Curriculum

1 | Ikebana for Early Childhood | Arts | Science | 2 | 5 | 6 | 4 | Ikebana for Early Childhood is an interdisciplinary curriculum that combines the Japanese art of flower arranging with the scientific study of flowers. Students work on weekly projects using fresh flowers in the classroom flower arranging center. They read books about flowers and Ikebana, learn about tools and materials needed, and engage in cooperative flower-arranging projects. Students' questions and observations about flowers stimulate class discussions; these lead to lessons conducted by the science teacher on the structure, growth, and classification of flowers. The topics of garden bugs and pest control are also introduced and studied. With their increased knowledge and new vocabulary, students write about their research findings and flower-arranging experiences. They illustrate their classwork with flowers. Older children study poems about flowers and kindergarten children produce spring flower books that include photographs of flowers in bloom and sequential drawings of a flowering plant. Special projects include creating dried flower arrangements for holiday gifts and building a flower garden in the classroom sand table. | | Project disseminator Celine R. Federici had always wanted to share her appreciation and love of flowers with her students. She developed this project for students at PS 6 in Manhattan in 1988. | Science teachers, art teachers, and other staff members may participate in the project by conducting lessons and activities that tie into the theme. The participation of parents greatly enriches the project and should be encouraged. Upon request, interested educators may visit Celine Federici's classroom to observe flower arranging and other activities. | Celine R. Federici PS 6, CSD 245 East 81st Street New York, NY 10028 (212) 737-9774 Principal: Carmen Farina | | |

2 | Opera For Kids | Arts | English/Language Arts | 4 | 7 | 6 | 4 | Opera for Kids combines a group of young musicians with young actors and actresses in the writing and preparation of an operatic production. Using the experiences of the Russian student population, students of many different backgrounds work together to create an opera about the arrival of a Russian family to America. Teacher-supervised, student-led committees are formed early in the school year to develop an appropriate story and script and to develop the musical score. Russian children compare their impressions of America with life in Russia. The script is developed collaboratively by English-proficient and Russian students. Through cooperative learning, both groups improve their reading and writing skills. Students learn the rudiments of music and how to play a variety of musical instruments. Mathematical concepts are reinforced as students study, create, and prepare the musical component of the production. Geometric shapes are explored as the choreography develops. The theme of this Russian opera naturally lends itself to social studies as the history and hardships of the Russian immigrants are related through the personal experiences of the immigrant students. | | An avid musician who plays several instruments and has a strong affinity for theater, John T. Iacometta motivates students through the performing arts. He is a teacher at PS 205 in Brooklyn. | A teacher with a musical background or who is interested in music and theater can successfully adapt this project at various levels. An orchestra can be formed using simple instruments such as recorders and percussion instruments, or an orchestral chorus can be formed that provides vocal harmonization and narrative. Opera themes may include historical events, folktales, or an aspect of a particular culture or nationality. A moral message should be evident in the theme. For example, a school might choose the theme of Chinese New Year or a story involving the drumming connection among African villages. | John T. Iacometta PS 205, CSD 22 6701 20th Avenue Brooklyn, NY 11204 718) 236-2380 Principal: Philip Tritt | | |

3 | Ikat to Uzbekistan: Folkloric Fiber Art | Arts | Global Education | 4 | 8 | 6 | 4 | Over the course of From Ikat to Uzebekistan: Folkloric Fiber Art students learn that many cultures incorporate fiber arts into items used in everyday life and for special occasions. These arts activities stretch children's notions of what constitutes a work of art. Students begin by studying Guatemalan carpets that appear,"like magic" for processions on the eve of Holy Friday and then dissappear as the procession passes over them. They view photos of the carpets and hear recordings of music played at the festivities. Students then go on to explore fiber arts in many forms: kimonos used in traditional Japanese dance, costumes worn by native American Kachina dancers, button blankets worn by the Haida at Pacific northwest potlaches, and the traditional American patchwork quilt. Students create origami kimonos; collaborate on a patchwork quilt project that includes yarn, mosaics, and self portraits; and create a cut paper version of a fiber art carpet, an alfombra. Through these activities, students learn about line, color, shape, texture, and space. They develop an awareness of these formal elements of art while learning about societies and cultures around the world. Through school residencies and visits to cultural institutions children view traditional and folk dances from different cultures. Not only do they see the dances and hear the music, they also study the colors and designs of the costumes. Students then compare and constrast how various cultures make use of symbols and design in fiber art. Student work is exhibited at a school fair and at local community businesses and organizations. | | Nancy Wallach, a teacher at PS 164 in Flushing, began this project in 1992 in an effort to integrate, the traditional arts of non-Western cultures into her arts projects. | | Nancy Wallach PS 164, Queens Valley School of the Arts CSD 25 138-01 77th Avenue Flushing, NY 11367 (718) 544-1083 Principal: Barbara E. Brown | | |

4 | Insight to Islamic Culture | Arts | Mathematics | 8 | 8 | 6 | 4 | Insight Into Islamic Culture uses an arts-based approach to teach students about Islamic culture and its expression and influence in the world around them. Arts activities incorporate study in other disciplines as students learn about the geographical diversity of the Islamic world, the techniques of Islamic art, the similarities between the Islamic faith and other religions, and the role that communication has in the unification and survival of the culture. Students begin their exploration by viewing slide images of paintings, calligraphy, carpets and other textiles, and architectural designs and decorations. Field trips are made to the Metropolitan Museum of Art's Islamic Spain exhibit and to the Islamic Cultural Center. Back in the classroom, students use their newly acquired knowledge to create wall murals of geometric designs and decorative collages. All subject areas are represented in their cul-tural studies. Students study geometric shapes and tesselations (mosaics). They study the geography and trade of Islamic regions, read Islamic literature, learn about bookmaking, try their hands at calligraphy, and write their own adventure tales and arabesque poetry about shapes and colors. | | Since November of 1992 Marie Arnold, a sixth grade teacher in Manhattan, has been introducing students to the study of Islamic culture. | The project can be tailored according to the grade level and individual needs of students. For example, in the lower grades students may enjoy fantasy stories and designing their own magic carpets. Upper elementary grades can learn the art of bookmaking and create colorful illustrations. Upon request, the project disseminator will visit interested educators to demonstrate the project. | Marie Arnold PS 6, CSD 2 45 East 81st Street New York, NY 10028 (212) 737-9774 Principal: Carmen Farina | | |

