We’re here – in the middle of the last few weeks of school. We are in the May-hem month. Does anyone else feel like May is just insane? Not only is everybody anxious (and bonkers) for the end of the school year, there are like 5 billion different activities going on!

School May-hem

Between the last days of April throughout the month of May, our school holds Grandparents Day, multiple concerts and programs, end of year state testing, finals, field days, plus all the rest of the stuff you are supposed to be doing like teaching the children every day.

And that is just what is happening inside the school walls. My husband has final youth group events, high school graduation celebrations, and other random end of year events. My kids, even though they are still small, have a church program, need daycare teacher gifts, and all the sign ups for swimming lessons, camps, and any other activity happening in the summer are going on right now! No wonder my house looks like it does.

Watch This!

When I saw this video by the Holderness Family, I knew I’m not alone in the May-hem of this final month of the school year. And I still love NSYNC. Watch and see!

(If you like this, you should see the other parodies they put together. Awesome!) But we continue to push through because we see the light! In just a few weeks, we will have the freedom of summer time!   So how do we survive the May-hem?

Get to June!

Class Auction Project – Tile Table

Every year our students create class projects to be auctioned off at our annual banquet in order to raise money for the school. The projects vary depending on the class and grade level. This year, there seemed to be a slight mix up in project ideas! With less than 2 weeks from the auction, my class had no project. Uh oh! Nothing like leaving these things to the last minute…

Several ideas were brought up for my class, and we settled on a tile project. We would have students decorate tiles, then place the tiles on a piece of furniture. Sounds great! Except we did not have any small table, shelf or other suitable piece of furniture to use! That same afternoon, I decided to stop at the Goodwill near my house on the way home. Low and behold, one of the first pieces of furniture I found was this perfect little side table! Seems like it was meant to be!

Prepping the table:

The first thing that needed to be done was give the table a good coat of paint. That weekend, I painted the legs and sides with white paint. It took a couple coats, but definitely brightened the table up. I left the table top unpainted to make sure the tiles would stick well.

DIY Tile

We went back and forth on what types of tiles would be best for the table and with the table size, decided to use 2” x 2” tiles. We needed about 80 or so tiles and it worked out for every student to do 3 tiles, leaving some tiles white. For the tile decorating, students used a technique that we found here . Can I just say, this was awesome! All we needed was Sharpies, rubbing alcohol, and paintbrushes.

First, students took their tiles and colored them with the Sharpies. Next, they took a paintbrush, and “painted” with the rubbing alcohol. This process was different for each student. Some used paint strokes, others put drops of alcohol on their tile, and some even figured out they could blow the alcohol across the tiles to make cool designs!

After their beautiful tiles had dried, I used a sealer spray to make sure the Sharpies didn’t rub off on anything. It made my entire classroom stink though, so next time I would probably try to do this outside! After allowing the tiles to dry for a day, I started arranging and gluing the tiles onto the table top. Making sure the tiles were spaced evenly took some time. I glued down an entire column and row to start, making it much easier to place the rest of the tiles.


Because of the coloring on the tiles, we did not want to use rough grout to fill in the rows between the tiles. This would have destroyed the kids’ beautiful designs! Instead we used caulk. And when I say “we”, I mean my dear husband. Seriously, I don’t think I could have finished this project on my own. He delicately caulked the tile area of the table and it looked awesome! He also put the last coats of paint around the top of the table with precision.

It looks beautiful! Now hopefully it will make some big bucks at our auction and be treasured in someone’s home!

Scatter Plots and Best Fit Lines

This week, my math class studied scatter plots and best fit lines. This definitely is not the most exciting concept to teach, so I looked for other ways for students to become more engaged. Lucky me, I found several activities that were a big hit!

Scatter Plots

The first concept that students needed to learn was how to create a scatter plot. As eighth graders, students were familiar with creating a scatter plot from given information. However, I wanted to challenge them to look at the association of the graph. Is it linear or nonlinear? Positive, negative or no association?

Once the class felt pretty confident in identifying these types of associations, I gave them an activity that really peaked their interests: favorite foods! This activity is a word document created by Erica Chauvet from Trinity High School. 

First, students individually rank their favorite foods from 1 to 10. Next, students pair up and create coordinates based on what their favorite foods are in order to compare them. They plot their coordinates and look at the graph to see what type of association they have! Strongly linear graphs would demonstrate more similar tastes in food!

Best Fit Lines

The next step meant teaching students about the best fit lines. I knew this concept would challenge a few of my students, so I wanted to show them the concept of WHY this was important. I believe this game was one of my best finds yet! XP Math has several games for students in all grade levels, and Naruto: Line of Best Fit had students learning math without even knowing it! In fact, I had several kids go home and play that night on their own!

