Welcome To My Blog |
|
|
When I think about how my core values developed over time, I often return to the idea that teaching is never separate from life. In my previous post, I shared how my experiences connected to South Korea helped shape and deepen my understanding of curiosity, connection, and belief in student potential. But those experiences did not happen in isolation. They were always connected to people. And in many ways, it was my family, and the relationships that grew through cultural exchanges, that brought those values to life in the most meaningful ways.  A Connection That Started at HomeMy connection to South Korea began in a very personal way through my son, who was teaching there at the time. When I first visited, I was not only exploring a new country. I was also seeing my son’s life and work in a completely different context. That experience alone gave me a new appreciation for teaching as a global profession, one that looks different depending on where you are, but is rooted in the same purpose. During one of those early visits, I met my son’s school administrator. In conversation, I learned about a potential exchange program that was sending students to eastern Canada. I remember suggesting, quite simply, that our own community might be a good place for students to visit. At the time, I could not have known how far that small suggestion would reach. When Students Became Guests, and Guests Became FamilyNot long after that conversation, the exchange became a reality. A group of students from Korea arrived in our community, and one of them even stayed with us. What began as a hosting experience quickly became something more meaningful, a genuine connection between families, cultures, and communities. I still remember the excitement of welcoming a young girl into our home and supporting a young boy who was placed in my Grade 2/3 classroom. He was the youngest in the group, and being so far from home was not easy for him. He needed time, reassurance, and support as he adjusted to everything unfamiliar. At the same time, I watched another student in my class naturally reach out and connect with him. Those small moments of kindness and understanding stayed with me long after the exchange ended. They reminded me that belonging is not something that happens automatically in a classroom. It's something we create. When a Classroom Becomes Part of a Bigger StoryOne of the most meaningful moments during this time was when the husband of my son’s employer came to Canada with this group of students. He stayed with us while helping facilitate the exchange, and his presence helped strengthen the growing relationship between our communities. Over time, this connection deepened even further. My son and his wife eventually became the liaison between Sokcho and Campbell River, continuing the exchange for several years. What began as a conversation had become an ongoing partnership between two places on opposite sides of the world. And in many ways, my classroom became part of that story.  When Learning Becomes Shared ExperienceThese experiences changed the way I thought about teaching. When students arrived from Korea, they were not just visitors. They were learners navigating a new environment, culture, and language. And my students were not just hosts. They were learners too, learning about empathy, communication, and global awareness in real time. I saw firsthand how powerful shared experience can be. Learning became more than content. It became connection. A Classroom That Reaches Beyond Its WallsOne of the most lasting impacts of these experiences was how they shaped the way I approached learning in my classroom. I began to think more intentionally about how students understand themselves and others. This influenced the way I designed learning experiences, including heritage projects that encouraged students to explore their own backgrounds and stories. Those projects were not about research alone. They were about identity. About helping students see that their experiences mattered, and that their stories had value in the classroom. In many ways, they grew directly out of the students I taught during those exchange years.  The Core Belief Beneath It AllLooking back now, I can see a clear thread running through all of these experiences. My belief that every child can learn and be successful was never abstract. It was lived. It was tested and strengthened through real relationships with students in my classroom, with visiting students from Korea, and with the children I worked with through tutoring and volunteering. Those relationships reminded me that learning is not just about instruction. It's about trust. It's about belonging. It's about seeing students as whole people with stories that matter. Teaching has always been more than a profession to me. It has been shaped by the people I’ve met, the relationships I’ve built, and the unexpected ways those connections have grown over time. My experiences with Korea through my family, through exchange students, and through my classroom became more than memories. They became part of how I understood teaching itself. And in many ways, they continue to shape how I see learning, even now. Because when teaching is rooted in relationships, it never really stays in one place. It travels. And it grows.   