Use Snowball after a lesson, story, experiment, local observation, or discussion about a real-world theme.

General curriculum connection examples:

• Science: Students start by drawing or writing one thing they know about animals or plants, then combine ideas in pairs and small groups to build a class chart showing how living things grow, change, or need care.
• Math: Learners each solve a simple math puzzle (like showing ways to make 10), then share strategies in pairs, small groups, and finally compare all approaches on the board to explore different ways of thinking.
• Language Arts: Children brainstorm describing words for a character or setting on their own, then merge lists in growing groups to create rich, detailed word banks for writing a group story.
• History/Social Studies: Students begin by drawing or describing a rule they think is fair, then combine ideas in teams to make a “Classroom Bill of Rights,” discussing fairness and working together.
• Environmental Studies/Geography: Each student shares one way to help the planet (e.g., recycle, save water), then snowball their ideas in groups to build a poster of class eco-actions for the school or community.

Examples for environment science/valuing nature theme:

Suggestion for central prompts:

• Water issue: “How can we use water fairly at school while also protecting nature?”
• Waste issue: “What can we change in our class so less waste is made and everyone can take part?”
• Biodiversity issue: “How can we care for the schoolyard so students and insects/plants both benefit?”
• Community spaces: “How can we keep shared spaces welcoming for people and healthy for nature?” or “How can we create a community garden that nourishes both the environment and the people who use it?”

Practical progression of scenarios:

• Stage 1 (Individual): A student thinks of one idea, e.g., “Start a swap shelf so families can share resources instead of buying new things,” noting that it reduces waste and supports community equity.
• Stage 2 (Pair): Two students combine ideas: “Create a shared tool library and host monthly ‘care for garden’ days where volunteers teach others—this saves materials and builds community connections.”
• Stage 3 (Small group): Groups integrate multiple pair ideas into a broader initiative: “Launch a ‘Green & Good’ campaign where students gather usable items, redistribute them fairly, and plant native species that provide both ecological benefits and community spaces.”
• Stage 4 (Whole class): Class selects one action (e.g., a school-wide seed-and-swap event) and outlines how it values people (accessibility, participation) and nature (native planting, reuse).