The idea of the game is to help Naruto capture as many scrolls as possible by moving the line. Students are then introduced to the concept of creating a line that will be in the middle of the most points possible-the same idea of a best fit line! When I introduced best fit lines the next class period, I actually continually referred to making their lines “like Naruto” and capturing as many “scroll” points as possible!

Taking It Further

I wanted to stretch some students even further in their thinking of these concepts, and I found one more activity that would help with this on If you have never used this website for math activities, try it now! Teachers can give students a login code and once each individual logs in, the teacher can monitor the progress on their own screen! When I have students do an activity here, I know exactly which question each student is on AND can see their answers. There are options to “freeze” all students’ screens when you need to explain something or “pace” students so they can not go through the questions too quickly!

Anyway, there was an activity that related to best fit lines on Desmos as well. The activity got students thinking about residuals as well, which was above our 8th grade standards, but a great introduction to future math concepts!

If you teach a middle school math class, I encourage you to check out some of theses resources! Even if you do not need to teach scatter plots, these have great options for other math concepts as well!



Population Extinction Game

Last week I posted about how to simulate counting populations using the “Capture-and-Release-Method.”  (Click here to see!) This week, continuing on the population theme (and using dried beans in the classroom), I wanted to share a population extinction game!

I found this activity on, which is a site that contains many different lesson plans for teachers. And it is free to register! Click here to see the lesson (although you may have to sign up to actually see it).

The activity uses the Wild Atlantic Sturgeon as an example population, however you could adapt it to any type of animal you would like. The link directs you to the instructions for the game, and a simple game board – a paper with boxes numbered 1-6. It also includes a chart where students can record their data.

Materials needed:

  • Instruction sheet, game board and data sheet (can be downloaded for free from the website!)
  • 20 small items of something (I used beans, but the instructions say paper clips)
  • A cup of extra items for each group (they may need more!)


  1. Give each group of students 20 beans (or whatever you chose to use) to start off with.
  2. Students toss/drop the 20 beans onto the game board
  3. Any beans that land on sections 1 and 3 are considered “extinct” and are removed from the game.
  4. Any beans that land in section 5 “reproduce” so you add another bean for each.
  5. Beans that land on any of the other squares are kept with no changes.
  6. Students record their numbers in the chart provided, then repeat steps 2-4 with any beans they have left for 10 total rounds.

Over time, students should notice the amount of their sturgeon slowly declining!

Discussion questions to use:

  • What years did you gain the most?
  • What years did you lose the most?
  • Did your population of sturgeon become extinct? Why are why not?
  • If so, how many years did it take?
  • Why do you think your population declined?

Capture and Release! Estimating Population

Just how do scientists know how many deer live in an ecosystem? How did they figure out the number of giraffe live in the African savanna? Where do ecologists get these numbers from?

These are some of the questions that my class discussed while studying changes in population and population density. Students guessed how this was accomplished: using satellites, sending people out to look around a lot, catching some of the animals and then bringing them back to the wild, looking at a small area, then estimating.

Although some responses seemed more on track than others, I wanted students to simulate one way scientists do this! The capture-mark-and-release method is the one we chose to try. And because I already had a bag of dried beans from a different lesson, that is what we used as our population!


  • Dried beans (these represent the “animal”. You can also use dried pasta, packaging peanuts, or another low cost, small item that can easily be marked)
  • A bag or other container
  • Marker

Set up:

Before beginning the activity, I had divided up the beans into cups for each group of 2 to 3 students. I did not count the number, but used a few handfuls.

I created a chart for students to use like the one below

Estimating Populations Chart


  1. Students first grab a handful of beans from their cup and mark each one that they removed with a marker. Count how many beans were marked and record this on the chart.
  2. Return the marked beans into the container and shake the beans.
  3. Grab another handful of beans from the container.
  4. Count how many total beans are in the new sample, and then how many marked beans were in the sample. Record both numbers on the chart.
  5. Using the formula below, students calculate how many beans are estimated to be in their container.
  6. Repeat steps 3-5 again, recording the numbers on the chart.
  7. Once students have recorded the data, the group can make one final estimation of how many total beans they believe to be their container.
  8. Finally, students count the number of beans they have and compare this number to their estimations!

How does this simulate what scientists do?

