Skip to main content

Duct Tape Identification

I happened to be in a friends room who notebooks in Social Studies and noticed her notebooks on the shelf. I love love love that she put colored duct tap on the binding to, not only secure an area that typically starts falling apart, but allows for easy identification.

Comments

This is a great idea...thanks for sharing. I've always wanted an excuse to use colored duct tape!!
Katie Loftin said…
Doesn't putting them all on a shelf like that make it hard for the students to identify which one belongs to them?
Eve Heaton said…
Katie - I think the teacher has student helpers pass out the books at the beginning of the class. The helpers pulls the red group down and start distributing (Their names are written on the front).

Eve
Ame' said…
lol! I too have always wantd and excuse to buy so much colored duct tape...great idea!
Dawn Marie said…
In a homeschool environment, I could see using this duct tape to identify which child the books belong to if they had more than one book...For example: child one's books could have blue duct tape, child two's books could have red duct tape, etc, etc. And if you wanted an easy visual to determine which subject they belong to, perhaps another short strip at the bottom or middle to designate the subject....so for the child who has the blue tape along the entire binding, perhaps yellow for social studies, orange for science, etc.
Eve Heaton said…
I love that people are enjoying the duct tape idea! I'm going to pass that on to the teacher who started it. I've seen it being rolled out in different classrooms with success.

Eve

Popular posts from this blog

Weathering, Erosion, and Deposition Activity

I saw this activity at a science conference years ago and haven't had a chance to use it in a classroom until this week (mainly because I didn't teach weathering, erosion, and deposition). It is a great way to reinforce the definition of the weathering, erosion, and deposition in a highly kinesthetic manner. Basically you break the students up into groups of three. One group is "Weathering" another group is "Erosion" and the third group is "Deposition". Add tape to the back because you are going to stick them to the forehead of the children in each group. The "weathering" students get a sheet of paper that is their "rock" they will be breaking down. At the start of the activity the "weathering" students will start ripping tiny pieces of their "rock" and handing it to the "erosion" students. The "erosion" students will be running their tiny piece of "rock&

Picture of the Day - Activity

I attended a training class and a science coach shared an activity that he does with his students to help them differentiate between observations, inferences, and predictions. He puts a picture on the interactive white board as a warm up (he gets the pictures from a variety of sources but uses National Geographic's Picture of the Day a lot). The picture above is from the National Geographic site. He has the students make five observations. Then he makes the students make five inferences. Finally he has the students make five predictions. He does this every day and it really drives home the difference between those three key inquiry vocabulary terms. I've done this activity with both my sixth and fourth grade science classes and the students really got into it and became proficient at telling me the difference between those terms.

Bill Nye Songs with Lyrics

At the end of the Bill Nye videos he always has a fun song that goes with the episode. You can find many of the songs as stand alone videos on YouTube. This came in handy because today I am teaching a lesson on layers of the atmosphere and found a song from his Atmosphere video on YouTube titled "Fresh Aire." I really wanted to remix it and put the lyrics on the video (so the kids could sing along and see how the lyrics matched the lesson). The first thing I did was found a site that has all the Bill Nye lyrics posted used my YouTube downloader ( see instructions here ) and downloaded the song. I then imported the video into Movie Maker Live and used the caption feature to put the lyrics on the different frames (cutting and pasting from the lyrics site into Movie Maker Live). I saved the video and reposted to YouTube so other teachers could use the video with lyrics (the finished video is posted above). The process was pretty easy and I am thinking about doing it for more