminescence has students wondering if they are, in fact, reading fiction or non-fiction. Derived from the Greek words ”bios” (life) and ”lumen” (light), bioluminescence refers to the ability of living organisms to produce their own light. This phenomenon is often referred to as a form of “living light.”
Bioluminescence is a fascinating subject that offers students a glimpse into an almost magical world lurking just beyond their reach. Many deep-sea marine animals, insects, and even some fungi can produce their own light. In Kuo’s beautifully self-illustrated book, Luminous, students are not only introduced to the magical world of bioluminescence, but light is shed on the diverse reasons why certain creatures illuminate the darkness. We learn that communication, camouflage, and hunting are just a few ways that organisms use their living light.
Using Picture Books to Explore Scientific Concepts
Using picture books to help students understand scientific concepts offers a range of benefits, including:
Visual Engagement: Picture books provide visual aids that engage students and make complex scientific concepts more accessible. Colorful illustrations and diagrams enhance understanding and capture students’ attention.
Vocabulary Development: Picture books expose students to scientific vocabulary in a way that is meaningful and easy to grasp. This helps to build a foundation for scientific language and terminology.
Concept Reinforcement: The combination of text and visuals helps reinforce scientific concepts, making it easier for students to comprehend and remember them.
Early Exposure to Science: Picture books can cultivate an early interest in science. This early exposure could positively impact the need for more diverse representation in the sciences.
Pairing scientific exploration with a picture book read aloud and a hands-on activity that illustrates the concepts is a fun way to transform the classroom into a place of curiosity and wonder.
Materials Preparation:
Before the lesson, print out the anemone coloring page on cardstock and make sure you have enough highlighters for all of your students.
Procedure:
Discussion
Show students the UV flashlight and ask them what they think it is used for.
Discuss how UV flashlights help humans see things that we cannot see with our eyes alone.
Read the book Luminous, by Julia Kuo.
Discuss ways in which organisms use bioluminescence.
Activity
Model the activity before walking students through the steps.
Each student will receive a piece of cardstock paper with an anemone coloring page printed on it and a yellow highlighter.
Have students add highlighters to the coloring sheet by filling in sections, outlining lines, and adding non-representation patterns (stripes, waves, dots). It may be helpful to wait to hand out markers, until after students have finished coloring with the highlighter.
Walk around the room with a UV flashlight and show students how the highlighter is lighting up under the UV light waves.
Have students add color to the remaining white spots.
It is okay to cover the highlighter with lighter colors, but darker colors will block out the UV light waves.
If students outlined shapes, advise them to color up to the line, it is ok to cover the line slightly.
Continue to walk around testing students’ work with the flashlight as they work.
Hand out keychain UV flashlights and turn off the lights in the room. Let students observe their wonderful bioluminescent creations!
In this episode of Winning Ideas, sometimes we need to hear things from others to help spark our interest and curiosity. How can listening to podcasts in class help inspire our students to learn more, ask more questions, and become engaged citizens.
We have all experienced it – that moment when you are teaching a lesson and a student takes you on a tangent. They ask you a question you don’t know the answer to so you start either researching it there in class, or you tell them to stay on topic, we will ask questions later. It’s both frustrating and fun because now we know students are excited about learning, but they are also taking away from your carefully crafted lesson plan that will help them through the next standard you need to teach. So how do we spark that curiosity while keeping our students focused on the task at hand and keep learning moving forward? One word: Podcasts.
For many years people have been making, recording, and listening to podcasts. Maybe on your way to work in the morning you listen to a podcast, or during an evening workout, there are so many opportunities for us to broaden our horizons while listening and learning from others. So why don’t we bring that back into the classroom. Why is that something we hold as our own personal moment of joy? If you have ever read from a book to your students in class you have seen them settle in and focus, giving you their full attention. Many students love to learn via listening, and podcasts have a lot to offer. How might you incorporate them into your already busy schedule? Some podcasts are incredibly lengthy, others ramble on tangents that don’t meet your needs, plus there are SO many to choose from and so many sources to find them. Selecting your podcasts can feel like a daunting task as well. Here are a few ways to find, incorporate, and use podcasts as a tool for learning.
Imagine this – you are getting ready for your Monday class, for this assignment the lesson topic could be Ionic Bonds, the history of transportation, traversing colder lands, or maybe even learning about friction. You have an epic plan to engage your students in a hands-on experience that creates a lasting impression. BUT this is the first time you have introduced the topic. You open the class with a podcast from Sound of Science titled “Science of Salt”. You and your students begin to think of questions, ideas, and connections to what you have learned and what you will be learning. Throughout the course of the week/period you go through your epic lesson, your students still reeling after listening to the short podcast. By the end of the lesson (or unit) everyone is feeling more confident in the material they are learning, so you listen to the podcast again with your class. This time you find the connections, relate the discussion to what you learned in class, and find deeper connections in your materials. Potentially the students pose deeper questions about the reason we use salt on our roads (which we recommend you have them send in to the studio to be answered in future sessions). Regardless, you have found a lesson spark. Your students’ brains were transported for a short time to thinking about things that impact real life.