5 | The Community Connection-It Works! | Social Studies | Science | 1 | 4 | 6 | 4 | The Community ConnectionÑIt Works! is a wonderful connection with the community that can include a planting project with local gardeners, sharing holidays with isolated seniors, and visits by local artists and musicians to the classroom. This project is designed around the community and engages local citizensÑparents, merchants, seniors, musicians, artists, firefighters, police officers, waitresses, and many others who live and work near the schoolÑin the education of the community's children. Learning becomes a first-hand experience as children make trips into the community and link class curriculum with the world around them. Each trip stimulates weeks of exciting lessons in language arts, science, mathematics, music, and art built around a core subject of social studies. A trip to the fish store provides a wide range of activities: children study and then dramatize how fish are brought from the ocean to the fish stores (social studies and creative dramatics), they examine varieties of fish at the store (science), they compare the different fish (mathematics). Children even cook fish (science, mathematics), draw fish murals (art), and sing songs about fish (music). The support of the community helps the children to succeed, and parents and other adults in the community enjoy the opportunity to participate in the process. | | Esta Borden, an early childhood teacher working in Manhattan's Lower East Side for several years, uses the resources of the community in her project for early childhood students. Ms. Borden's goal is to connect children with positive role models in their community and to help the children become better citizens. | This project demonstrates how wonderful it is when community members participate in the teaching process. It is simple and exciting to involve local professionals, businesses, artists, and agencies, year-round in lessons and celebrations. Teachers will see how it is possible to make learning more fun for the children, make teaching easier, and make friends with their school's neighbors all at once. Upon request, the project disseminator will share writings and show an audiovisual presentation about the project. | Esta Borden PS 64, CSD 1 600 East 6th Street New York, NY 10009 (212) 228-1378 Principal: Pat Harmon | | |

6 | Birds of Multicolor Feather Can Fly Together | Social Studies | Arts | 1 | 8 | 6 | 4 | Using a core curriculum approach, Birds of Multi-color Feather Can Fly Together infuses global citizenship, mathematics, science, and art into a multicultural literature-based project. Students read multicultural books, conduct research, complete art projects, make books and puppets, role-play, and create plays. As an arts-based activity, children draw pictures of two parrots, cut out the pictures, and paste them face-to-face onto oaktag paper. They then write dialogue between the birds: "Even though we have different feathers, we can still fly together" and,"Our colors are different, but we can still play in the park" are some comments the parrots have made. Parrots in different settings are created with a variety of ma-terials. Children then draw pictures of people of different races talking to each other and add dialogue. A math worksheet about bird eggs helps children with addition and subtraction, and the study and comparison of the characteristics of parrots (feather colors, beaks, food supply, sounds made, egg laying, and how they fly) engages youngsters in science research. For a social studies activity students study where parrots can be found. For literature activities children take their reading an extra step, and make their own books about parrots. | | Sela Zellman developed this project for her students at PS 81 in Ridgewood, Queens. She wanted to encourage children to respect and get along with people of various races and ethnic backgrounds. | Interested educators can directly replicate this project in their classrooms. It is easy to infuse the study of various subject areas into these arts- and literature-based activities to increase students' understanding of various peoples and their cultures. | Sela Zellman PS 81, CSD 24 559 Cypress Avenue Ridgewood, NY 11385 (718) 821-9800 Principal: Frank Candela | | |

7 | The People In Our Neighborhood | Social Studies | English/Language Arts | 3 | 3 | 6 | 4 | The People in Our Neighborhood project promotes children's awareness of and respect for the members of their community. It incorporates and expands on the learning outcomes of the New York City grade one social studies curriculum, Living and Working Together in the Community. The project begins for the children with the exploration of self through dramatic play, music, and communication arts activities. Activities are expanded to include the family as participants and as a resource. As the project progresses, activities include interactions with community members. These interactions build children's confidence, encourage socialization and language development, and help children develop an understanding of the important part everybody plays in the productive functioning of a community. Activities include walking trips, police and fire safety visits, visiting a laundry, visiting a restaurant and cooking, and post office and mailing experiences. For example, grocery shopping teaches planning, organizing, and the value of money; store circulars brought back to the classroom are used to develop mathematics skills. All of the activities are reinforced through literature and followed with writing, reading, and other communication arts experiences. One of the most motivating and rewarding activities was the preparation and presentation of a musical production developed by school staff, senior volunteers from the Baychester Senior Center, and the children. It was performed by the children at a school assembly, the Baychester Senior Center, and the Laconia Nursing Home. | | Bronx early childhood teacher Cheryl Holsborg-Koff began this project in 1988. Her project motivates attendance and translates interdisciplinary concepts into creative learning experiences that promote social and academic success. | The project can be adapted in its entirety or in part. The activities reinforce concepts from the, learning outcomes for all grades. Guidance and administrative staff can refer to the socialization aspects of the project to promote self-esteem, cooperation, and respect for others. Upon request the project disseminator will share ideas, strategies, and materials in a workshop. | Cheryl Holsborg-Koff PS 112, CSD 11 1925 Schieffelin Avenue Bronx, NY 10466 Principal: Dolores Allen-McIntyre | | |