Related Posts There’s something about those last few weeks of school. The weather turns, the sun lingers a little longer, and suddenly the classroom walls feel much smaller than they did in January. If you’ve ever watched your students glance longingly out the window while you’re trying to finish a lesson, you know exactly what I mean. Especially whlen other classes are outside and they can hear them.  Over the years, I found that instead of fighting that restless energy, it works much better to lean into it. Taking learning outside doesn’t mean losing structure, it just means shifting it. Some of my most focused, engaged lessons actually happened on the playground, field, or even a patch of grass beside the school. Here are a few outdoor activities that helped me keep learning going while giving students the movement and fresh air they were craving. 1. Turn Games Into Learning OpportunitiesOne of my favorite ways to combine academics with outdoor fun was adapting games the students already loved. We often played kickball, but with an academic twist. Before students could kick the ball, they had to answer a question correctly. Depending on the class and subject we were working on, this could include:
The students became incredibly motivated to practice skills because they wanted their turn to play. It also kept everyone involved because teammates would quietly help each other think through answers while waiting. What I liked most was that it never felt like “extra work” to the students. To them, it was simply part of the game.  2. Real-Life Measurement with Trundle WheelsAnother favorite activity involved taking out the trundle wheels and heading outdoors to measure the school grounds. Students worked in groups to:
This activity made measurement feel meaningful because students were working with spaces they saw every day. It also naturally encouraged teamwork and discussion as they figured out how to organize and record their data. Some groups became very competitive about accuracy, which always made me smile.  3. Use Community Spaces for Learning and MovementMy school was near a neighborhood park, and we took advantage of that whenever we could. During the last part of the school year, we would walk there and use the open space for:
It became an easy way to incorporate daily physical activity, especially when the gym wasn’t available. I also noticed that students who sometimes struggled indoors often thrived in these activities. Having more room to move and interact changed the dynamic completely for some children.  4. Outdoor Reading And Writing: “See It, Hear It, Feel It”I would often take my classes outside for silent reading and small reading group activities in the springtime. They enjoyed just lying around reading or discussing together while soaking in the sunshine. Taking writing outside instantly made it more meaningful. I’d have students sit quietly for a few minutes and really notice their surroundings:
For students who struggled to get started indoors, this often unlocked ideas quickly. The environment did half the work for them.  5. Chalk Math and Word WorkSidewalk chalk could turn almost any outdoor space into a learning station. Some easy options:
 6. Nature-Based Learning ExperiencesOne of the most memorable end-of-year activities we did involved walking to a nearby seashore for a sealife scavenger hunt. Students worked in small groups with magnifying glasses and buckets as they carefully searched the tidepools for different kinds of marine life. They were always fascinated by starfish, hermit crabs, and other living creatures they discovered along the shoreline. For living creatures like starfish, students would usually call us over to show us where they had found them rather than disturbing or moving them. Other small items that were safe to collect temporarily could be brought over to be checked off on the scavenger hunt list before being carefully returned to the tidepools where they belonged. The activity naturally led to wonderful conversations about habitats, respecting living things, and observing nature without disturbing it. What stood out to me every year was how engaged the students became. Even children who sometimes struggled to stay focused in the classroom were completely absorbed in the activity. Because they were so interested in what they were discovering, keeping them within the set boundaries and working cooperatively was surprisingly easy. We often followed the scavenger hunt with a campfire and hot dog roast, inviting parents and younger siblings to join us. It became more than just a field trip or science activity; it felt like a celebration of the classroom community we had built throughout the year. Those are the kinds of experiences students remember long after the school year ends.  Why Outdoor Learning Works So Well at the End of the YearWhat I noticed over time was this: when students had a chance to move, talk, and interact with their environment, they were actually more focused during learning tasks, not less. Outdoor learning helped:
