Kindergarten

Students created houses with toothpicks and gumdrops. The teacher went around the room with a blow dryer trying to blow them down.

Students engaged in a hands‑on exploration of natural materials by collecting leaves and using them to design a creative image in their STEM journals. They then wrote a descriptive sentence explaining the scientific or artistic concept represented in their creation.

Students applied creativity and design thinking by developing their ‘dream chicken coop’ concept and illustrating it in their STEM journals. This activity supported their understanding of structure, function, and basic engineering design principles.

Students sketched a way to make a habitat for a polar bear using sugar cubes. Each student made a sketch and plan. Then they voted in each group for which one they wanted to construct. 

Students participated in a STEM investigation using the pumpkins as containers for a simple chemical reaction. Students were shown the materials—vinegar, baking soda, and the hollow pumpkins—and were asked to use their prior knowledge to predict what we might be creating. Students shared their ideas and recorded their predictions by drawing an initial diagram in their STEM journals.

Students learned about desert animals and the unique adaptations they need to survive in extreme heat and limited water. Using this knowledge, students designed and built shelters to protect desert animals from the harsh environment in their STEM journals. Through planning, building, and testing, students applied their understanding of animal needs while practicing early engineering and problem‑solving skills.

Students made a hypothesis for what would happen if a Ziploc bag of water was punctured by a pencil and put all the way through the bag. The bag would be held above a student's head. Would they get wet or stay dry? They sketched the possible outcome and wrote a sentence or two about their prediction. They were able to share with one another before the experiment started.

This photo shows students who first planned their pumpkin candy towers in their STEM journals before beginning to build. After sketching out their ideas and deciding how tall and sturdy they wanted their designs to be, they gathered toothpicks and pumpkin candies to bring their plans to life. Working in cooperative groups, students discussed their strategies, tested different ways to connect the pieces, and experimented with shapes that would help keep their towers standing. As they built, they practiced teamwork, problem‑solving, and communication, adjusting their designs whenever the structure wobbled or collapsed. This hands‑on activity encouraged creativity and early engineering thinking while giving students the chance to see how planning, collaboration, and persistence lead to successful STEM creations.

Our annual STEMSgiving Parade is a fun November tradition at Whitlow that brings our kindergarten creativity to life! Each class designs a miniature float and parade balloons  that are inspired by our class birds, using imagination, problem‑solving, and hands‑on exploration to guide their creations. From colorful feathers to clever engineering using everyday materials, the children proudly showcase their understanding of how things move, balance, and work. As we march in the parade we celebrate curiosity, innovation, and the excitement of learning together, one delightful bird‑themed project at a time.

After reading Tracks in the Snow, students used vertical whiteboards to illustrate the beginning, middle, and end of the story. Each student drew a scene that represented one part of the text and then wrote a sentence to clearly identify which section of the story their picture showed. This supported students’ ability to sequence events and connect illustrations to written explanations.

Once all drawings were complete, students participated in a gallery walk. Using visual clues and details from each illustration, they determined whether each picture represented the beginning, middle, or end of the story. This activity strengthened comprehension, sequencing skills, and students’ ability to justify their thinking using evidence from the text.

This photo shows a student learning how to mix the ingredients needed to make an apple volcano overflow. By carefully following each step, the student watches the mixture bubble and foam as the reaction begins. Adding different colors makes the eruption even more exciting, creating bright, eye‑catching streams of “lava.” This simple experiment helps students understand cause and effect while encouraging curiosity, fine motor practice, and early scientific thinking.

Kindergarten scientists participated in a hands-on STEM investigation using pumpkins as a seasonal learning tool. Throughout the week, they used their five senses to observe both the inside and outside of pumpkins, noticing details like texture, color, weight, and smell. Students compared sizes, made predictions such as whether pumpkins would sink or float, and recorded their findings like real scientists. When the pumpkins were opened, they explored the seeds and pulp, discussing properties, life cycles, and how pumpkins grow. This investigation supported early science skills, introduced new vocabulary, and encouraged curiosity as students learned through observation and discovery.

Our young explorers participated in a hands-on STEM activity as they learned about crops that were brought back to Spain during the time of Christopher Columbus. Students examined foods such as pineapple, peppers, and coffee while discussing how plants grow and how explorers helped introduce new crops to different parts of the world. Through observation, discussion, and exploration, students made connections between history, science, and agriculture in a fun and engaging way. 

As part of our STEM literacy exploration, students engaged in a hands-on activity using playdough to construct letters of the alphabet. This tactile experience supported fine motor development while reinforcing foundational concepts in letter formation.

We introduced the concept of the “magic c” and identified its presence in several lowercase letters, including a, b, d, s, g, and o. Students practiced visual discrimination and spatial awareness by analyzing each letter’s structure using newly introduced vocabulary: straight line, curve, and slanted line. Through guided discussion and observation, learners classified the types of lines used in each letter, laying the groundwork for future STEM connections in geometry and design.

Students had a great time creating their own Chicka Chicka Boom Boom trees using cups, popsicle sticks, and magnetic letters. They stacked and arranged the materials to build a sturdy tree trunk and branches, then placed magnetic letters on top just like in the story. As they worked, students practiced fine motor skills, experimented with balance and structure, and connected the activity to the alphabet learning from the book. This hands‑on project brought the beloved story to life and encouraged creativity, problem‑solving, and playful literacy exploration.

This picture shows students creating marshmallow snowflakes using mini marshmallows and toothpicks as part of a hands‑on STEM activity. Before building, students sketched their snowflake designs in their journals, planning the shapes and patterns they wanted to create. Once they began constructing, they carefully connected toothpicks and marshmallows to bring their designs to life, experimenting with symmetry, structure, and balance. This activity encouraged creativity, fine motor skills, and early engineering thinking, all while helping students make real‑world connections to winter and geometric shapes.