Let’s consider an elementary class. You have a few moments to fill after an incredibly productive day – listen to a podcast! Once it’s done, allow your students to ask questions, have conversations, and even engage in discussion with their peers regarding what they heard. Maybe you have busy class for the day, they don’t want to sit down and want to bounce all over the walls. Turn on an interesting podcast for them to listen to while they are bouncing about. They can talk and walk, or they can create unique connections between what they heard and what they originally thought. The possibilities are endless!
From a purely academic perspective, podcasts are wonderful opportunities for your students to practice their inquiry skills, their reasoning skills, and so many more. When they engage in discussion or constructive disagreement post listening to the podcasts, they are practicing their communication and community building skills. If the podcast touches on topics close to home, they learn to build empathy for others and begin considering the ideas of service learning. When you have a moment, we here at NIU recommend you listen to a podcast with your students! To listen to more Sound of Science, or if you or your students have a question they want answered by our experts on Sound of Science, reach out to us here: Sound of Science.
Don’t forget to share your projects with us! Tag #NIUSTEAM and @NIUSTEAM for a chance to be featured in our weekly newsletter. And as always, do good things, be good people, and make yourself better than the day before.
Step into a world where imagination takes shape, quite literally! Let’s embark on a creative journey where we explore the exciting realm of sculpture using different types of tape. Transforming humble adhesive tape into vibrant, three-dimensional masterpieces, this art form encourages us to think beyond the flat canvas and sculpt ideas into tangible creations.
First let’s look at one of the coolest types of tape, masking tape. Masking tape is a type of adhesive tape that is easily removable and is designed to create a temporary bond without leaving a residue or damaging the surface it is applied to. It is typically made of a thin paper or fabric backing coated with a low-tack adhesive that allows for easy removal. The adhesive is not as strong as that of other tapes like duct tape, making masking tape ideal for various applications where a less permanent bond is needed.
Masking tape is widely used in various applications beyond painting. It is commonly used in arts and crafts, home improvement projects, and other situations where a temporary hold is required. Masking tape comes in various widths and colors, and its versatility makes it a handy tool for both professional and DIY purposes. It is perfect for all sticky situations.
The science of masking tape considers how well the adhesive bonds to different surfaces. It should adhere securely to a variety of materials without causing damage upon removal. Masking tape is designed to be versatile and adaptable to various conditions. This includes being able to withstand different temperatures without losing its adhesive properties. The tape should remain effective in both hot and cold environments.
Masking Tape Sculpture Activity
Materials:
Masking tape in a variety of colors
Aluminum foil
Permanent markers
Construction paper in a variety of colors (optional)
Googly eyes (optional)
Steps:
Start by choosing a picture or photograph to bring into the third dimension. For this example, I choose to make a cat.
Using the aluminum foil, make the basic shapes. These should be identified as the larger shapes. For my cat, I will make a circle for the head, an oval for the body, and another larger circle for his bottom. Smaller shapes like the legs and ears will be added later.
Set aside the colors your will need. I need yellow, tan, and purple, for my cat.
Attach your aluminum foil shapes together using the masking tape. Pick the tape that your sculpture has the most of. For my cat, I will use the tan masking tape.
Cover your entire sculpture in your masking tape. It should look like a potato!
Now add any mass or volume to your sculpture. For example, my cat has a snout. I will want to add more tape to form the mouth and nose.
Add any smaller shapes to your sculpture. I will be adding a tail, two ears, and four legs to my cat.
Now it is time to add color to my sculpture. Layer any different colors on top of the base masking tape to give your sculpture some personality. I will add purple eyes, and yellow spots to my cat sculpture.
Add any final small details with Permanent markers. Remember masking tape is designed to resist paint, so use any alcohol-based marker.
Supplies: Data Recording Sheet,Predication Sheet, Timer, Lamps, Ice Cubes, Trays, & Insulating Testing Materials such as: Cotton Balls, Aluminum Foil, Plastic Wrap, Fabric Scraps, Styrofoam, and Bubble Wrap
The Snowman by Raymond Briggs is a captivating wordless picture book that follows the incredible journey of a young boy who builds a snowman that comes to life. First published in 1978, The Snowman has become a classic picture book that is a staple in any library and many elementary school classrooms.
Set against the backdrop of a winter wonderland, this story beautifully illustrates the imagination of childhood. After the boy builds a snowman, the snowman takes the boy on a magical journey, but as their time together goes on, the snowman begins to melt. The Snowman is a great book for all ages but can be particularly useful for older elementary students to start a conversation about the transformation of snow or ice to water and how to use scientific exploration to prolong the magic of winter just a little bit longer.
