Due to the current situation we are facing as a society and ongoing challenges beyond our control, we are experiencing delays in both our supply chain as well as ship times from our warehouse. We apologize for the inconvenience and thank you for your patience.
by: Kimberly Lott, Mark Wallin, Deborah Roghaar, and Tyson Price
Free Member Price
$1.29 Nonmember Price
Add to Cart
Add to Wish List
Add to Collection
Login or Create a Free Account
CCC2: Cause and Effect: Mechanism and Explanation
Disciplinary Core Ideas
Disciplinary Core Ideas in Physical Science
Forces and motion
Newton’s laws of motion
PS2.A: Forces and Motion
PS2: Motion and Stability: Forces and Interactions
Science and Engineering Practices
Science as Inquiry
Science process skills
Scientific habits of mind
SEP1: Asking Questions and Defining Problems
SEP3: Planning and Carrying Out Investigations
SEP4: Analyzing and Interpreting Data
SEP5: Using Mathematics and Computational Thinking
Three Dimensions of the Framework and/or NGSS
Using scientific equipment
Type Journal ArticlePub Date 12/1/2013Stock # sc13_051_04_65Volume 051Issue 04
Visit the Forums
Excellent way to include STEM in your class
When we think science, technology, engineering, and math we may think these subjects are too advanced to be introducing to kindergartners, but this lesson makes is possible in a fun and crea... See More
When we think science, technology, engineering, and math we may think these subjects are too advanced to be introducing to kindergartners, but this lesson makes is possible in a fun and creative way that appeals to this age level. To introduce this STEM unit the teacher begins by reading The Gingerbread Man. Then teacher blames several mishaps on the fact that the gingerbread man is loose in their school and the students must build a trap in order to catch him. The project began by having students create initial drawings of how they would catch the gingerbread man, after collaboration with peers students made modifications to their drawings. After creating their drawings students were given materials and asked to explore their properties and conclude which items would be best to trapping and holding the gingerbread man. After exploring materials and their properties students were given the materials necessary to build a trap the gingerbread man, they were asked to work with a partner. I think this project teaches very young children to listen and be receptive to the ideas of others and be creative. I would definitely use this lesson idea in my classroom.
A Gingerbread Man's Mousetrap
How do we provide opportunities for students to combine science, technology, engineering and mathematical concepts at very young ages? This article cleverly does that by combining the tradi... See More
How do we provide opportunities for students to combine science, technology, engineering and mathematical concepts at very young ages? This article cleverly does that by combining the traditional folktale about the Gingerbread Man with a mystery occurring in the youngsters’ school. The lesson is part of a unit on Motion and Stability (Forces and Interactions). The children work in pairs to design a basic trap to catch the culprit. The teacher’s elaborate scenario and instructions on how to teach the lesson are provided. It is an excellent example of how to incorporate problem solving with a STEM lesson in a kindergarten classroom.
Gingerbread Man Caught by Students!!
This interesting article describes how Kindergarten students made traps to catch the Gingerbread Man. The lesson includes all aspects of STEM projects. Students were told that strange thin... See More
This interesting article describes how Kindergarten students made traps to catch the Gingerbread Man. The lesson includes all aspects of STEM projects. Students were told that strange things had been happening in the school and they needed to make traps to catch the person or thing doing this. The teacher read the Gingerbread Man story to the students but did not read the end when the Gingerbread Man is caught by the fox. So the students decided to make traps. Several other steps follow that incorporate STEM. This article is informative and shows that young students who are natural builders can do STEM projects.
NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.