And perhaps most importantly, it allowed students to end the school year feeling connected to each other, to their school community, and to learning itself.  The end of the year doesn’t have to feel like you’re simply trying to keep students occupied until summer break arrives. With a few simple adjustments, outdoor activities can become some of the richest learning opportunities of the entire year. Many of the activities my students remembered most didn’t happen at desks. They happened outside, measuring the playground, solving equations before kicking a ball, exploring the shoreline, or laughing together during a game at the park.  Sometimes the best way to keep learning strong at the end of the year is to take it outdoors. Related Posts There are some topics children are very curious about, and money is definitely one of them. They see adults tap cards, use bank machines, shop online, and talk about saving for things, but many children do not really understand how money works. In my previous blog posts, I shared ideas for helping students recognize coins, count money, and solve money word problems. Those skills are important building blocks. This classroom unit became the next step in helping students understand how money works in everyday life.  When I was teaching Grade 3, I realized many of my students thought money simply came from a bank machine whenever they wanted it. They had no clear understanding of where that money came from, how accounts worked, or why people needed to earn money before they could spend it. That realization led to one of the most practical and engaging units I ever taught.  We Built the Unit TogetherInstead of teaching money as only coin recognition and worksheets, we built a classroom money unit together based on the questions students had. I gathered every set of play money and school money I could find, and we got to work. We started with the basics:
The hands-on work quickly gave students confidence. It also made regrouping and base ten concepts feel much more meaningful. When students can trade 10 dimes for a dollar or combine smaller amounts into larger ones, place value starts to make sense in practice.  Moving Beyond Counting CoinsOnce students understood the basics, we moved into the bigger question: How does money actually work in real life? That is where the learning became especially powerful. We talked about:
We even used pretend debit cards and classroom bank accounts. Students actually had to deposit their earnings and subtract purchases or withdrawals. Suddenly, a bank machine was no longer a “free money machine.” They began to understand that money has to come from somewhere first.  The Four Piggy Bank SystemOne of my favorite parts of the unit was using four piggy banks. Whenever students earned classroom dollars, they divided each dollar into categories:
This opened wonderful conversations about priorities, planning, generosity, and delayed gratification. Even at eight or nine years old, children can begin learning that money decisions matter.  Ways Children Can Earn MoneyWe also brainstormed realistic ways children ages 8–12 could earn money responsibly. Students came up with ideas such as:
Then we created scenarios and sample bank accounts where students earned money, spent money, saved money, and adjusted balances. They loved it because it felt real.  By the end of the unit, students were far more aware of money than when we started. They understood:
That kind of learning lasts.  A Reminder for TeachersSometimes we teach money only as a math strand: count coins, make change, solve a worksheet. Those skills matter, but children also need financial understanding. Even simple classroom routines can help:
 Ready-to-Use Resources That classroom experience inspired me to create resources teachers can use in their own classrooms. Money Unit: Counting Money Activities, Worksheets, Word Problems & More A full unit with hands-on practice, counting money, and money concepts. Money Word Problems Activities, Task Cards & Counting Money Practice Kid-friendly real-life money problems that connect math to everyday situations.  If you teach late primary or early intermediate students, money lessons can become so much more than coin counting. They can become life lessons. And those are often the lessons students remember most. Related Posts In my last post, I shared some thoughts about the penny being phased out and how that change doesn’t need to feel overwhelming in the classroom. But the penny is really just one piece of a larger challenge. Many children today don’t handle money as often as they used to. They may see adults tap a card, insert it into a machine, or pay online, but they don’t always see what’s happening behind the scenes. To them, it can feel like money simply appears when it’s needed. Because of that, some important connections aren’t always clear:
 Making Money Visible in the ClassroomOne of the most helpful things we can do is make money visible again. This means giving kids regular opportunities to:
Even small exercises help them build understanding. For example:
These questions help them see how money works in real life.  Why Counting and Making Change Still MatterEven though many transactions are digital, the math behind them hasn’t changed. Kids still need to:
These skills build number sense, connect directly to addition and subtraction, and help them make sense of everyday situations, even if cash isn’t involved.  Building Confidence with MoneySome kids may feel unsure simply because they haven’t had as much exposure to handling money. Providing a variety of opportunities to practice can help:
As they become more comfortable, their confidence grows and so does their understanding.  Where These Activities Fit InStructured activities can really help kids build a solid foundation. Provide opportunities to:
Give them the repetition and variety they need to understand money. Using a mix of full units and smaller task-based activities ensures they can apply what they’ve learned in meaningful ways. Here are some hands on resources that may help.