Using Picture Books to Launch Science Investigations
Picture books can be a great launching point for older students into science investigations. Picture books are all about imagination and what better way to get students to start thinking outside of the box, than to start with a story that sparks curiosity. Many students are also helped by visual representations. Starting with a picture book allows students to mentally picture possibilities and gives context to the experiment. For this experiment, connecting to a picture book on building a snowman is something many students can relate to and gives the experiment purpose.
Materials Preparation
Before the lesson, divide your students into groups. Each group should have a tray, a lamp, a prediction sheet, and a data recording sheet. Use a cooler to keep the ice cubes cold while students are working and only pass out one insulating material at a time.
Procedure
Begin by reading The Snowman by Raymond Brigg. This is a wordless picture book. Using a projector to enlarge the pages is helpful for students when reading a book where they have to read pictures to convey meaning. Prior and during the reading, have a discussion on how to read images.
After reading, ask students why the snowman melted. What causes snow and ice to transform to water?
Talk about heat transfer and insulation. What types of things insulate us from cold weather? ex: mittens, blankets, houses. What kinds of things protect or insulate us from heat? Ex: trees, houses, sun hats.
Explain that students will be investigating how to insulate their snowman from the sun to keep their snowman from melting.
Place students into their working groups.
Show students the available materials and have them predict which materials will act as the best insulators. Have them use their predication sheet to record their predictions.
Start with one of the insulting materials. Hand out one to each group with 2 ice cubes.
Explain that one ice cube is their control ice cube and should not be wrapped in the insulator.
Have students wrap one of the ice cubes in the insulator material and then place both under the heat source.
Set a timer for 10 minutes. Have students record their observations.
After 10 minutes, students should record their final observations and clean up their testing site.
Repeat the above instructions with the other insulating materials.
After students have tested all the insulating materials, compare their scientific findings to their predictions. Were they surprised by anything? Which material was the best insulator?
End the activity by asking students what other materials might be good insulators, or what other strategies they might use for keeping their snowman around just a bit longer?
Assessment
You can assess this activity using student groups’ prediction and data recording sheets.
Supplies: Center Directions, Building Supplies, Pencils, Coloring Materials
“Like any great inventor, Josephine Garis Cochrane identified a problem and created something to solve it. But unlike most well-known inventors at the time, she was female. Born on March 8, 1839, Josephine came into a world that offered few rights or opportunities for women.” – Kate Hannigan
Last month, the Illinois Reading Council (IRC) released their selections for the 2024 ”Illinois Reads” program. Every year, the committee selects six books in six different grade bands, from birth to adult. What makes this list unique is that all of the authors are from Illinois. There are many great books on the list that I will be highlighting this year in the blog. But first, I will be highlighting a book by frequent IRC selection author, Kate Hannigan.
Joseph Cochrane, the inventor of the dishwasher, comes to life in Kate Hannigan’s latest book: Josephine and her Dishwashing Machine. This remarkable story about a woman who, despite barriers, is able to accomplish the remarkable, will inspire students to embrace a fail-forward mindset, seeing setbacks as vital stepping stones to success. Hannigan seamlessly weaves together Science, Technology, Engineering, Art, and Math helping students to see STEAM in our everyday lives. Hannigan’s text is a great launching point for discussions around inventions, engineering design and inventor traits, such as perseverance and creativity.
Designing Centers around Narrative Non-Fiction
Using narrative non-fiction text as the foundation for designing classroom centers is a great way to allow students to take a deeper dive into the subject matter of the text. It also allows the teacher to teach targeted skills to a small group while the other students are engaged in self-directed, engaging activities. When designing the activities, I usually start with the one that I will need to facilitate with students. This could be an introduction to a new website or application or teaching an inquiry or research skill. Then I design activities that will allow students to be engaged in more creative activities that build important social emotional skills. For Josephine and Her Dishwashing Machine, I chose the following activities:
Researching Notable Women Inventors – Hannigan provided an amazing list of women inventors in the back matter of the book. For this center, students will select one of the listed inventors to research and complete a presentation on. At this center, the teacher can facilitate how to utilize on-line and print sources to obtain information, how to evaluate information and how to cite your sources.
Engineering Design Challenge – In the book, Josephine uses the design cycle to invent and build a dishwasher. In this building challenge, students will work as a team to build a model of a dishwasher using available materials to hold a cut out of a cup, plate, and fork.
Creative Writing – In 1893, Josephine takes her dishwashing machine to the World’s Fair in Chicago to exhibit it. Have students write a journal entry from Josephine’s point-of-view the night before the exhibition.