8 | Discoveries | Science | Special Education | 1 | 3 | 6 | 4 | Discoveries is a collaborative project that joins prekindergarten students from a community-based project, mainstream students from a magnet school for science and technology, and severely language delayed special education students. As the project crosses the educational curriculum, it also addresses global citizenship through lessons that promote understanding of and sensitivity toward people with disabilities. The project begins with a small plot of land that was converted into a school community garden. The mainstream and special education students plant flowers and vegetables; seeds and cuttings are grown simultaneously in,"secret gardens" in the classrooms. The children also participate in weekly two-hour life science classes. The children plant fall and summer crops. Teams of students are assigned to daily chores such as weeding, hoeing, and watering. In late fall students harvest the crops and hold a harvest festival where they sell their homemade products. The classroom pet center is supplied with an incubator, brooder, ant farm, and relevant fiction and other resources. Students record their observations in journals. The pet center promotes responsibility for animal care and provides opportunities to explore how animals develop. Each season features field trips and special events for the children and their parents. By working together on these challenging projects, the children develop genuine friendships and respect for one another. | | Donna Ciampa and Susan Mintz are teachers at PS 224. They developed Discoveries in collaboration with parents, staff, and administrators in an effort to provide children with opportunities to learn, to build self-esteem, and to develop respect for others. | The project can be adapted for a higher-functioning class by using more advanced literature books. The students could play an active role in reading and retelling the story. They could put on a puppet show for a younger class, too. This would cultivate communication skills and public speaking techniques, and build self-esteem. The science experiments could be upgraded and the students could perform them for a lower-functioning class as well. | Donna Ciampa and Susan Mintz PS 224, CSD 75 221-21 Corbett Road Bayside, NY 11361 (718) 225-8667 Principal: Norma Sachs | | |

9 | Interesting Insects Around Us | Science | Arts | 2 | 2 | 6 | 4 | The purpose of this project, Interesting Insects Around Us, is to increase children's knowledge of and interest in insects and science. Each day children view pictures of insects on the science bulletin board. They get to know insect names and how they are alike and different. After observing and talking about insects, the children choose one to stencil and color. Each child then gets a cricket in a container with a magnifying glass on its lid. Learning centers include materials for the study of insects. The science area contains insect picture cards, an insect lotto game, plastic insects for touching, and insect puppets for creative storytelling. Children write and illustrate their own insect stories in the writing center using blank books, insect stamp pads, and stencils. In the arts and crafts area, the children make insects out of styrofoam balls and pipe cleaners. Math activities include preparing a graph of a favorite insect; the library area offers many books on insects. The project culminates with an exciting trip to the Museum of Natural History. | | Project disseminator Louise M. Parnell is a teacher at PS 280 in the Bronx. She developed this project to help young children acquire a positive attitude toward science. | Upon request, teachers interested in adapting this project can speak with the project disseminator for more detailed information. | Louise M. Parnell PS 280, CSD 10 149 East Mosholu Parkway Bronx, NY 10467 (718) 405-6360 Principal: Gary La Motta | | |

10 | SCREAM-- Science Combining Research and Endangered Animal Mural | Science | Mathematics | 5 | 5 | 6 | 4 | SCREAM!!! combines research into the impact of industrialization and pollution on wildlife with creative arts projects related to various animals and their natural habitats. Children learn about a variety of species and how they adapt to their natural environments; they become aware of how destruction or alteration of natural habitats endangers wildlife; and they devise ways of protecting endangered species. The class is divided into cooperative groups, each of which studies a particular class of species (birds, fish, mammals, reptiles, amphibians). Students in each group select an animal to draw. Once the drawings are complete, they are pasted onto oaktag and cut out to use as a pattern. Using these patterns, the children make fabric animals, which are pasted onto a mural. Students research their animal of choice and engage in many other arts projects related to their area of study. For example, they create,"endangered animal tee shirts" with a drawing of their animal printed on the back. In the process, they develop research, writing, and verbal skills. | | Project developer Carole Linker teaches at PS 31 in Bayside. She uses art as a catalyst to stimulate students' interest in science and the language arts. She is available to discuss the project with teachers interested in adapting it. | The project can be adapted to suit any grade level. It is a fun and challenging way to develop children's interest not only in endangered animals but in any science, social studies, or language arts project. The three basic componentsÑa mural, a theme tee shirt, and a related research projectÑmay be flexibly applied. Depending on the level of the students, teachers can add or delete items from the research component. For example, as a beginning research skill, a teacher could have younger students use old magazines to find pictures of endangered animals or farm animals. | Carole Linker PS 31, CSD 26 211-45 46th Road Bayside, NY 11361 (718) 423-8288 Principal: Caren Hirsch | | |

11 | Metamorphosis-Not for Butterflys Only | Science | Instructional Inquiry | 6 | 6 | 6 | 4 | MetamorphosisÑNot for Butterflys Only involves students in the development of a video production based on the life cycle of the butterfly. The process of observing and recording a life cycle in nature motivates students. Students take pleasure in caring for the tiny creatures and in observing how they grow and change. They display fascination and reverance for them from the beginning of growth until they are released on Butterfly Release Day. This interdisciplinary project engages students in scien-tific observation, mathematics, literature (studying published materials on butterflys), creative dramatics (students' presence and poise on camera), and creative writing (students' response journals and poems). The children especially enjoy viewing themselves on video. | | Project disseminator Patricia McGloin is a teacher at PS 164 in Brooklyn. Her background in educational television prompted her to include the video component of her project. | Teachers can adapt this project to suit their own teaching styles. Its basic structure will be clear to anyone who views the video production. Copies of the video are available to teachers who want to implement the project. | Patricia McGloin PS 164, CSD 20 4211 14th Avenue Brooklyn, NY 11219 (718) 854-4100 Principal: Judith Stewart | | |

