CRUSH SCHOOL

5644 1st Avenue South Minneapolis, MN, 55419

I blog on Brain-Based Learning, Metacognition, EdTech, and Social-Emotional Learning. I am the author of the Crush School Series of Books, which help students understand how their brains process information and learn. I also wrote The Power of Three: How to Simplify Your Life to Amplify Your Personal and Professional Success, but be warned that it's meant for adults who want to thrive and are comfortable with four letter words.

Filtering by Category: Earth Science

Why Teachers Just Need To Have Fun

September 16, 2025  /  Oskar Cymerman

Teaching is hard. And for about a decade, I made it even harder.

I was too serious. Too strict. Too focused on meticulously following the “true educator” script. Too “not who I actually am,” and not enough me.

Looking back, I sometimes wonder if my 9th grade Environmental Science lessons were dry enough to start a desert. They definitely deteriorated the environment of the classroom….

The struggle was real.

Being the “textbook teacher” did not allow me to see the simple teaching truth that if you're bored teaching, your students are even more bored learning.

I wish I could tell you I had an epiphany—something anyone could use to snap out of their funk—but the truth is I do not remember any single moment that helped me realize I was going so hard against the grain it nearly completely eroded my joy of teaching.

I was lucky not to become a burnout statistic.

At some point I figured out how to teach better and be happy doing it.

Below, I share a few strategies I use to mix it up, shake it up, and fun it up in my science classrooms. Most can be applied in any subject.

I hope these ideas help others who may be struggling, struggle less and find joy in this very hard—but very rewarding (and dare I say, fun)—profession.

If You’re Having Fun, They’re Having Fun

Luckily, energy and fun are just as contagious as apathy and boredom. Here are 6 quick ways to renew your classroom and rejuvenate your teaching:

1. Convert Slides Into Stories

Ditch the bullets. Teach content as a story with characters and drama. Students remember narratives way longer than lists. All you need to do is get rid of most text and throw images that represent the content and its major players onto those dreaded slides and Ted Talk it all. Students will see images and hear your explanation of these images and be able to effectively process what’s happening rather than be forced to try to read, listen, and take notes all at the same time.

But if storytelling does not come naturally to you, let students create their own stories with the content they are learning. Ask them to turn content into comics, animations, or videos.

Studies show the human brain is optimized for such multisensory learning as we have evolved and live in a multisensory environment. And if you’re going…. but text is visual…. STOP IT, because our natural environment did not involve the processing of textual information for close to two hundred thousand years of the Homo Sapiens evolution. I’m not saying you should’t use text. I’m just saying there’s a lot more to effective learning than text. You know what I’m saying?

2. Gamify It

Turn practice into a game show, scavenger hunt, escape room, or a game of trash ball where the team that gets a question right gets to shoot a balled-up piece of paper for an extra point trash can free throw. Even a basic quiz competition beats another fill-in-the-blanks worksheet or multiple-choice quiz.

Digital platforms such as Gimkit, Blooket, or Kahoot! are nice too when used sparingly.

3. Role-Play Ridiculousness

Have students be the content—Newton arguing with gravity, or a mitochondrion campaigning as “the powerhouse of the cell.” Silly = sticky.

One time, I had my students make skits about different forms of alternative energy. When the “poop to power” group presented, we all got a front-row seat to the imagined future of cars—where you could take care of your basic need to expel digested food and power your vehicle at the same time. I doubt that will ever be a thing (though the car freshener industry might have been licking its chops for a minute there). Still, the students learned that we can, in fact, burn cow, and other manure for energy.

4. Move It!

Gallery walks, walk and talks, going outside, spinning the wheel of death (or names, I forget) to choose speakers—anything that gets kids out of chairs keeps brains switched on.

A few times a year and when weather allows I take my students outside and have them use sidewalk chalk to complete activities that involve drawing out concepts or solving problems. You can also launch things and play community-building or educational games, such as kickball review (whoever catches the ball gets to answer a question I taped to it).

Walk and talks can be as simple as giving your class a topic to discuss while they partner up and follow you on a short trip through the school building. You can periodically stop and give them a different prompt if you wish and come back to the classroom after 5 to 10 minutes.

