Here are a few more Peeps Project Pictures for you to enjoy! These projects were created by fifth grade students:
Why You Should use Sunscreen; Peeps Invade Miami; Peeps in Chicago During St. Patrick’s Day; Mount Peepsmore; Peeps at the Aquarium; Oh, No! Mr. Peeps!!!
You know tho
se sticky, colorful marshmallow confections they sell in every store in the spring? Yes, I’m talking about Peeps. Gram after gram of pure unadulterated sugar. Of course I would never personally buy Peeps to eat; I just like to look at the cute little bunnies and chicks in all the spring colors. Anyway, National Geographic and the Washington Post have both had Peeps geography contests in the past, and since I’m a great borrower of wonderful ideas, I’ve done a project called “Peeps in Places” in my classroom for the past few years. It’s fun, its geography, and it’s educational plus it’s a sugar rush. Try it! The project, not the sugar rush. Okay, okay, both.
Here’s all your students need to do:
If kids go on vacation or to an event this spring, tell them to take the Peeps along for photo ops. If they stay home, they can use their imaginations to create a Peeps display. Either way, it’s creative and hilarious. Kids will pose Peeps at the beach on blankets with sunglasses on. They’ll put the Peeps on Mars, wearing tiny paper spacesuits. They’ll take them to the playground to pose on the slide. They’ll place them in cardboard dioramas at the local police station (don’t ask how they got there). Peeps will be put in the foreground of the Cinderella Castle. You may even see Peeps on the patio grill. Oh, nooooo, Mr. Peep! No,not true, actually NO Peeps may be harmed during this activity!!
When you’re using a Studies Weekly unit to study a period in history or a particular theme, 
suggest that students put their Peeps in a place relative to that, for example, firefighter Peeps, pirate Peeps, Peeps at an attraction in your state, Patriot Peeps, Peeps using a famous invention, Peeps demonstrating a character trait, etc.
Have a great time and happy spring!
Thanks for reading,
Monica Sherwin
Ormond Beach
Wow! Did you happen to read the S
tudies Weekly blog article on the Tech & Learning blog? Our blog article submission was one of the “Tech & Learning Top Stories: The Hottest Stories That Everyone’s Reading!” If you missed it, here’s a link to the article: http://www.techlearning.com/Default.aspx?tabid=67&EntryId=3950
Please check it out, post a comment and pass it along to others! The QR code featured in the blog article is live and you can do a “test run” of the new and exciting Studies Weekly features that are being developed especially for you!
Kim Mogilevsky
Boynton Beach, FL
Once you are part of the Studies Weekly “family”, you have many digital benefits that are available to help you in the classroom! As a subscriber, all of the student and teacher materials are available online at www.eStudiesWeekly.com !
Explore your homepage! This is the place where you can view your subscription online. Use your projector and smart boards to show the student publications “live” or download it as a pdf. If you click on “Students” you can add/delete/make changes to your student roster as needed!
Take the time to explore your Reading Button! This is the place where you can view all of your publications online. Click on a particular publication and then select an article to read with your students. eStudiesWeekly has even added an audio component that reads the story to the class highlighting each word as it’s read!
The tests are automatically graded and questions are randomized to ensure optimal testing results! (Teachers can even control when tests are given and how many times a particular student can re-take a test.)
Using eStudiesWeekly’s online resources will help increase your teaching time and decrease the amount of paperwork. Let your partnership with eStudiesWeekly work for you! After all, that’s what “families” do – they help each other!
Kim Mogilevsky
Boynton Beach, Florida
Shirley Chisholm, the late American Congresswoman, once said, “While some people are napping or rapping, others are mapping.” Ms. Chisholm was certainly a mapper. She was the first African-American woman elected to Congress and the first major-party black woman to run for president. She planned a destiny for herself and made it happen. She wasn’t content to let others tell her what she could or couldn’t do. She believed in herself and achieved amazing goals. Sometimes “human geography” is like that, to the great benefit of us all.
The next time you’re doing any geography or biography activity (Florida Studies Weekly Grade 4, Week 27 is just the right type of thing!), do a little extension: have students map where they’ll be in one year, 5 years, 10 or 20. Post the timelines around the room. After our recent Career Day, I had my students do it.
It’s funny to find out what students think they’ll really be doing. A talented boy in my class told me that in 10 years he’d either be a pro soccer player or would be putting sunglasses in cases. What? He’s not that good a soccer player, so…? He explained that his mom boxes hundreds of sunglasses from home (the only job she could get), and that he might end up helping. Really? He is capable of so much more. Serious mapping-assistance needed there. So, how do we make our students believe in themselves or gain the tools to plan and carry out a worthwhile destiny?
This is what I think: we should make our students stretch – mentally, intellectually, and emotionally. Put them in unusual situations, have them try new things: recycled art, origami, cooking okay, cookies, living history, Design Thinking, mirror writing, Sudoku – ANYthing out of their ordinary comfort zone. Have cooperative groups choose their roles, and then reverse them! Have you ever heard that great teachers make students aware of inconvenient facts? We need to do this to help children try routes they never thought they could travel. Indeed, this is one of our (millions of) responsibilities.
Often we’ll never hear what becomes of a student, but at least we’ll know we broadened horizons and didn’t squelch someone’s dreams. Let’s encourage “human geography” and encourage kids to map out a decent, if not phenomenal, future. And on that rare occasion when a kid comes back to visit after graduating or landing a job and tells you, “Thanks for believing in me and helping me see what I could do with my life,” you’ll know it was worth the effort. Keep mapping!
Thanks for reading,
Monica Sherwin,
Ormond Beach