12 | Recycle Today--Enjoy Tomorow | Science | Relations | 6 | 7 | 6 | 4 | Recycle TodayÑEnjoy Tomorrow, introduces students to environmental issues and demonstrates the importance of their efforts to generate environmental awareness at the school and community levels. Students work cooperatively in groups to research topics such as the effects of deforestation, global warming, and pollution. They develop the necessary skills for reporting, writing, and decision making. After careful research and planning, students announce their project plans in the school newspaper. They write letters to businesses and government agencies requesting information and assisstance. Other classes and members of the school community are invited to join their efforts. They run a recycling project and recruit students, staff, and parents to get involved in a tree-planting project. They also create an exhibit for display at the New York City Department of Housing Preservation and Development. The school community is encouraged to recycle and students learn that recycling requires both private (individual and business) and public (governmental) action. | | A teacher with 18 years of classroom experience, Amanda L. Walton has received grants for various projects from IMPACT II, the American Heart Association, and the American Lung Association. | Basic instruction can take place in a regular classroom. However, for planting, a plot of land is needed. Upon request, Ms. Walton will help other teachers adapt this project by providing information, resources, and ideas. | Amanda L. Walton PS 274, CSD 32 800 Bushwick Avenue Brooklyn, NY 11221 (718) 574-0273 Principal: Edna Ramos | | |

13 | Soda Bottle City in the Year 2000 | Science | English/Language Arts | 8 | 8 | 6 | 4 | Linking several curriculum topics covered in sixth grade science, Soda Bottle City in the Year 2000 encourages students to think about the earth's ecological future. After viewing videos about protecting the environment, studying examples of modern energy-efficient housing, and conducting research on energy sources, students put their new knowledge to work in the construction of miniature model cities in soda bottles. They devise an energy source, modern housing, and a recreation area for their cities. Students enjoy studying Biosphere 2, the self-contained structure with different ecosystems. They research an energy source, submit a written report with a diagram, and participate in a class,"town meeting." Presentations on the pros and cons of each proposal are made by students, and the class votes on the best energy source for their town. Mathematics skills are incorporated into this project as students learn to do scale drawings with calculated ratios and proportions. Students complete the projects at home, often with a partner. Parents may get involed by helping students gather and prepare materials. | | Science teacher Manette B. Gampel developed this project to encourage her students at IS 201 in Brooklyn to learn critical thinking skills and be motivated to protect the environment now. | Upon request, the project disseminator will discuss the project and show samples of completed work. If any of the students' parents are architects, they can be very helpful in answering students' questions and are often glad to give advice to the class. | Manette B. Gampel Dyker Heights Intermediate School 201 CSD 20 8010 12th Avenue Brooklyn, NY 11228 (718) 833-9363 Principal: Madeleine Brennan | | |

14 | Electronic Investigators | Science | Technology | 9 | 10 | 6 | 4 | The goal of Electronic Investigators is to engage students in scientific investigation and to introduce them to computer-based research. Many students who have never shown a strong interest in academics have been reached through this project. Working cooperatively in teams, students are given science topics to research and present. The computer is the principal investigative tool for these young scientists. Students use the NYCENET electronic bulletin board to access relevant resources. Among the main databases used by the students is Grolier's Encyclopedia. The work of student electronic investigators combines several subject areas: science, math, reading, and computer education. Students use search operations, such as,"NOT," WITH,","AND," and,"OR" to search a database for information. By using the computer to formulate research strategies and gather information for their projects, students gain confidence in their capacity to learn and to present information. | | Richard De Marie created Electronic Investigators to stimulate students' interest in scientific investigation while teaching them the computing skills that they will need in the workplace of the 21st century. | Although science is the major focus of this project, the team-based research skills developed in this project can be applied to almost any type of project within any set of curriculum areas. For example science, social studies, and computer teachers may assign teams of students to do a project on New York City. The science teacher might discuss the climate, geography, and wildlife of the city while the social studies teacher discusses its history and culture. The computer teacher would arrange for students to connect with NYCENET and research specific topics. | Richard De Marie IS 302, CSD 19 350 Linwood Street Brooklyn, NY 11208 (718) 647-9500 Principal: Ronald Jones | | |

15 | Saving Our Earth: A Call to Action | Science | English/Language Arts | 9 | 14 | 6 | 4 | The Saving Our Earth: A Call to Action curriculum is a collection of 30 lessons that teachers can use to teach students about the environment and what they can do to protect it. The focus of the project is to have students,"think globally and act lo-cally." The curriculum is designed to show students how the actions of individuals and societies have harmed natural habitats, what the implications are for both wildlife and humans, and what they can do to get involved in saving our planet. It offers teachers information on environmental hazards along with hands-on activities. These include writing letters to lawmakers advocating stricter environmental protection laws, conducting a water conservation audit based on a student-designed survey, running a school recycling project, and planting trees. Writing activities encourage students to analyze and evaluate controversial environmental policies. Field trips include a visit to McDonald's to learn about the company's corporate policy on use and recycling of materials and a trip to Fresh Kills landfill. As students learn about how everyday decisions and governmental policy affect the environment, and as they correspond with advocacy groups and elected officials on environmental concerns, they gain a sense of responsibility for the fate of the earth and an appreciation of their own capacity to effect change. | | Michael J. Blyth has been using the Saving Our Earth: A Call to Action curriculum since 1992 in his computer applications and human relations courses at Concord High School. He has developed, instructional strategies, a resource list, lesson plans, and a curriculum guide. He is available to share these with interested teachers and to offer consultation on the project. | Teachers can present lessons to the entire class using an overhead projector and transparencies or can assign lessons for small-group or individual work. Writing activities are designed to enable students to work with a minimal amount of supervision. Teachers can also assign lessons for homework. Lessons can be tailored as needed according to students' needs and learning styles. | Michael J. Blyth Concord High School 109 Rhine Avenue Staten Island, NY 10304 (718) 447-1274 Principal: Michael Mirakian | | |