5. Flip the Script

Students create mini-lessons on key topics: skits, demos, raps, or poems.

Take a boring topic, like mining, assign different kind of mining to small groups of students, and ask them to go to town writing and recording a rap or poem that explains in-situ leaching, or block caving, or fracking.

Then, put the videos in a Google or Schoology or some other learning system folder, give students some guided notes to fill out while watching each mining-themed performance, and allow the different groups to interact to clear up anything they missed or any misunderstandings.

They’ll talk, and they’ll stumble, and they’ll laugh, and they’ll own their learning.

6. Hollywood Style It

Classroom debates, shark tank challenges, and CSI-style mysteries is what I’m talking about. Sure—they take some time to create—but once you do, you have templates to reuse in the future and you multiply the learning fun.

Use your friendly, digital-neighborhood AI to help you with these. First, come up with a topic you’d like your students to debate, innovate with, or solve. Then, write a prompt for chatGPT or Gemini that contains the basic parameters for the project. Once the AI generates (roughly) what you want, you can use the software of your choice (Google slides or docs etc.) to clean it up and modify to suit your purposes, classroom, and style.

Mindshifting Away From No Pain No Gain

Teaching doesn’t have to feel like crawling through cement. If you’re having fun, odds are your students are too. And hey—anything is better than watching 40 cognitive-overload-causing slides roll by or filling out another critical-thinking-demise-inducing worksheet or packet.

If you’re asking: When am I supposed to do all this new prep when I have a pile of stuff to grade, a family, and club to run, or a team to coach? I get it and I say: Figure out how to grade fewer things so you can focus on creating learning experiences your students enjoy.

Because if they enjoy and learn from them, they’ll actually willingly participate in these new activities and you will not have to grade them, because they will be the meaningful—as opposed to the busy work—variety. You know—the stuff students must actually learn, because it will show up on the next test. It’s also helpful to communicate that if they don’t participate they’re screwed.

So….

Teaching will always have its tough moments—but it doesn't have to be a you against them battle. Make it fun and you will find fun in it. It’ll be a game changer for you and make a big difference in your students’ learning.

Also, your students will like you. Just tell them SDAs* are still not okay.

Thanks for reading my thoughts! I hope they help you in your teaching game and bringing out the best in your students. Check out my shop if you need some science teaching help or swag.

*SDAs = Sudden Displays of Affection

BOOKS & TOOLS

EQUITY Poster
EQUITY Poster
$1.50

Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?

  • Everyone has a different start and finish line

  • Quality is more important that quantity

  • Understanding that diversity makes us stronger

  • Inclusion despite beliefs, appearances, and circumstances

  • Thoughtfulness lowers barriers and reduces biases

  • Yesterday's mistakes are today's learning agenda

You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
Sale
Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
$10.00 $15.00

Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.

Back 2 School Classroom Bundle of 8 Posters
Sale
Back 2 School Classroom Bundle of 8 Posters
$5.00 $8.00

8 digital, printable, size 11 x 17 classroom posters:

  1. “Welcome” in multiple languages

  2. “Hi” in multiple languages

  3. Three Equity posters

  4. Classroom Rules: Be Open, Be Kind, Have Fun

  5. “Classroom of Champs”

  6. “Kindness”

ON SALE until August 30th.

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

Anthropogenic Phenomenon Investigation
Anthropogenic Phenomenon Investigation
$3.00

Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.

The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).

During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.

Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).

Student Learning Objectives:

  1. Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.

  2. Explain how phenomena can be used to study scientific concepts.

  3. Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.

  4. Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena. 

  5. Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Earth Science: Create a Computer Simulation of an ESS Concept
Sale
Earth Science: Create a Computer Simulation of an ESS Concept
$2.00 $3.00

Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.

Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).

Student Performance and Learning Objectives:

  1. Design and create an informative computer simulation.

  2. Use computer animation to simulate a key ESS concept.

  3. Explain the key ideas of an ESS concept of your choice.

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Comment
categories / Science, Earth Science
tags / teaching teens, parenting teens, deeper learning, independence, lifelong learning, simplicity, skills, success skills, learning, making life easier, kids

Cooking Up Success in Your High School Classroom: The Positive Learning Environment Recipe

September 07, 2025  /  Oskar Cymerman

The Positive Learning Environment Recipe for Your High School Classroom

We've all been there: standing at the front of the classroom, pouring our hearts out about the quantum mechanical model, only to be met with a sea of blank stares, the occasional yawn, and the rhythmic tapping of a phone hidden just out of sight. It’s enough to make you wonder if your carefully crafted lesson plans are actually just serving as very expensive lullabies.