Those that study population densities of different organisms will often use this method of capture-count-and-release. A group of organisms is captured and marked with a device or tag. Later in the year, or the following season, scientists will capture another group of that organism and see how many have been previously tagged. If there are only a small number of tagged organisms, scientists assume there is a larger population. If many of the organisms already contain tags, then the total population may be quite small. By using the bean simulation, students can begin to understand this process!

Questions to discuss:

  1. Compare the bean simulation to real life. What is alike and what is different? You might bring up that beans do not die or give birth, so the population will remain static (as long as no beans get lost under the table!). Live organisms always have changing populations, so this would affect the number of organisms in an ecosystem.
  2. How precise is this method? When students compared their estimations to the actual number of beans, they found that some groups were pretty close in their estimation, while others were not. We noticed a pattern of groups that had marked a higher sample initially also had more accurate estimations!
  3. Can this be used for all organisms? When I asked this question, students in my class determined that this would be very difficult to use for types of insects or other very small creatures. Larger animals would work better!

Reaction Time – Testing Your Nervous System

In the course of our human body unit, we have just wrapped up the nervous system. Part of the discussions included how our brain can send and receive messages to other parts of the body through neurons. Sometimes, these messages are sent almost immediately, without us really thinking about the process (think about when you touch a hot stove!). Other times, our brains take a little longer to process what needs to be done.

To demonstrate this point, the class did a quick reaction time lab. I first found this lab at and I’m so glad I did! It was a blast!

For the lab, all you will need is a ruler or meter stick, and a conversion chart like this one:Image result for reaction time table If you don’t have a conversion chart ready, simply use the inch marks as your indicator!

You can get the entire lab and worksheets for free by visiting and signing up!

Round 1

  1. The student being tested holds their hand out, ready to catch the ruler.
  2. Another person in the group holds the ruler with the end of the ruler (the “zero” inch mark) right above the blindfolded person’s thumb
  3. The person holding the ruler will drop the ruler without warning, and the student being tested must grab the ruler as quickly as possible.
  4. Check what inch mark the top of the student’s thumb is resting on.
  5. Record the number, then use the conversion chart to see the reaction time (if using the conversion chart)
  6. Repeat this process two more times. Students then find the average of all three trials.

Students had a great time watching each other try to catch the ruler as quickly as possible!  

If your students seem ready for the next challenge, gather several blindfolds and have students test their reaction time in a slightly different way!  

Round 2:

  1. One person in the group is blindfolded and holds their hand ready to grab the ruler
  2. Another person holds the ruler with the 0 inch mark right above the blindfolded person’s thumb
  3. The person holding the ruler counts, “1, 2, 3, Go!” and drops the ruler on “Go”
  4. The blindfolded student listens for “Go” and grabs the ruler.
  5. Another group member takes note of how far down the ruler went and sees at what measure the student’s thumb is near and record the time using the chart.
  6. Repeat this process two more times. Students then find the average of all three trials.

**If you do not have anything to use as a blindfold, just have students put their heads down on their desks and close their eyes. This can be way easier than messing with making the blindfolds just right around kids’ heads.**

Follow up questions to ask students:

  1. Which method did you have the quickest reaction time?
  2. Was this the better method for everyone in your group? Explain.
  3. Why might some people’s reaction time be faster than others?
  4. What errors may have occurred that would affect the outcome of this experiment?

Blender Muffins

I happened to stumble upon these blender muffins when my son wanted to “cook” with me. He loves baking cookies, muffins, or anything else that uses my stand mixer. We also had a few bananas that desperately needed to be used. This time, I found a recipe that uses the blender. Intriguing!

Turns out, this recipe was super simple, gluten free (there is no flour!) with mostly healthy ingredients. And of course, pressing buttons on the blender was a huge hit with my son! He asks to make these blender muffins often!

The original recipe can be found here at 

I made a few changes and added whatever mix-ins we had to the muffins. Chocolate chips and blueberries made the list, but really, any type of nuts, berry, or even adding some peanut butter would work!

The recipe makes about 12 regular size muffins.


  • 2 ripe bananas (I usually keep overripe bananas in the freezer. Once thawed, these make excellent, moist muffins!)
  • 2 cups old fashioned oats
  • ½ cup unsweetened applesauce
  • ¼ cup Greek yogurt
  • ¼ cup brown sugar
  • 1 egg
  • 2 tbsp honey
  • 1 ½ tsp vanilla
  • 1 tsp baking soda
  • 1 tsp baking powder
  • ½ tsp salt
  • ½ tsp cinnamon

Mix-in options – almonds, walnuts, blueberries, raspberries, chocolate chips, butterscotch chips, peanut butter chips, raisins, coconut, etc.