16 | The Environmental ClubÕs School-Wide Recycling Program | Science | Relations | 11 | 14 | 6 | 4 | The award-winning Environmental Club's School-Wide Recycling Program helps students understand the relationship between their daily actions and preserving the environment. The club meets twice a week to discuss issues, view videos on the environment, work on posters, plan activities, or listen to guest ecologists and environmentalists. Fridays are work days and everyone in the club becomes part of the,"Green Team," the school's recycling brigade. Students recover materials from the previous week: paper, bottles, and cans. They sort the items and prepare them for sale, refund, or curb-side collection. A "Say No to Plastic" campaign during Earth Week includes the selling of reusable canvas shopping bags. Math, science, art, ecology, and philosophy are integral parts of this project. Through their involvement in the project, students sharpen their communication and socialization skills; as they learn to work together and to accept a variety of personalities, they learn to respect one another. | | Joy A. Keithline, a teacher at Seward Park High School in Manhattan, has been involved in her school's recycling efforts since the project began. She became the adviser in 1992. | Many teachers who are conscious of the need to protect the environment through recycling want to have projects like this one at their schools, but they often don't know how to get started. There are many creative ways to begin, depending on the school and the age of the students. Upon request, Ms. Keithline is available to share information and advice on the project. | Joy A. Keithline Seward Park High School 350 Grand Street New York, NY 10002 (212) 674-7000 Principal: Jules Levine | | |

17 | The School-Based Weather Station | Science | Arts | 13 | 14 | 6 | 4 | The School-based Weather Station is designed to provide bilingual and at-risk students with multidimensional, interactive instruction. It involves 1) a computer-based modem that interacts with national and local forecasting services, 2) a school weather station with a telecommunications link to school computers for providing daily weather reports and long-term forecasting, and 3) a content-based curriculum with lesson plans that provide an instructional base in climatology and related areas. The project meets the requirement for a laboratory, science elective and is geared to those students who have not been successful in traditional science, classes. Daily activities include generating a computer printout of the local weather report, analyzing data from the school weather station, doing graphic analyses and interpretations of cyclic weather patterns, forecasting short-term and long-term weather, and content-area instruction. Students learn scientific principles and applications as they become proficient in computer skills. Field trips, guest speakers, and career development are incorported into the project. The project's interactive approach to the topic generates enthusiasm among students and challenges them to become actively involved in their own learning. | | John Vodicka and Harvey Goodman, teachers at Newtown High School, have presented curriculum development projects in plant care, science research, marine biology, and health careers. They are developing a course outline and extensive lesson plans, which will be available for dissemination to those interested in adapting the project. | Because weather is a constant and changing occurrence, the project offers ample opportunities to integrate material from many disciplines. For example, in social studies, students might examine the relationships between geographic and climatic phenomena. Or, they might examine the impact of weather events on communities (e.g. Hurricane Andrew, the flooding of the northern Mississippi). | John Vodicka and Harvey Goodman Newtown High School 48-01 90th Street Elmhurst, NY 11373 (718) 592-4300 Principal: John Ficalora | | |

18 | Tap Your Feet..Count the Beat | Mathematics | English/Language Arts | 2 | 4 | 6 | 4 | Tap Your FeetÉCount the Beat uses tap dance as a means of teaching basic math concepts while providing children with experiences that build self-esteem and improve attention, span. Tap dance offers a unique opportunity to develop motor, perceptual, and cognitive skills, and the total child is involved in the learning process. As children learndance routines, for example, they use the sounds of various steps to count, add and subtract, and to demonstrate greater than and less than and ordinal numbers. Children also create stories, learn syllbles by tapping out words, and learn new words. Balance, coordination, and cardiovascular fitness are improved. Twenty-four students participate in the project, and each class of six children participates in two tap classes per week. In addition, eight to ten children are selected for special pull-out twice a week. These children are chosen based on their advanced level and interest in the dance form. One period is scheduled for students who need help in learning and remembering the concepts and steps being taught. As they learn to dance, children acquire interpersonal and intrapersonal skills, self-discipline, and a sense of mastery. They learn how to cooperate, to listen and follow directions, and to wait their turn. The students perform several times a year for other students, staff, parents and caretakers, and community residents. | | Tavia S. Trusch, a registered dance/movement therapist and special education teacher, has worked with special education children for ten years and developed a creative movement project for SIE VII A students. She first taught this project in 1992 and has presented it at various conferences. She is available to share her ideas and to hold workshops for teachers who are interested in adapting the project. She recently set up an arts-in-partnership project with the tap dancer Harold Nicholas in order to promote her project. | Any teacher, paraprofessional, or parent who has an interest in tap dance can implement or participate in this project. If an auditorium or large space is unavailable, teachers can use the classroom by moving desks out of the way. If no wood floor is available, plywood practice boards can be used. If mirrors are not available, children can stand in front of the windows or a large TV screen and observe their reflections. In lieu of tap shoes, hard-soled shoes may be used; metal show taps or thumbtacks can be used to get the effect of tap sound. | Tavia S. Trusch PS 23, Iris Hill Unit, Bldg. 55 Special Education 75, Queens 74-03 Commonwealth Boulevard Bellerose, NY 11427 (718) 347-0030 Principal: Joseph Zacherman | | |