But fear not, transforming your classroom from a snooze-fest into a hub of actual learning is within reach. You can indeed - witchcraft not required - swap those deer-in-the-headlights expressions for genuine smiles and energy-filled learning sessions. And if you have doubts; I get it.

Considering that high schoolers are basically oversized, highly caffeinated, instant gratification fueled toddlers with more complex emotional lives and an inexplicable aversion to doing stuff that requires actual effort, you’d be excused to just tell them to open to page 173, read through page 187, and answer 1-46 on pages 188-190.

But this simply won’t do! You want them to learn because you’re better than this.

Luckily, the secret sauce to end all apathy and get them to learn has only four ingredients.

1. Pretend to Like Them (aKA Building Relationships)

So, ditch the "sage on the stage" routine and actually try to connect. Ask about their weekend, pretend to understand their TikTok references, talk about this player cooking and the other selling, and feign interest in their footwear or T-shirt slogan.

When students feel like you're not just there to torture them with quadratic equations or Merchant of Venice, they're less likely to hide behind their Chromebooks and more likely to, you know, actually participate. Plus, a little genuine rapport goes a long way when they whine about how hard the last test was.

2. Kill Chaos (aKA Having Clear Expectations & Consistency)

Teenagers are like cats: they secretly crave routine, even if they spend most of their time pretending to be aloof and independent. Without clear boundaries, your classroom will quickly devolve into a Weasley twins' common room experiment, but with more bathroom pass abuse and significantly fewer intentional explosions.

So, lay down the law early. Co-create rules, or at least let them think they're co-creating them. And, stick to your guns. If you say "no phones," and then immediately let half the class scroll through Instagram, you've just taught them that your rules are more like "loose suggestions." Consistency saves.

3. Let Them Pick Their Own Poison (aKA Fostering Autonomy & Ownership)

High schoolers are at that weird age where they simultaneously believe they know everything and absolutely nothing. Tap into this sense of independence.

Give them choices, even if those choices are just "write a five-paragraph essay” or “present a five-slide presentation." It makes them feel empowered, like they're not just cogs in your educational machine. Let them pick a project topic, or decide which method of torture (er, assessment) they prefer.

When they feel like they have a say, they're more likely to actually put effort in, rather than just staring blankly into the middle distance while contemplating the meaninglessness of existence. Plus, it occasionally leads to some surprisingly creative work.

4. Don’t Be a Textbook (aKA Designing Engaging & Relevant Lessons)

Let's be real, a monotone lecture about Continental Drift is the fastest way to make teens’ eyes drift toward the backs of their heads inducing a collective coma in a science classroom. Your job isn't just to transmit information; it's to make them care. Hey, I didn’t make these rules. I’m just sayin’.

So connect trigonometry to video game design, or analyze Shakespeare through the lens of modern pop culture, or have students create news reports based on past earthquakes, tsunamis, or volcanic eruptions pretending they just happened and explaining how different tectonic plate interactions caused them.

And If they ask, "When will I ever use this?" you better have your “Really, bro?” look well-prepared and a snarky, yet relevant, answer ready.

But maybe avoid these forever annoying questions altogether by infusing your lessons with always awesome activities – Phenomena-based Projects, Class Debates, CSI-style Mysteries, Escape Rooms, and Shark Tank Innovation or Engineering Challenges.

Finishing The Positive Learning Environment Recipe

So there you be my teacher brethren. The four ingredients to making your class da bomb without your students’ losing their limbs or their brains exploding:

  • Build Relationships

  • Provide Structure

  • Give Choices

  • Create Engaging Learning Experiences

And remember to sprinkle in some hype and a whole lot of humor. Because if you're bored, they're practically comatose. Your energy is contagious, so aim to infect them with something other than a desire for the bell to ring.