  1. Place bananas, oats, and applesauce to the blender. Pulse for a few seconds until oats are slightly more smooth. Add all other ingredients and blend until well combined and mostly smooth.
  2. Add in any mix-ins that you would like and stir with a spatula (so the mix-ins don’t get crushed up!)
  3. Pour batter into muffin liners two thirds to three fourths full. You can add more mix-ins to the top of the batter if you would like! The muffins will rise as they  bake, but flatten out once they come out of the oven.

Bake muffins at 400 degrees for 13 – 15 minutes, or until a toothpick comes out clean.

While you can eat the muffins right out of the oven, they freeze well too, which makes a great grab and go breakfast on those busy mornings. Make sure you allow the muffins to cool completely, then put them in a Ziploc bag or wrap with a few pieces of plastic wrap. You can thaw in the fridge or by zapping them for a few seconds in the microwave.


Lung Capacity Lab

Want to know how much hot air middle school students have? Try this lung capacity lab. Students will be able to see how much air their lungs can hold!

The human body unit is once again upon us! Because I’m using a new curriculum this year, I’ve made some adjustments to how I go about teaching. However, a few labs are tried and true that I will definitely keep! This was one of them. It is so easy. Grab a balloon and a ruler for each student, and you’re set!


Giving middle school students balloons does have some risks. Be prepared to hear many balloon squeals and other noises that sound like body functions. I warned the students in advance that no balloons should be released across the room.

Now to the lab:

Once students have received their balloon, they will use it to measure how much air their lungs hold. We compare the difference between vital capacity and tidal capacity of their lungs.

Vital capacity – the maximum amount of air the lungs can hold.
Tidal capacity – the normal amount of air that your breathe in and out.



  1. Students take a deep breath and blow up the balloon as much as they can with that one breath. Hold the balloon (do not tie it!) and measure the diameter with a ruler, recording this length.
  2. To find the volume, you can use the formula for the volume of a sphere (although the balloons aren’t perfectly sphere, this gives a pretty close measurement). Or, I give my students a graph that they can use to estimate the volume like this one, which is found l here at
  3. Repeat this two more times, then find the average of all three.
  4. Next, students take in a normal breath and breathe it into the balloon. Be careful not to push too hard! This should be a normal breath.
  5. Record the diameter and then find the volume either using the formula or the graph.
  6. Repeat this two more times and then find the average diameter and average volume.

The average adult male has a vital capacity of a little more than 3000 cm3 and the average female’s vital capacity is about 2700 cm3. Of course, this also depends on height, weight, health and several other factors.

You can have students compare their lung capacities to their classmates. You can also ask follow up questions such as:

  1. What would you expect a professional athlete’s lung capacity to be? Why?
  2. What would you expect the lung capacity of someone who smokes to be?
  3. How might a musician’s lung capacity compare to others?

What a great way to lead into talking about health concerns and the importance of exercise!

Radioactive Pennies

Teaching chemistry in middle school is difficult. You can’t see atoms and you can’t feel electrons moving around.The material leans toward the abstract, even though atoms are what make up all concrete objects! To make it worse, this unit comes during the mid-winter, still not close enough to spring break time of year.

I always try to use hands-on simulations or interactive labs to help students connect to the information. (For example, these cereal Bohr model projects). Radioactive elements are another great one to simulate (I mean, you have to simulate it… highly radioactive elements are frowned upon at school). Radioactive Pennies a mini lab that can bring the concept to life. This lab uses probability and flipping coins to simulate what happens to elements that undergo radioactivity. Each round represents a half-life of the penny element. So after discussing what happens when an element becomes radioactive, students participate in this!

Materials Needed:

  • 50 pennies per group
  • Ziploc or paper bag
  • Blank graph

Instructions for Radioactive Pennies

  1. Students put all the pennies into the bag, shake, then dump them out onto the table
  2. Any pennies that land on heads are the ones that have changed elements. Put these in a pile to the side.
  3. Place all the tails back into the bag to be dumped again
  4. Repeat the process until all the “element” has changed
  5. Students record how many pennies landed heads after each round and create a line graph plotting the number of heads each time on the y-axis and rounds on the x-axis.

    This shows how many pennies were heads after each round

Comparison to a half-life of an element

Students should notice a pattern of about half the pennies being flipped to heads each round. Of course, it is not always half, but this idea is the same as an element’s half-life. It takes each element a certain amount of time to fall to half its size. It takes one round for the group of pennies to fall to half its size. From this, you can predict about how long it would take for all the pennies to flip, just as scientists can predict about how long it takes for certain elements to “fall apart.”