Inventor’s Challenge – In teams, task students to identify a common household chore they would like to make easier for themselves or someone else in their lives. They will create an invention and then make a poster to market their invention.
Materials Preparation
Before the lesson, divide your students into groups. They will move in groups around the centers. It’s helpful to make a master slide, with each group noted at a center, that can be displayed. Print out your direction materials and set up each station. For the engineering design station, make sure to have cardboard, tape, glue, cups, straws, scissors, plastic materials, and coloring materials. Print out page 5 of Josephine’s patent to show students or insert in your PowerPoint presentation.
Procedure
Show students the image of Josephine’s patent and invite them to brainstorm what this could be an illustration of.
Explain that this is a patent for a dishwasher.
Have a conversation around what a patent is and how it gives credit to inventors, so other people don’t steal their ideas.
Read Josephine and her Dishwashing Machine. Have a discussion about the characteristics of inventors. Ask students for examples of Josephine’s inventor traits. Ex: When she failed, she didn’t give up.
On your display, go to Google Patents and type in the number for Josephine’s Patent: US355139. Show students Josephine’s Patent.
Divide students into groups of 4-6.
Explain the centers activities and show student groups where they will be assigned for the first round of activities.
Explain how students can ask for help. Since you will be working with the research group, you may want to use an “ask 3 before me” rule. This can also help build communication and collaboration skills with students.
Explain to students what a completed activity looks like for each center.
Have fun!
Assessment
Each center will have its own assessment.
Additional Resources
There are many different extension activities you could do with this book, including discussions and activities around primary sources. The World’s Fair is a fascinating subject and there are many digital exhibits available to show kids. Here are just a few to get you started:
By Judith Dymond, Ed.D., STEAM Educator and Director of Development
Last holiday season, Brian Smith, Director of NIU Employee Assistance Program and a licensed social worker, talked at one of our STEM Cafés about holiday stress. Below are a few of his suggestions for navigating the stress the holiday season can bring out.
The holidays can be a stressful time, but understanding emotions and biases can help us successfully navigate conversations and increase positive interactions. With some minor changes, we can navigate these situations with our families and friends.
Consider for a moment some positive recollections and connections you have with the holidays. As humans, we all seek safety and connection. As we approach interactions with others, we can focus our attention on how we can create the environment that we want to share with others.
What are some of the potentially unhappy or negative experiences that you may anticipate for these upcoming holidays? It is natural that we might anticipate or pre-plan for potentially challenging conversations or interactions. Sometimes it can help if we prepare a simple statement to redirect unwanted conversations and set a boundary with others.
“Everything that irritates us about others can lead us to an understanding of ourselves.” Carl Jung. Our own self-awareness is another way to better enjoy holiday experiences. Knowing what is important to us, why it is important, with whom it is important, and sticking to our non-negotiable needs increases the possibilities for better holiday experiences.
Think before you speak.
Understand and respond to our emotions, recognizing and challenging our thoughts and expectations of ourselves and others. We can only truly manage ourselves, our emotions, and our own reactions. When we recognize and honor where our power and boundaries lie in each interaction then we are more likely to be the best versions of ourselves.
Cope in the moment: Mindfulness is a type of meditation in which you focus on being intensely aware of what you’re sensing and feeling in the moment. There are many mindfulness measures that you can employ. If you are not familiar with it, try looking up the 5-4-3-2-1 Grounding Technique and consider using it if needed. The best way to manage our own emotions and reactions is to be able to know ourselves and our reactions.
Be a good listener. Listen to what others are saying, give what we would like to get in response, and think how you can respond positively.
Think about what you want to get out of the situation/engagement with others. What are your goals for this engagement?
When you consider what you need this holiday season, what are your non-negotiables?
What are five things that you want to do and with whom do you want to do them?
What do you need to do or experience most?
Self-care is essential.
Acknowledge that we may have a bias on the topic. Be sure to adjust your own mask before helping others.
Don’t dump your emotions on each other.
Don’t own someone else’s stuff.
Remember we all communicate differently.
Discuss with your family your needs and goals and listen to their own. This opens a dialogue and lessens the chance of hurt feelings or misunderstanding.
Practice what you might say at the event in case some of the anticipated topics come up. Prepare to speak up.
Choose the best space and time to communicate your message.
Set boundaries for ourselves. Know what you are capable of.
Speak up in a calm, simple, and direct way.
Recognize where our healthy power is to maximize connections with others.
Throw kindness around like confetti!
In summary, here are 6 easy tips for reducing holiday stress.
These tips should help us understand and respond to our emotions, recognizing and challenging our thoughts and expectations of ourselves and others, setting boundaries, and recognizing where our healthy power is to maximize connections with others. We can de-escalate potentially difficult conversations while increasing positive interactions and experiences with others during the holidays.