Once kids understand coins, bills, and counting, they’re ready for the next step: understanding how money works in a broader sense.  In my next post, I’ll explore ideas for helping kids make sense of money in everyday life, including earning, saving, and using money in real-world situations. Related Posts This time of year always feels like the perfect moment to study plants with young children. As the weather warms and gardens begin to wake up, they start noticing the changes happening outside. Buds appear, grass grows greener, and tiny plants begin pushing their way up through the soil. Those changes make plant life cycles a wonderful topic to explore in the classroom.  Watching plants grow with children is one of those classroom experiences that never gets old. A tiny seed doesn’t look like much at first. But with a little water, warmth, and patience, it begins to change. Roots appear. A stem pushes upward. Leaves slowly unfold. For young kids, this transformation feels almost magical.  Growing Beans in the ClassroomOne of the easiest and most effective ways to explore plant life cycles is by growing beans. When I was teaching, we tried different ways to watch bean seeds grow. We planted them in pots and placed them near the window. We also put them in plastic bags with wet paper towels and attached them to the window, and once we put them in CD cases with a little soil and placed them in front of the window. The children checked on them every day to see what had changed. It always made me smile to see children checking their seeds and pointing excitedly when the first root appeared or when a tiny stem began to grow. Eventually, we would send the seedlings home so students could plant them in their gardens. Many kids proudly reported back about how tall their plants had grown.  Plant investigations naturally lead to curiosity. Kids start asking questions like: • What do plants need to grow? • How long does it take for seeds to sprout? • What happens if plants don’t get enough water or light? • Why do some plants grow faster than others? These kinds of questions are the beginning of real scientific thinking.  Simple Plant Investigation ActivitiesYoung children can explore plant life cycles through many hands-on activities. They might: • observe seeds before planting them • draw plant growth in science journals • measure how tall their plants grow • label plant parts • compare different types of seeds These simple observations help kids understand how plants grow and change over time. To support these kinds of investigations, I created a Plant Investigations Bundle that includes recording pages and activities to help them observe, compare, and document plant growth.  Free Plant Cycle PosterTo help students visualize the stages of plant growth, I’m also sharing a free plant life cycle poster. This simple visual shows how a seed develops into a young plant. Teachers often find that visuals like this help children connect what they see in their cups or garden plots with the larger idea of the plant life cycle.  More Life Cycle ResourcesIf you are planning a life cycle unit, you may also want to explore the Life Cycles category in my TPT store. It includes activities designed to help children explore how both plants and animals grow and change.  Life cycle studies are some of the most engaging science lessons you can teach in the primary classroom. When kids see seeds sprouting and plants growing in front of them, they begin to understand that science is happening all around them. And sometimes, it all starts with something as small as a single seed.  Related Posts In my last post, we looked at how children notice differences in measurement. Now, the question becomes: how do we help them make sense of it without turning it into a debate about which system is “better”?  The simple truth is that different units exist because different tools and situations call for different measurements. We measure water in millilitres for a science experiment, but when we follow a recipe, we often use cups. We may check outdoor temperatures in Celsius, while ovens sometimes show Fahrenheit. We buy gas in litres, but in the United States, people buy it in gallons. The world didn’t start with one perfect system, and understanding both sets of units helps children feel confident navigating the everyday tools and experiences they encounter.  One thing to point out to your students is that many tools actually show both types of units. A ruler might have centimetres on one side and inches on the other. A measuring cup may show millilitres and cups. Some thermometers even display both Celsius and Fahrenheit. These tools make it easier for children to see the same measurement in two different systems, which can be helpful for comparison and understanding. They can literally look side by side and see how the numbers relate, which makes the idea much more concrete.  With young children, I’ve found that the best approach is to keep the focus on context. One activity you might like to try in the classroom is called “Which Unit Should I Use?” Present simple, familiar situations, measuring water for a plant, measuring flour for a cookie, checking the temperature outside, and ask children to think about which unit makes sense for each scenario. They might pick millilitres for the science experiment, cups for the cookie recipe, and Celsius for the outdoor temperature. Sometimes they even notice that the same type of measurement can have different units depending on where or how it’s used.  