Is there more? You bet your ass! But the secret is to start with a few things and add new ingredients one at a time. And if something spoils the taste? Think of it as too much salt in your guacamole; you can’t fix it now, but you can make the recipe better the next time.

Because only crazy teachers don’t like guac. Or, a positive classroom. Or, sanity. But that makes sense ‘cause they’re crazy. But you’re not crazy, are you?

Thanks for reading my thoughts! I hope they help you in being more ready for the impending doom of the new school year.

Check out my shop for some fun and engaging science lessons. I try to keep the prices reasonable, but if you cannot spare the fee, please email me, and if it can be emailed, I’ll email it to you for free.

BOOKS & TOOLS

EQUITY Poster
EQUITY Poster
$1.50

Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?

  • Everyone has a different start and finish line

  • Quality is more important that quantity

  • Understanding that diversity makes us stronger

  • Inclusion despite beliefs, appearances, and circumstances

  • Thoughtfulness lowers barriers and reduces biases

  • Yesterday's mistakes are today's learning agenda

You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
Sale
Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
$10.00 $15.00

Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.

Back 2 School Classroom Bundle of 8 Posters
Sale
Back 2 School Classroom Bundle of 8 Posters
$5.00 $8.00

8 digital, printable, size 11 x 17 classroom posters:

  1. “Welcome” in multiple languages

  2. “Hi” in multiple languages

  3. Three Equity posters

  4. Classroom Rules: Be Open, Be Kind, Have Fun

  5. “Classroom of Champs”

  6. “Kindness”

ON SALE until August 30th.

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

Anthropogenic Phenomenon Investigation
Anthropogenic Phenomenon Investigation
$3.00

Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.

The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).

During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.

Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).

Student Learning Objectives:

  1. Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.

  2. Explain how phenomena can be used to study scientific concepts.

  3. Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.

  4. Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena. 

  5. Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Earth Science: Create a Computer Simulation of an ESS Concept
Sale
Earth Science: Create a Computer Simulation of an ESS Concept
$2.00 $3.00

Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.

Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).

Student Performance and Learning Objectives:

  1. Design and create an informative computer simulation.

  2. Use computer animation to simulate a key ESS concept.

  3. Explain the key ideas of an ESS concept of your choice.

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Chemistry Digital Interactive Notebook: Matter and Atomic Theory (PDF & Google Slides)
Sale
Chemistry Digital Interactive Notebook: Matter and Atomic Theory (PDF & Google Slides)
$15.00 $20.00

Help students learn about matter and atomic theory in an active way. Every Crush School Digital Interactive Notebook unit of study is made up of several lessons and can be used as a whole, or each lesson can be used individually, or you may choose to use specific digital activities from certain lessons with your students when and where you see fit.

UPON PAYMENT, YOU WILL RECEIVE A PDF COPY OF THE NOTEBOOK AND ONCE YOUR PAYMENT CLEARS, YOU WILL BE GIVEN ACCESS TO THE ORIGINAL NOTEBOOK IN THE GOOGLE SLIDES FORMAT VIA EMAIL YOU USE WHEN MAKING YOUR PURCHASE.

Unit Topics:

  1. Chemistry and matter

  2. Elements, compounds, and mixtures

  3. Properties of matter

  4. The atom (nucleus, electron cloud, subatomic particles, protons, neutrons, electrons, atomic number)

  5. Periodic table (element types, groups, periods, families)

  6. Isotopes, mass number, and average atomic mass

  7. Atomic mass calculations

  8. Quantum mechanical model and electron configurations

Questions? Email me at oskar@crushschool.com. I’m happy to answer your questions.

Fair Use Feel free to share and use the Digital Chemistry Notebook with your students. Please do not share it with other parties or use for profit.

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categories / Science, Earth Science
tags / teaching teens, parenting teens, deeper learning, independence, lifelong learning, simplicity, skills, success skills, learning, making life easier, kids

Tips, Tricks, and Spells to Remembering Student Names (Hogwarts Style)

August 31, 2025  /  Oskar Cymerman

I don’t know about you, but for me, that first week of school feels more like a high-stakes memory challenge than teaching. A sea of fresh faces, each belonging to a human with their own hopes, dreams, and a unique name that I just have to know to avoid the anxiety of being seen as just another one of those unapproachable Snape-like, you know the type, teachers.