19 | Pictogram Mathematics | Mathematics | Global Education | 2 | 5 | 6 | 4 | Pictogram Mathematics offers children a fun and engaging way of learning basic mathematical concepts such as counting, addition, multiplication, graphing, and locating ordered pairs. Using graph paper, the children begin by making simple drawings that involve counting and coloring the boxes in various directions. They proceed to increasingly complex drawings involving more advanced mathematical problems; these may involve such questions as: "If we have shaded 10 boxes in a southerly direction and 8 boxes in an easterly direction, how many boxes have we shaded?" Or,"If we have shaded an area 4 units long and 3 units wide, how big an area have we shaded?" As they work on their drawings, they gain an understanding of directions. Children love to draw and to have something to show for their efforts. The pictogram provides a structured approach to drawing technique, much the way the computer draws on a screen, while giving children the pleasure of displaying their finished products. Because the concepts learned are related to something they can see and touch, they are motivated to solve mathematical problems related to their drawings and to participate in class discussions. | | Joel Finkel, developer of Pictogram Mathematics, is available to discuss the project and can offer a sequential set of drawings to demonstrate children's progress. | Any regular classroom teacher can run the, project. Teachers will find it fun, simple to adapt, and inexpensive. | Joel Finkel PS 209, CSD 21 Avenue Z and East 7th Street Brooklyn, NY 11235 (718) 743-1954 Principal: Howard Leibowitz | | |

20 | Linked Up for Measurement | Mathematics | Science | 2 | 7 | 6 | 4 | Linked Up for Measurement engages children in manipulating familiar materials to learn the mathematical concepts of nonstandard measurement; to explore, conjecture, reason, and communicate their ideas as they weigh, fill, and measure; and to work together cooperatively as they explore problems. The project is designed to prepare children for the CAT 5 math test. Children become familiar with Lots-of-Links and then begin using the links to measure. The teacher shows them how to measure a straight line and fill various containers. After several experiences with measuring pencils, crayons, and books for length, children are directed to measure and weigh items from plastic bags on their desks and to measure their own height and waist. Children are then given a set of plastic measuring cups and have to decide how many links will fill a particular cup. Using a balance scale, they compare the weight of a number of links to that of a familiar object. Through these and other creative excercises, which children perform individually and in small groups, they learn to add on to or take away from a chain of links to measure length; to estimate how many links are needed for a certain length; and to sort, pattern, and create groupings using the four colors. Children are interested in their own size, height, and growth; they can use the links to measure arm and leg length. They enjoy using the vocabulary of nonstandard measurement and can apply the words during snacks, parties, and other activities. As they gain confidence in their abilities, they gain in other subject areas as well. | | Maureen Suchin has successfully taught Linked Up for Measurement for three years to monolingual and bilingual classes. She has presented it at workshops for teachers and parents and is available to give demonstrations and consultations to teachers interested in initiating it in their own schools. | Teachers of grades K through five can adapt this project. It can be implemented with small groups with the teacher as demonstrator and guide. Students can also work alone or with a partner. Teachers may incorporate special projects that enable children to apply what they have learned. For example, findings may be recorded in charts, tables, and graphs. Students can use their learnings to write measurement books or a class mathematics newsletter. Parents and other family members can also get involved in at-home measuring activities with their children. | Maureen Suchin PS 95, CSD 29 179-01 90th Avenue Jamaica, NY 11432 (718) 739-0007 Principal: Aura Gangemi | | |

21 | Math Styles Workshops | Mathematics | Special Education | 2 | 7 | 6 | 4 | Students learn mathematics according to their own learning styles in the Math Styles Workshops project. After taking a learning styles inventory, students become the center of instruction as they are given the opportunity to work cooperatively, or alone, on a variety of interdisciplinary projects related to real life situations. Learning situations set up by the teacher according to the learning styles of students guide them through the learning process. The lecture and listen mode of teaching is not utilized. Learning styles activities and instructional strategies based on the findings of cognitive research, integrate the NCTM Standards. This multi-level project provides activities for students who are functioning at different levels in a class. During math lessons students have the option of activities such as using manipulative materials, viewing a video, presenting an oral report, listening to a recording, using electroboards, working on a contract actvity package, or engaging in a project ed learning sequence. Exciting activities include Electro Math, a self-correcting activity that allows students to test their knowledge of mathematics, the Math Pals Club, a peer tutoring situation established within the classroom whereby students of different at levels help each other to learn mathematics, and Math with Manipulatives, an activity in which students explore math topics using a variety of manipulative materials. This project aims to increase the level of parental involvement in mathematics education and on a monthly basis parents and their children participate in Math Styles Workshops. Each workshop focuses on a particular math topic. | | Yolette Alcindor, a teacher at PS 316 in Brooklyn developed the Math Styles Workshops project. She is continuing to plan new workshops with students, parents, and teachers to motivate students to learn mathematics. | Interested educators can contact the project disseminator to participate in Math Styles Workshops for teachers. Sample lessons are available to workshop participants. | Yolette Alcindor PS 316, CSD 17 750 Classon Avenue Brooklyn, NY 11238 (718) 638-4043 Principal: Robert Jenkins | | |

22 | Math through the Museum Experience | Mathematics | English/Language Arts | 3 | 8 | 6 | 4 | Math through the Museum Experience is an integrated project that motivates students to learn mathematical concepts through museum visits and hands-on activities in math and art. All activities are geared toward observing and understanding visual art by applying the principles of design, spacial relationships, perspective, linear discrimination, repetition, form, balance, and composition. At the start of the project, students visit museums to view modern and traditional paintings. The class discusses mathematical concepts derived from their observations. For example, the class focused on Van Gogh's painting Starry Night to explore lines. After tracing a reproduction of the painting, the class was asked:,"What kinds of lines do you find?" "Are they repeated anywhere else?" "Which terms best describe the lines in your tracing?" In this way, students learn vocabulary words relating to lines (vertical, diagonal, curved, etc.). In another exercise, children studied Calder's work and then created mobiles as a way of exploring concepts of line, balance, weight, and form. The project gives students a new perspective on mathematics by revealing relationships between mathematical principles, the visual arts, and the world around them. | | Sandra Kaplan is a special education teacher at PS 197 and teaches creative arts classes at Adelphi and Long Island universities. She is available to offer workshops and consultations for teachers who want to adapt the project to their own classes. | Math through the Museum Experience can be adapted to many curriculum areas. The project is interdisciplinary and multicultural. For example, a teacher might have students view a reproduction of Joseph Stella's painting Brooklyn Bridge, Variations on an Old Theme and devise critical-thinking questions for class discussion. The class could take a walk across the bridge and observe lines, shapes, and forms; then they could construct their own bridge. Or the class could go on walks in the neighborhood to observe architectural forms. Photography might also be introduced; students could look through a viewfinder and describe the lines and aspects of form. | Sandra Kaplan PS 197, CSD 5 2230 Fifth Avenue New York, NY 10037 (212) 690-5960 Principal: Cornelius Bass | | |

