NATIONAL STICKY BUN DAY – February 21

NATIONAL STICKY BUN DAY

National Sticky Bun Day on February 21st recognizes a delicious pastry that comes rolled up and dripping with a sweet, sugary topping. 

Known as “schnecken” meaning snail, the sticky bun is rolled into a sweet spiral resembling its German name. Still considered to be a Pennsylvania specialty, many believed the sticky bun’s origin in the United States began in the 19th century. German settlers brought their baking traditions with them when they began settling in and around Philadelphia.

Most often served for breakfast or as a dessert, sticky buns consist of rolled pieces of leavened dough. Most contain brown sugar and sometimes cinnamon. Before the dough is placed in the pan, the pan is lined with sticky sweet ingredients such as maple syrup, honey, nuts, sugar, and butter. When the buns are finished baking, the baker flips the pan upside-down so the sticky bottom becomes the topping.

Famous cousins to the sticky bun are the cinnamon roll, caramel roll and monkey bread. 

HOW TO OBSERVE #NationalStickyBunDay

If you are craving this delicious sticky delight, try making some of your own with one of these sticky bun recipes. Serve them with tea, coffee or hot cocoa. 

Marcia’s Famous Sticky BunsSuper Easy Sticky BunsButterscotch Sticky BunsEasy Caramel Sticky BunsIce Cream Sticky Buns

Use #NationalStickyBunDay to post on social media.

NATIONAL STICKY BUN DAY HISTORY

While enjoying a sticky bun, we’ll continue researching the origin of this sweet day. 

There are over 1,500 national days. Don’t miss a single one. Celebrate Every Day® with National Day Calendar®!

1^st Grade:

I was able to meet with the children this week. We went back over the story we read, The Great Show and Tell. We discussed again, that an anagram is a word or phrase made by rearranging the exact same letters of another word or phrase. 





We then started something new called a Vocabulary Map. I explained to them that we can better understand new and interesting words by using a Vocabulary map. Our word was “colossal”. I asked them what they thought the word meant after I read it in a sentence from the book. Most agreed that it meant big.

 I then displayed a copy of the Vocab map for them to see on the doc cam and modeled filling it out as they followed along. I had them copy the information into their workbooks. 







We then moved on to an anagram puzzler packet. We worked through the first one together. I let the children take turns coming up to the doc cam to write in the answers. They loved doing that. I set them free to work on the next part. I walked around the room and assisted as needed. We will continue with this packet next week.

2^nd Grade:

This week, we continued working on story structure. Last week I had the children pair up to work on the story structure of My Father’s Dragon using Freytag’s Pyramid.  This week I had them write their answers out on strips of paper. 






They then took turns going up to the board and put them in the appropriate spots. They had to choose from exposition, rising action, climax, falling action, and denouement. We went over their answers.

 It has taken us a while to read the book, so some of the children needed some reminders. Overall, they did a pretty good job. I then reread chapter 1. The task at hand was putting a chapter into a story structure using Freytag’s Pyramid.

 We will discuss our results next week.

3^rd Grade: 

We had a challenging start to our week, which set us back a bit. The children needed to complete their journal comparing Jane Goodall and Anna Sewell. Since a few forgot about this, we had to work on it in class. On Tuesday, the children were able to present their journals and we discussed them afterward. We had a short time, so I introduced them to the novel Black Beauty by Anna Sewell. I read chapter 1, and they started on a few questions in their Black Beauty packet. They were assigned to read chapters 2-5. We started to discuss the chapters, and we'll answer questions next week.

I sent an e-mail home explaining the expectations I have for them. I think they are really going to enjoy this! They have been asking for a novel since the beginning of the school year.

4^th Grade:

We had a lot of fun this week! I asked the girls what quality do all good detectives and sleuths have in common. One of those qualities is that they are observant. I tested the girls’ power of observation by placing 40 common items in a basket. I let them look at it for a couple of minutes. I then took the basket away and asked them to list as many items as they could. I received a lot of groans that they "don’t remember". All in all, though, they did a good job remembering what was in the basket.




 I continued testing their power of observation. I handed them another piece of paper and stepped behind a locker so they couldn’t see me. I asked them questions about me such as what color my eyes were, which way my hair was parted, what style are my shoes, what kind of pants am I wearing and a few more. The girls initially got upset that they didn’t have enough time to see me. I explained to them that this was supposed to be a fun activity and it was testing their observation skills. I then let the girls take turns hiding and asking the same questions. They ended up having fun! 


The day finally came on Tuesday and they were able to start the novel study on The Westing Game. I will be assigning 4-5 chapters per week, plus questions. I explained to them that some of the reading and answering questions would take place at home. There will be time at the beginning of the week to get with their group and discuss the questions.  They started off by reading chapter 1 silently. They
 got to work on answering the questions
 when they were done.

1^st Grade:

I reread Inch by Inch to the children. I then passed out inch beads for them to measure with. We measured our desk, workbook, and pencils. I then had them go around the room and measure anything they would like. 

They then had to record it in their workbooks. We will continue this lesson next week.

2^nd Grade:

We finally finished up our 3-D shapes. Like I mentioned before, some had a hard time constructing their shape. I walked around and helped them tie up any loose ends.  The children have been anxiously awaiting the bubble investigation. 


They will use their 3-D models and dip them into bubble solution to form unusual bubbles. The emphasis is on the 2-D shapes that are formed on the faces of these 3-D solids. They had a blast participating in this activity!

 Most of the kids brought in cloth gloves to play with the bubbles. I told them if we had time at the end we could try it. Wearing gloves provides the right amount of cushion so you can touch and play with the bubble. I think this was their favorite class time yet!!

3^rd Grade:

We finished up with our lesson on arrow math. The children were able to make up their own formulas and present them on the board. 





They had a lot of fun trying to solve each other’s arrow math problems. Some were very difficult, and the student who made the problem up couldn’t even solve it. I reminded them that they need to try it out before presenting it.

We then spent some time reviewing the last chapter to prepare for a chapter check-up. On Wednesday, we started the Chapter 2 check-up. We then met up and discussed the test. Overall, I’m very happy with the results!

4^th Grade:

I introduced the children to three types of transformations: translation, rotation, and reflection. We watched a video then discussed the definitions. Translation is a change in the position of a figure that slides it up, down, or sideways. Rotation is a change in the position of a figure that turns it around a point. Reflection is a change in the position of a figure that is the result of picking it up and flipping it over. 



When learning about rotations, there are three important concepts to consider, such as the direction of the rotation (clockwise or counterclockwise), the amount of the rotation ( we will use a quarter or 90 degrees, half or 180 degrees, three-quarter or 270 degrees and full turns or 360 degrees.

 The children completed a Turn Me Around worksheet. We then took it a step further by playing Flip-Sliding Around. They were able to use what they learned and put them into action. I partnered the children up. 

 They were presented with Shape Up cards and a game board. One student picks a card and places it on the start here box. The student then needs to locate the same shape on the game board and identify how they got there, plus name the transformation.

 I think they really enjoyed this activity, plus it gave them some practice using the transformations.  We will continue this lesson next week.

Enjoy your weekend!