‘Cause I give a crap. A lot. I’m just an anxious freak. Three months of not doing it fearing I forgot how to do this teaching thing, I’m desperately trying to avoid the "Hey, yous," finger-pointing, and the perception I don’t care.

If that sounds somewhat familiar, fear not, my weary, holy crap it’s the beginning of the school year! educator. Learning your students' names quickly does not require Professor Snape’s Memory Potion but is absolutely magical for building connection, trust, and a classroom where everyone feels seen.

Learning names, like casting spells at Hogwarts, requires practice, purpose, and perhaps a bit of luck. But when you nail a student's name early (day one or two), it's like magic. Their eyes light up! Suddenly, they're not just another body in the room; they're Luna, Harry, Padma. And that, my friends, is the first charm you cast to create a truly welcoming learning environment.

So how about channeling your inner Hermione Granger and learning how to wield this name revealing spell? Because Nomina Revelio doesn’t just sound cool; its mastery turns muggles into wizards.

Seating Chart: Your Marauders Map to Miraculous Memory

Think of your seating chart as your personalized Marauder's Map to a thriving classroom. It’s not just for keeping track of who's kicking whom under the desk; it's your primary training tool for name recall.

  1. Temporary Tent Towns:

    On day one, I pretend to have Portkey traveled to the Quidditch World Cup and assign a temporary seating chart. I tell students that I will let them choose their own seats the following week, but in the meantime, I have student groups (my classroom has round tables) whip up a quick name tent – a folded 11x17 piece of paper with their name written large enough to read from across the room.

    Next to their name, I ask them to draw their favorite thing in the world (an object, pet, hobby etc.).

    On the back, they conjure a spell (phrase) that describes them. I ask them to be creative and use as many words that start with the first letter of their name in their phrase such as “Finn is truly fond of fluffy fantastic beasts.” We later use these for the Name Game Gauntlet.

    These are your early warning system against forgetting, like a tiny, legible banner for each aspiring witch or wiz…. I mean student.

  2. Patrol and Practice:

    While your students are happily working, put on your stealthy name-memorizing hat. Stroll around the room, glance at your chart, look at the student, and silently (or dramatically but in your head only) repeat their name.

    Make an association or create a mental picture that will help you remember each name. "Ah, yes, Ginny, likely a Griffindor, and clearly destined for greatness... or at least remembering to do their homework." The more ridiculous the association, the more memorable it will be. Just don’t suddenly yell Riddikulus!, unless you want them to turn into a black dress-wearing, red purse-wielding Professor Severus Snape.

The Verbal Vortex: Mastering the Pronunciation Charm

Your voice is a powerful tool, not just for explaining concepts, but for etching names into your brain. Think of using it as a tool for perfecting your incantation.

  1. The Door Greeter Guru:

    Become the cheerful door greeter. As students shuffle in, greet each one by name. If you draw a blank, don't panic! A polite, "Good morning! What's your name again, my brilliant apprentice?" is infinitely better than a blank stare. Remember to immediately replay the mental picture you made or repeat the phrase they created for themselves.

  2. Instant Name Gratification:

    The moment you hear a name, use it. "Thanks, Draco!" or "Could you clarify that for us, Cho?" The more you use it, the faster it sticks, like a well-aimed Accio spell used for summoning their identity instead of your broom.

  3. Pronunciation Perfectionist:

    If a name looks tricky, or you butcher it the first time (we've all been there), ask them to correct you politely. "My apologies! Could you say your name for me again so I can get it right, like a true Master of Charms?" They will appreciate the effort, and you'll avoid calling Seamus "See-mas" for the entire semester, a fate worse than facing a bat-wielding cave troll in the girls bathroom.

"Who Are You, Anyway?" Activities & Visual Mnemonics

Combine getting to know them with secret name-learning ops, turning every student into a potential magical creature for your memory.

  1. The Name Game Gauntlet:

    On day one, initiate a quick, low-stakes name game. Have students read the phrase they wrote on the back of their tent to their group and then ask each to try to remember and repeat each others phrase. You can walk from table to table and do the same and ask for hints during brain farts.

    A simple template for the phrase if students are having a hard time creating their phrase could be "My name is _____ and I like _____” as in My name is Finn and I like fluffy fantastic beasts.