23 | Magnetic Bunnies and Other Math Manipulatives | Mathematics | Science | 4 | 4 | 6 | 4 | In Magnetic Bunnies and Other Math Manipulatives, children create manipulative math activity books filled with student-made word problems and activities. The books are individualized and geared to each child's level of understanding; as children learn new mathematics concepts and acquire new skills, they can incorporate these in their books. The books contain wheels to turn that make a variety of shapes. They also include magnetic strips with hand-made magnetic bunnies that jump on a number line to illustrate addition, multiplication, and other mathematical operations. Each child draws shelves of a store with various items to purchase. Then they write stories on cards to simulate purchases to be calculated. The cards are self-checking and are held in a pocket in the book. Children incorporate art, reading, writing, as well as math skills in their creations. Students share their work with their classmates; they take pride in having a finished product of their own making that they can display, use, and reuse to reinforce skills. | | Project developer Jacqueline Ferrer has presented numerous workshops in her district on making, books and class newspapers. She is available to show teachers interested in the project how to construct various manipulatives for inclusion in class books and to provide lesson plans and student, work samples. | Children can work at their own pace on their books; some books had five pages while others had ten. The teacher who adapts this project can incorporate as little or as many skills as is appropriate, depending on the time available and the needs of the class. The project can be adapted to the needs of older children simply by having them make more elaborate books and by introducing more sophisticated mathematical concepts. | Jacqueline Ferrer PS 151, CSD 32 763 Knickerbocker Avenue Brooklyn, NY 11207 (718) 821-4801 Principal: Luz Rios | | |

24 | Thirdville: Economics and the Community | Mathematics | Social Studies | 5 | 5 | 6 | 4 | Thirdville was created to enrich the academic, experiences of third graders while linking their education to the life of the community. Children need to see the relationship between what they are taught in school and the roles they will be expected to play in society. Thirdville accomplishes this through, hands-on activities and projects in which children apply mathematics, reading, writing, research, and other skills to real-life tasks such as reading a bill, balancing a checkbook, using coupons to save money, understanding money values, filling out forms, and finding a job. Children begin by learning about their own community through word webs, field trips, stories, maps, telephone directories, guest speakers, and community newspapers. After acquiring a basic understanding of community institutions, children participate in the working third grade community of Thirdville. Third grade teachers operate various parts of this simulated community in their classrooms: a bank, store, judicial system, post office, and media center. Working in groups, the children move among the classrooms engaging in specialized projects and activities. Children perform the functions of jurors in the judicial system or loan officers in the bank; they write letters, create stamps, or sort mail in the post office; they work in the store as sales or craftspeople. In the media center, the children create and produce their own newspaper. | | Dina Marks has been teaching the economics part of the project for six years; the Thirdville community has been in effect since 1992. It is the first project of its kind to introduce economics to the third grade student while incorporating all curriculum areas. She is available to provide materials and group and individual workshops to interested teachers. | Thirdville can be implemented by individul teachers or by all teachers within a grade level. Individual teachers can teach economics lessons once weekly in the classroom, setting up the components of the community as learning centers. As a grade-wide project, each teacher can set up a part of the community in his or her classroom. | Dina Marks PS 90, CSD 21 2840 West 12th Street Brooklyn, NY 11224 (718) 266-8090 Principal: Edna Cohen | | |

25 | Our Turn-- Kids Ask Questions | Mathematics | Technology | 6 | 6 | 6 | 4 | Our TurnÑKids Ask Questions was developed in response to the implementation of the NCTM standards reflected in the new assessment in mathematics beginning this spring. Mathematics teaching in the elementary schools can no longer stress computation and arithmetic alone; rather, it must increase children's capacity to think critically, to reason, and to explore problems creatively. The project responds to this challenge through storytelling and legends that stimulate the children's interest and lend themselves to mathematical investigation. The math and reading teachers work collaboratively to locate stories and legends that will stimulate the children's interest and lend themselves to mathematical investigation. After sharing stories the children collectively create their own storiesÑthe sillier and more exaggerated, the better. Then they brainstorm to develop mathematical problems pertaining to each situation. For example, in,"The Story of the Five Hundred Dragons," questions may include:,"If the prince slayed 57 dragons with his light saber and 194 dragons with his magic sword, how many dragons were alive in the forest?" or,"What can the prince do to increase his dragon-slaying power?" The sillier the problem, the more fun the class has and the more motivated the kids are to figure out the answers. Role-playing, supermarket sale circulars, and Lego Village building materials are incorporated into the project; these further serve to make learning math inventive and enjoyable. Eventually, the children write their own creative math problems that they illustrate and share with their classmates. Finally, the best problems are collected in, a newspaper that is written and edited by the children. By creating and sharing their math problems, children gain confidence in their mathematical abilities as well as an interest in further learning. | | Susan Hendler, developer of the project, hopes to have many schools participate in the project and to develop a magazine containing the contributions of children from schools all over the city. | Elementary school math teachers are encouraged to collaborate with other math teachers, reading specialists, and school librarians to design an effective project. A trip to the local library for a storytelling session is a good way to engage children in activities. The project is conducive to group work: One group may choose to design and construct a Lego structure. Another group may decide to share a favorite legend and use this experience as a basis for creating math problems. A third group might use manipulatives to develop math puzzles. All groups can then report back and share problem-solving activities they have created. | Susan Hendler PS 7, CSD 19 528 Ridgewood Avenue Brooklyn, NY 11208 (718) 647-3600 Principal: Jo Ann Asciutto | | |