As you talk through these examples together, ask questions that are visible and concrete: “Why does this tool use that unit?” “Could we measure the same thing with another unit?” “What makes it easier to use this tool for this situation?” Children don’t need a complicated explanation; they just need the chance to observe, reason, and talk about what they notice. When they do, the differences in measurement start to make sense in a practical way.  Another key is reassurance. Children quickly pick up on tension if they feel one system is “better” than the other. Make a point of saying, “Some tools use one system, some use another, and that’s okay. We just need to know how to read and use both.” That simple acknowledgement goes a long way in helping them feel secure while learning. By connecting measurement to context, children start to see patterns. They notice that science experiments often use metric because the tools are marked that way, but daily life might use whatever units are convenient or familiar. They see that Celsius and Fahrenheit both describe temperature, just in slightly different ways, and that litres and gallons measure the same volume with different labels. These observations are exactly what we want primary learners to make without the pressure of abstract conversions or history lessons.  I have created some why/because measurement task cards that help with discussion. They deal with both metric and customary measurement units and when we use them. If you would like a sampler of these cards, click the button below.  If you would like some conversion charts and posters for metric and customary units, check out this resource.  Ultimately, helping children understand measurement isn’t about teaching them every conversion or convincing them that one system is superior. It’s about giving them the tools to notice, compare, and understand the world around them. When they see that measurement depends on context, the confusion softens. They feel capable. They feel curious. And that, for me, is where real learning begins.  Related Post It’s hard to believe we’re already well into February! By now, many classrooms have celebrated Hundred Days, tried some Valentine’s Day activities, and maybe even explored a few winter-themed lessons. It’s a busy month, but it’s also full of opportunities to take stock of student learning. Even if report cards or conferences aren’t coming up just yet, the work you do now sets the stage for spring reporting.  The great news? Many of the activities students have just completed can double as informal assessments. That Hundred Day counting challenge, a Valentine writing prompt, or a snowflake math game can all give you insight into literacy, numeracy, and problem-solving skills. Observing how students tackle these activities, follow directions, and work with others can be just as informative as a formal test, and a lot more fun!  Here are a few ways to make mid-February activities work for you: Document Recent Work: Keep samples from Valentine writing, Hundred Day projects, or winter math tasks; they’re practical evidence of what students can do. Take Quick Observation Notes: Jot down how students approach tasks, collaborate, or solve problems. These small notes add up when it’s time for reporting. Ask Students to Reflect: Simple questions like, “What was your favorite part of this activity?” or “What did you find tricky?” can reveal a lot about understanding. Focus on Key Skills: Make sure you’re looking at the learning goals that will matter for spring reporting, whether it’s reading, writing, math, or social skills.  Literacy Focus: Look at recent writing or reading tasks. Can students form complete sentences? Use new vocabulary? Express ideas clearly? What conventions do they know? Can they make predictions and find evidence to support their opinions? How much do they comprehend when reading?  Math Connections: Hundred Day activities, counting games, or problem-solving tasks with winter or Valentine themes can show understanding of number sense, place value, and strategies for solving problems. Collecting data on events in the Winter Olympics can demonstrate how well they can document information, classify it, compare it, and draw conclusions based on the information given.  Social Skills: Don’t forget to notice independence, persistence, and teamwork; these are just as important to track for spring reports.  We're halfway through the month, and February still has more to offer! The Lunar New Year is just beginning, and the Winter Olympics are in full swing. Both offer engaging ways to extend learning while gathering assessment data. Students can explore writing, research, and math activities inspired by the Winter Olympics; think about measuring distances in ski jumps, graphing medals by country, or writing about their favorite winter sport. These celebrations and events give you more opportunities to observe skills in action and make learning relevant and exciting. They can look at the lunar calendar and the different signs of the zodiac. They can determine their sign. They can read about the different animals and about ways different places celebrate the Lunar New Year. It is most commonly associated with the Chinese New Year, but many other cultures and places celebrate it too.  Even with all the activity and excitement, there’s time to gather meaningful information about your students. By turning recent and upcoming activities into informal assessments, you get a clear picture of growth while keeping the classroom fun and engaging. After all, who says you can’t celebrate, play, and assess all in the same month?  Related Posts Are you excited about the 2026 Winter Olympics? The opening ceremonies are over, and the excitement of the first events is already building. For the next few weeks, we can focus on watching our athletes on the world stage and celebrating their achievements.  Big events like the Winter Olympics naturally spark curiosity and conversation in the classroom. The nice thing is that you don’t have to be watching events live to make the most of that excitement. Whether you’re following highlights during the Games or revisiting them afterward, the Olympics provide plenty of opportunities for meaningful learning across the curriculum. Here are some easy-to-implement activities that work well during the Olympics and long after the closing ceremonies. 1. Medal Tracking and Data CollectionMedal counts are a simple way to bring real-world data into your math lessons. Students can:
 2. Writing From an Athlete’s Point of ViewThe stories behind the athletes are often what students connect with most. Writing ideas include:
 3. Learning About Winter Sports (Then and Now)Many winter sports have changed over time, which opens the door to great discussions. Students can:
 4. Olympic-Themed Math ChallengesSports-themed problems often feel more approachable than traditional worksheets. Try:
 5. Country Studies and Mapping ActivitiesThe Olympics are a natural entry point into geography. Students can:
 6. Class Discussions and ReflectionSome of the best learning happens through conversation. Discussion topics might include:
 7. Creative Art and Design ActivitiesFor a lighter, creative connection:
 The beauty of using the Olympics as a theme is that you can choose one or two ideas that fit your schedule and your students. You don’t need to do everything, and you don’t need to follow the events day by day. If having ready-made activities helps during busy weeks, I’ve gathered many of these ideas into a Winter Sports Activities Bundle that supports both math and literacy learning through a winter sports theme:  Whether you’re using the excitement of the Games in real time or revisiting them afterward, Olympic-themed activities can help keep learning connected, engaging, and meaningful. These ideas can also be used in other years when winter sports events happen. You can grab onto the excitement of the season and let the learning soar. Enjoy the moments. Related Posts Welcome to February, one of the busiest months of the school year. It’s a short month, but it somehow manages to squeeze in a lot. Between all the special days and celebrations, it can feel hard to fit everything in and still keep up with the everyday demands of the classroom. Lessons still need to happen, routines still matter, and for many of us, assessments and report cards are quietly sitting in the background. This is where having a few ready-made ideas and resources really helps. When your plate is full, it’s nice to have grab-and-go items and ideas that still feel meaningful without requiring extra prep.  February is packed with special days. Just off the top of my head, there’s Groundhog Day, the 100th Day of School, Winter Olympics, Valentine’s Day, and Lunar New Year, and depending on your school or community, there may be even more. Instead of trying to do everything, I’ve always found it helpful to choose a few simple twists that connect naturally to what we’re already teaching.  For the 100th Day of School, it can be fun to add a social studies angle. Along with counting and number activities, students can look at how their town or city has changed over the past 100 years. Old photos, conversations about buildings or transportation, or even just noticing what’s different now can spark great discussions. Writing fits nicely here, too. Students might write about someone they know who is approaching 100 years old, maybe a grandparent, a great-grandparent, or even someone in a care home. These pieces often turn into thoughtful, sometimes funny, and sometimes very touching work.  The Winter Olympics comes every four years and is an opportunity to add in winter sports activities and themes. This can be fun to do and doesn't require much planning. Here are some resources that may help with literacy and math. A social studies component could also be added if studying about the different countries participating.  With Valentine’s Day, I’ve always liked shifting the focus toward kindness. One idea is to spend the first couple of weeks in February collecting examples of kind acts you notice in the classroom. Each one can be written on a heart and added to a bulletin board. By Valentine’s Day, you have a visual reminder that kindness isn’t just something we talk about, it’s something we practice every day.  Lunar New Year is another celebration that offers lots of flexibility. You might focus on the Chinese New Year, or you could explore how the Lunar New Year is celebrated in other countries. One year, I focused on Korea because my daughter-in-law is Korean, and we also had a Korean exchange student staying with us. That personal connection made the learning especially meaningful and led to some wonderful conversations.  This is also the time of year when I really appreciate having a few ready-made resources on hand. February moves quickly, and not every activity needs to be built from scratch. Having something prepared means you can focus on your students instead of staying up late trying to reinvent the wheel. Whether it’s a simple writing prompt, a math activity tied to the 100th Day, a kindness-themed project for Valentine’s Day, a data or writing activity for the Winter Olympics, or a Lunar New Year activity, ready-made resources can help keep things running smoothly during a very full month. I like knowing I have options I can pull out when time or energy is in short supply.  These are just a few examples of ways to approach February celebrations without making the month feel overwhelming. The goal isn’t to do it all, it’s to choose ideas that fit your class, your community, and your energy level.