  2. My Life in A Picture:

    Also, ask about the favorite thing they drew on their tent next to their name (object, pet, hobby, spirit animal). These little nuggets of information become mnemonic anchors for your students’ names. Example: “Nick, spirit animal Niffler,” and imagine a mole-looking rodent with a shiny gold chain around its neck. Again, the more ridiculous the association, the more memorable it is.

  3. Voldemort (or at Least The Devil) is in the Details:

    We often think that the more information we need to remember, the harder it is, and that is mostly true. However, it is actually easier to remember one important fact if we add multiple details to it, because our brains create stronger neural connections responsible for the use and recall of this fact.

    Take advantage of this by adding mental detail to each students name. The two activities above are designed exactly for that, but you can add mental details, especially for a student whose name you just can’t remember, such as a famous person or a family member or friend they remind you of.

Strategic Practice: Treat It Like a Pop Quiz (on yourself)

Learning names isn't magic; it's a skill. And like any skill (e.g., brewing a perfect Polyjuice Potion, or surviving Monday mornings), it improves with deliberate practice.

  1. Micro-Mastery Divination Sessions:

    Don't aim to learn 150 names in one sitting. Break it down. "Okay, first five students in Row 1. Go!" Or dedicate five minutes before each class to mentally reviewing names. Think of these as your Daily Prophet crosswords, but with faces.

  2. The empty Picture Frame Game:

    Grab your class roster. Read a name, then try to picture their face. If you can't, quickly find them on your seating chart. The effort of retrieval is what really locks it into your long-term memory, like an unbreakable vow (but for names, not dark lords).

  3. Self-Correction Incantations:

    As you walk around, secretly quiz yourself. "Okay, who's this brilliant young mind, possibly a future Minister for Magic?" If you draw a blank, cheat and peek at your temporary seating chart, I mean Marauder’s Map, and then immediately try to recall it again a few minutes later. No judgment, just pure, unadulterated name-learning dedication worthy of a Hogwarts prefect.

  4. The Paper Handback Spells:

    If you still use scrolls and parchment, forget just dropping those student essays on Werewolves on their desks. Personally hand back every single paper. Look at the name, make eye contact, and say the name. "Here you go, Ernie." This simple, repetitive action is pure Expelliarmus for forgetfulness, disarming your brain's tendency to blank out.

  5. Your Personal Rogues' Gallery:

    If your school provides student photos, use them! Print them out, arrange them by class, and drill yourself like you're studying for your O.W.L.s. Look at the face, say the name, flip to confirm. Repeat until you can identify them faster than Dumbledore can spot a house elf.

Enlist Your Elves (They're surprisingly helpful, like Dobby!)

Your students are often secretly thrilled that you're even trying to learn their names. Don't be afraid to leverage that!

  1. The "Oops, Remind Me" Clause:

    Be real! "Folks, I have a lot of amazing brains to learn this year. If I ever forget your name, please remind me. No offense, just helpful data for this humble Professor!" This makes it okay for them to help you, like a friendly house elf guiding you.

  2. Peer Power:

    For group work, have students introduce themselves to their group members. Then, you can float by and say, "Okay, Angelina, can you tell me a few things about Fleur?" It reinforces names for everyone involved, like a communal Pensieve for names.

  3. The "Nailed It!" Moment:

    When you successfully use a student's name, especially if you've struggled with it before, they will notice. That little spark in their eyes? That's the power of genuine connection, a bond stronger than the Imperius curse.

By making name learning an intentional (and perhaps slightly obsessive) part of your routine, you'll swiftly transform a room full of strangers into a community of individuals and avoid that dumb Petrificus Totalus look on your face.

So, what's one name-learning "spell" you're excited to use this school year?

Thanks for reading my thoughts! I hope they help you in being more ready for the impending doom of the new school year.

Check out my shop for some fun and engaging science lessons. I try to keep the prices reasonable, but if you cannot spare the fee, please email me, and if it can be emailed, I’ll email it to you for free.

BOOKS & TOOLS

EQUITY Poster
EQUITY Poster
$1.50

Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?

