Projects 

Creating a Culture of Learning.

In my classroom, I will create a culture of learning by making sure that every student feels seen, heard, and safe. I’ll encourage curiosity, celebrate mistakes as part of learning, and support students as they take risks and explore new ideas. I’ll also make learning engaging by using hands-on activities, group projects, and opportunities for creativity. Every voice matters, and I will build a respectful classroom where we all learn from each other.

To keep motivation high, I’ll use positive reinforcement, student choice, and reflection time to help kids take ownership of their growth. My classroom will be a space where it’s okay not to know something, because we’re here to figure it out together.

A Barrier I Might Face

A barrier I may face is students being afraid to make mistakes because they don’t want to be embarrassed in front of others. This fear can stop them from participating or trying new things, which limits their learning.

 Tool to Help: "The Oops Box"

To solve this problem, I created something called “The Oops Box.” It's made from a recycled tissue box, decorated with old magazine clippings and colorful paper scraps. Whenever someone makes a mistake during class, they can write it down (anonymously or with their name) and put it in the box. At the end of the week, we’ll pull a few “oops” slips and talk about what we learned from them—turning mistakes into lessons.

This helps normalize mistakes and shows that everyone messes up sometimes. It becomes part of our classroom culture to celebrate learning from errors instead of hiding them.

Link to Scratch project: https://scratch.mit.edu/projects/1174662611

Lesson Plan slideshow - https://docs.google.com/presentation/d/1cY4dOTbfUSuA9SrZGycsEwspCnZmDClgAzw3QZWp0BQ/edit?usp=sharing

Quick-Game/Time Filler activities:

 No-Resource or Low-Prep Games

1. “STEM Superhero Speed Round”
   Prompt: “You’ve just gained a superpower based on a STEM concept. What is it and how do you use it to save the world?”

   • Ex: A student with “Friction Force Feet” who stops runaway trains.

   • Great for building STEM vocabulary + identity.

2. “Fix It Fast!”
   Prompt: “The school’s 3D printer just broke mid-print and turned into a waffle maker! What 3 things can you do to fix it using only your imagination?”

   • Fast-paced idea storming.

   • Encourages troubleshooting and maker-thinking.

3. “Invent-A-Word”

   • Students combine two STEM terms or objects to create a new invention.

   • Ex: "Drone + Vacuum = Dracuum" (a flying dust-cleaner).

   • Can be verbal or sketched.

4. “Chain Reaction Charades”

   • One student mimics part of a Rube Goldberg-style action (domino falls, balloon pops, etc.). Others guess what the action is and add on.

   • Builds systems thinking, storytelling.

5. “Design Debate: Useless or Genius?”

   • Present a quirky invention idea (e.g., “toaster hat” or “hovering mop”).

   • Teams argue whether it’s genius or ridiculous and why.

   • Fosters playful critical thinking and design language.

Limited-Resource Activities

6. “One-Minute Materials Mashup”
   Materials: Paper, string, pipe cleaners, etc.
   Prompt: “Make a hat that can survive a wind tunnel… or a robot that can write your name… in one minute.”

   • Focuses on fast prototyping and creativity under pressure.

7. “STEM Emoji Storyboard”
   Materials: Paper, markers.

   • Students draw a 4-panel comic using only emojis and STEM diagrams to explain a concept (like how a circuit works or the water cycle).

   • Builds visual literacy and personal connection to science.

8. “Cardboard Catalyst”
   Materials: Cardboard scraps, tape, scissors.

   • Give a wild prompt: “Build a communication device for squirrels” or “A backpack that powers a flashlight using bananas.”

   • Fast design challenges encourage whimsy and problem-solving.

9. “Reverse Engineering Challenge”
   Materials: A simple object (pen, toy car, etc.).

   • Students guess how it’s made, sketch a blueprint, and explain how they’d recreate it from scratch.

   • Fosters engineering mindset and systems analysis.

10. “STEM Trophies”
    Materials: Scrap parts, glue, tape.

• Students quickly design a “trophy” for a silly STEM achievement (“Most Unpredictable Invention,” “Quietest Robot,” etc.) and present it.

• Builds pride and peer recognition in creativity.

Email to new site director: 

My name is Isaac, and I’m excited to be part of your site this summer as a STEM Ambassador. Outside of the classroom, I’m someone who enjoys staying active—whether it’s playing hockey and lacrosse, working out, or taking long walks with my dog, Ollie. I’m also a big fan of building complex technic model cars and exploring the design behind real ones, which is part of what draws me to STEM.

In the classroom, I hope to help students build their confidence as problem-solvers and creators. I want to foster a space where curiosity is encouraged and STEM feels accessible, relevant, and fun. Whether through hands-on challenges, creative brainstorming, or team-based building activities, I want students to feel like they belong in STEM spaces—and to start seeing themselves that way too.

This summer, I’m also hoping to grow in how I communicate and connect with students of different ages and learning styles. I'm excited to learn from both the experience and the people around me.

Looking forward to a great summer,
Isaac