Here are a few resources that may help ease the pressure of creating things for these special days while still planning lessons that cover the curriculum. February is busy, no doubt about it. But with a handful of flexible ideas and a willingness to keep things simple, it can still be a month full of connection, curiosity, and moments that remind us why we love teaching in the first place. Related Posts It’s hard to believe that another four years have passed and the Winter Olympics are just a couple of weeks away. All around the world, people will soon be watching highlights and updates from a wide variety of sports, cheering on athletes who have trained for years for this moment. I still remember when the Olympics were held in Vancouver, just a ferry ride away from where we live. My class was so excited. Because the Games were happening right here in our province, the Olympics felt especially personal. We followed events closely, tracked Canadian athletes, and the sense of national pride was radiating throughout the school. Since many of the events were happening in real time, we were able to share special moments each day. Those spontaneous conversations about a surprising win, a close finish, or a new sport the children had never seen before were just as valuable as the planned lessons.  Using the Olympics as a Classroom ThemeNaturally, the Winter Olympics became a theme in our classroom. I created lessons and activities that connected to what the children were already curious about, which made learning feel relevant and exciting. We learned about different winter sports and how some of them have changed over the years. The children were fascinated to see how equipment, rules, and even events themselves had evolved. These discussions led naturally into questions, comparisons, and great conversations.  Math Connections: Real Data That MattersThe Olympics provide endless opportunities to work with meaningful data. We collected information using medal trackers, compared totals between countries, and talked about patterns we noticed. Students practiced graphing, tallying, comparing numbers, and solving problems using real-world information that mattered to them. Because the data came from an event they were following closely, engagement was high, and the math felt purposeful rather than abstract.  Making Connections: Math And Literacy ThemesWriting activities tied in beautifully with the Olympic theme. Students wrote stories inspired by athletes, imagined what it would be like to compete in a winter sport, and responded to events they had watched or learned about. We read nonfiction texts about the Olympics, athletes, and winter sports, building background knowledge while practicing comprehension skills. Oral discussions were just as important. Discussing events, sharing opinions, and asking questions helped students develop their language skills and confidence. Using sports themed math task cards helped kids focus more as they attempted the different strategies.  Why Themes Like This Work So WellWhat I loved most was how easy it was to weave the Winter Olympics into so many areas of the curriculum. The Games provided a shared experience, one that motivated even reluctant learners and encouraged meaningful engagement. Themes like this remind us that learning doesn’t have to feel disconnected from the world around us. When students are already curious and excited, we can build on that interest and make learning feel natural.  If you’re looking for ready-to-use activities, you can take a look at some of the resources we used in this Winter Sports Activities Bundle, which supports both literacy and math through a winter sports theme:  If you would like a free template to create your own task cards, here is a winter sports themed one I created.  In just a couple of weeks, we’ll once again be watching for updates and highlights, this time from the Winter Games in Italy. The time difference will make things a little different, and many classrooms will be checking results and highlights rather than watching live events. Still, the excitement will be there. We’ll be sharing our pride as athletes compete, celebrating achievements, and using the Games as a way to connect classroom learning to the wider world.  The Winter Olympics offer a wonderful opportunity to build lessons that are timely, engaging, and meaningful for both students and teachers. Check in next time for some activities that can be used during and after the games end. Related Posts |
About Me Charlene Sequeira
I am a wife, mother of 4, grandmother of 9, and a retired primary and music teacher. I love working with kids and continue to volunteer at school and teach ukulele. 
Categories
All
|
RSS Feed