  • Everyone has a different start and finish line

  • Quality is more important that quantity

  • Understanding that diversity makes us stronger

  • Inclusion despite beliefs, appearances, and circumstances

  • Thoughtfulness lowers barriers and reduces biases

  • Yesterday's mistakes are today's learning agenda

You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
Sale
Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
$10.00 $15.00

Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.

The Earth & You Gallery Walk: A Low Stress Back to School Earth and Space Science Lesson
The Earth & You Gallery Walk: A Low Stress Back to School Earth and Space Science Lesson
$3.00

While hitting the ground running is often important, having a less stressful beginning to the new school year is key for both teachers and students to setting themselves up for a more collaborative and successful school year.

While we cannot completely eliminate the stress of doing something we all have not done for 3 months (!!!) easing into science by using a low pressure, but meaningful activity is just what the psychologist ordered.

In this one- to two- day Back to School activity, designed for a high school Earth and Space Science classroom, students share their own thoughts and feelings about the world around them. which helps in building a supportive classroom community while they are observing and reflecting on the natural and human-caused phenomena around them.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your Earth science class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with climate change, seismic waves, and continental drift.

Student Learning and Performance Objectives:

  1. Share your own thoughts and feelings about the world around you.

  2. Observe, reflect, and share what comes to mind at each station.

What's included:

  1. 11 slides that introduce, explain, and guide the teacher and students.

  2. Detailed teacher notes on prep, main lesson, and follow up activities.

  3. Detailed student directions.

  4. 10 station ideas, along with a link to a document that contains the printouts for each station.

  5. Student Learning and Performance Objectives

  6. Materials list

  7. Follow up discussion questions

  8. SEL connections

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Back 2 School Classroom Bundle of 8 Posters
Sale
Back 2 School Classroom Bundle of 8 Posters
$5.00 $8.00

8 digital, printable, size 11 x 17 classroom posters:

  1. “Welcome” in multiple languages

  2. “Hi” in multiple languages

  3. Three Equity posters

  4. Classroom Rules: Be Open, Be Kind, Have Fun

  5. “Classroom of Champs”

  6. “Kindness”

ON SALE until August 30th.

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

Anthropogenic Phenomenon Investigation
Anthropogenic Phenomenon Investigation
$3.00

Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.

The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).

During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.

Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).

Student Learning Objectives:

  1. Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.

  2. Explain how phenomena can be used to study scientific concepts.

  3. Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.

  4. Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena. 

  5. Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Earth Science: Create a Computer Simulation of an ESS Concept
Sale
Earth Science: Create a Computer Simulation of an ESS Concept
$2.00 $3.00

Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.

Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).

Student Performance and Learning Objectives:

  1. Design and create an informative computer simulation.

  2. Use computer animation to simulate a key ESS concept.

  3. Explain the key ideas of an ESS concept of your choice.

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Chemistry Digital Interactive Notebook: Matter and Atomic Theory (PDF & Google Slides)
Sale
Chemistry Digital Interactive Notebook: Matter and Atomic Theory (PDF & Google Slides)
$15.00 $20.00

Help students learn about matter and atomic theory in an active way. Every Crush School Digital Interactive Notebook unit of study is made up of several lessons and can be used as a whole, or each lesson can be used individually, or you may choose to use specific digital activities from certain lessons with your students when and where you see fit.

UPON PAYMENT, YOU WILL RECEIVE A PDF COPY OF THE NOTEBOOK AND ONCE YOUR PAYMENT CLEARS, YOU WILL BE GIVEN ACCESS TO THE ORIGINAL NOTEBOOK IN THE GOOGLE SLIDES FORMAT VIA EMAIL YOU USE WHEN MAKING YOUR PURCHASE.

Unit Topics:

  1. Chemistry and matter

  2. Elements, compounds, and mixtures

  3. Properties of matter

  4. The atom (nucleus, electron cloud, subatomic particles, protons, neutrons, electrons, atomic number)

  5. Periodic table (element types, groups, periods, families)

  6. Isotopes, mass number, and average atomic mass

  7. Atomic mass calculations

  8. Quantum mechanical model and electron configurations

Questions? Email me at oskar@crushschool.com. I’m happy to answer your questions.

Fair Use Feel free to share and use the Digital Chemistry Notebook with your students. Please do not share it with other parties or use for profit.

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