This picture shows students mixing ingredients to create their own batch of “fake snow.” With the document camera projecting each step, the entire class was able to observe the process clearly and follow along in real time. After the mixture was complete, students had the chance to touch and play with the fluffy snow-like material, exploring its texture and properties. During the activity, they discussed how the ingredients changed once combined, making meaningful connections to science concepts through hands-on investigation.

Students worked together to complete a fun Humpty Dumpty STEM challenge using simple classroom materials like paper, scissors, glue, cups, and popsicle sticks. Their task was to design and build a structure that could safely support “Humpty” without letting him fall, encouraging them to think creatively and test different ideas. They collaborated with peers, and used trial and error to improve their designs. The activity not only brought the classic nursery rhyme to life but also helped students explore engineering concepts in a hands‑on, engaging way.

Students use a variety of STEM bins throughout the day, with morning arrival being one of the most popular times for exploration. As soon as they walk into the classroom, they have the opportunity to choose from bins filled with engaging, hands-on materials such as building blocks, gears, magnetic tiles, playdough tools, pattern sticks, and other creative manipulatives. These open-ended activities give students the freedom to design, build, sort, and experiment in ways that spark curiosity and encourage independent thinking. STEM bins also help ease the transition into the school day by providing calm, purposeful tasks that build fine motor skills, promote problem-solving, and foster collaboration as students naturally begin to share ideas and compare their creations. Over time, students become more confident in planning, testing, and improving their designs, developing early engineering habits of mind without even realizing they’re doing it. Whether they’re constructing tall towers, solving puzzles, or discovering new ways to use familiar materials, STEM bins create an inviting environment that nurtures creativity, teamwork, and a love of learning from the moment they enter the classroom.

Students had the opportunity to get creative by using a variety of random classroom supplies to build their names in a hands‑on literacy and fine motor activity. They explored materials such as buttons, popsicle sticks, pom‑poms, pipe cleaners, counters, pattern blocks, beads, and scrap paper, arranging each item to form the letters in their names. This task encouraged students to think about letter shapes, practice spatial awareness, and experiment with different ways to construct each letter. As they worked, students compared their designs with classmates, shared ideas, and proudly showcased their unique creations. 

Our kindergarten scientists became rock explorers! Students searched for different rocks and carefully observed their shapes, sizes, colors, and textures. During our rock exploration, they compared their findings and discussed what made each rock unique. This hands-on activity helped students practice observation skills while learning more about the natural world. 

Our kindergarten scientists went on a leaf hunt! Students explored outdoors searching for different leaves to use in a STEM activity. After collecting their leaves, they used them to create beautiful leaf rubbings while learning about the shapes, textures, and patterns found in nature. It was a fun way to combine science, nature, and art during our fall learning! 

Our kindergarten students were excited to welcome members of the Future Farmers of America (FFA) from our local high school as special visitors and community partners. The FFA students spent time reading with our class and sharing their love of agriculture and learning. Our kindergarteners enjoyed listening to the stories and interacting with the high schoolers who served as wonderful role models.

This partnership helps our students build connections with members of our community while also learning about agriculture and where our food comes from. We are so thankful for the FFA students who took time to visit our classroom, read with our young learners, and help inspire a love of reading and learning. It was a special experience for everyone involved!

Our students eagerly engage in a hands‑on lesson about chickens taught by our science teacher, Mr. Hawlk! During this lesson, Mr. Hawlk introduces students to the basic needs of chickens, including food, water, shelter, and space to roam, helping them understand how living things depend on their environment to survive. He also explains how we can best take care of the chickens here at Whitlow, encouraging students to think about responsibility, routines, and the importance of treating animals with kindness. Students learn about the different predators chickens may face—such as foxes, raccoons, and hawks—and discuss how farmers and caretakers keep chickens safe. Throughout the lesson, students ask curious questions, share their own ideas, and make real‑world connections to what they see in the school’s chicken coop. The experience not only builds their science knowledge but also fosters empathy, problem‑solving, and a sense of community as they learn to care for the animals around them.

Students worked together to create egg ramps to help our community partner Mrs. Kirkland safely collect her chickens’ eggs at her farm. Using tape, paper towel rolls, ping pong balls and cups they designed and built ramps that would allow the eggs to roll gently without cracking. As they tested and adjusted their designs, students practiced problem‑solving, teamwork, and early engineering skills. This hands‑on STEM challenge not only connected to real‑world needs but also encouraged creativity and critical thinking as students experimented with angles, stability, and speed to make the most effective ramp.

Students tie in their counting and cardinality math standard to count eggs they collect. They graph the numbers and analyze the data they collect.

Students in this photo are eagerly anticipating the number of eggs they will collect at our Whitlow chicken coop. They are working alongside our Science teacher, Mr. Hawlk, to collect, count, and graph the eggs. They compare and contrast the various types of eggs.

A student has gathered eggs from the chicken coop and is using her math skills to graph the number on a ten - frame. This directly ties into our Math standards and TGAL focus.

This photo shows a Kindergarten student proudly working on her bird feeder during our Think Global, Act Local (TGAL) Night, where families celebrate student learning. As part of our bird project, students constructed bird feeders by using peanut butter, pinecones, and string. Students were able to take these home and observe birds with their families. Students also got a coloring sheet of their class bird to take home. 

Students constructed bird feeders using pinecones they found, bird seed, and peanut / almond butter. Students, teachers and families discussed our backyard birds and our state bird, the brown thrasher.

Along with teachers and parents, our Whitlow Kindergarten students enjoyed making parachutes on TGAL night. They talked about how to protect their eggs, what the egg needed to keep from breaking, and they got to drop them from the top of the stage. Students analyzed their results after their egg drop.