26 | Enriching the Advanced Placement Calculus Program | Mathematics | Classroom Management/Intergroup | 14 | 14 | 6 | 4 | Enriching the Advanced Placement Calculus Program, enables students to use the graphing calculator as a tool for mathematical exploration and discovery. Starting in 1994 students will be allowed to use calculators on SAT exams. In 1995 all Advanced Placement candidates in calculus will be required to demonstrate proficiency in the use of a graphing calculator. The infusion of the graphing calculator into the secondary school mathematics curriculum provides students with a new means of investigating and verifying mathematical concepts. The purpose of this project is to familiarize students with the graphing calculator, specifically the TI-81 or TI-82 from Texas Instruments; to teach them to apply their computing skills in solving mathematical problems; to enable them to develop skills in computer programming; and to further develop their higher order thinking skills through creative work. After the students are shown how to use the calculator, they work in small groups to solve a variety of problems. As they develop proficiency, they apply their knowledge by writing a project using the graphing calculator. Finally, students demonstrate their proficiency by presenting a mini-lesson on a topic in the mathematics curriculum. | | Steven J. Balasiano implemented this project in 1992 as a means of integrating technology and computer programming into advanced mathematics classes. He received an IMPACT II grant in 1986 for his project Mathematics: An Investigation into Research. Lesson plans and consultations are available to teachers interested in implementing the project. | Teachers can adapt this project by applying the graphing calculator in lower level high school mathematics courses, such as pre-calculus and sequential mathematics I, II, or III. | Steven J. Balasiano Sheepshead Bay High School 3000 Avenue X Brooklyn, NY 11235 (718) 332-2003 Principal: Richard Tardalo | | |

27 | The U.S. Abacus (Arithmetic Machine for Cooperative Learning) | Mathematics | English/Language Arts | 1 | 14 | 6 | 4 | The U.S. Abacus is a multisensory teaching aid that makes learning abstract mathematical rules and relationships fun and exciting. By manipulating the colored rings in the U.S. Abacus set, students learn the rules of the four basic operations step by step, beginning with the most simple concepts and gradually moving on to more sophisticated functions. Once students have mastered an operation, they can easily transfer their understanding to paper. Because it is tactile and easy to use, the set is compatible with a wide range of student learning styles and can be used individually or in small groups; its colors and columns make it easy and enjoyable for students to monitor their progress. | | J. Chen is a bilingual special education teacher at PS 371 in Brooklyn. Ying Zhang is a bilingual special education teacher at IS 52 in the Bronx. With the assistance of Professor Heard of Rutgers University, they developed the kit in response to the need for a simple, unified teaching aid that would make mathematics interesting and engaging for students. | Because of its convenience, The U.S. Abacus can be easily integrated into any existing mathematics project to introduce or reinforce basic mathematical concepts and operations. Students can use it individually, in pairs, or in small groups. After working with the set, they can transfer their learnings to paper or present them to the class. | Ying Zhang IS 52, CSD 8 681 Kelly Street Bronx, NY 10455 (718) 822-5082 Principal: Iraida Fuentes J. Chen PS 371, CSD 75 355 37th Street Brooklyn, NY 11232 (718) 788-7608 Principal: Octavia C. LeGrand | | |

28 | If ItÕs Monday, It Must Be Multicultural Health Day | Health/Physical Education | Arts | 2 | 4 | 6 | 4 | If It's Monday, It Must Be Multicultural Health Day is an interdisciplinary, project that engages children in studying nutrition by exploring their culinary roots. The project adapts Eric Carle's book Today Is Monday to teach children about various foods and the countries from which they come, along with animals from around the world. The class begins by looking at the illustrations in the book and learning the song,"Today Is Monday." Small groups of children are then given a piece of oaktag with a day of the week written on it and a picture of a food item, alongside it. The class joins in a musical presentation in which each group stands up when the class sings about their day of the week and food item. When all groups are standing, the children are asked to place themselves in the right order for days of the week. For homework, children, with help from their parents, bring in a picture of food that is popular in their native country. The names of foods mentioned in the song are replaced by those that the children bring in. The children present their song to another class, and they engage in a variety of other multicultural activities; for example, they map the countries where different foods come from, make charts based on food groups, write stories, and learn to make,"stained glass" animals like those in Carle's books. The project culminates in the creation of a big book that showcases children's understanding. | | Iris Teitler, a teacher of grades K-2 at PS 200, ini-tiated the project in 1993 to promote multicultural awareness in children while expanding their social and academic skills. | Teachers seeking to integrate author and picture book study, whole language, and multicultural education methodologies will find this project easy to adapt. A variety of activities and projects based on the themes of food, animals, and areas of the world can be integrated into the project. Instructional strategies, lesson plans, student work samples, and other materials are available upon request. | Iris Teitler PS 200, CSD 25 70-10 164th Street Flushing, NY 11365 (718) 969-7780 Principal: Elaine M. Lulka | | |

29 | Dolls Around the World | Global Education | English/Language Arts | 2 | 7 | 6 | 4 | Dolls Around the World is an innovative approach to developing children's awareness of the traditions and customs of peoples from many regions of the world. The use of dolls to explore world cultures was initially linked with the third grade social studies curriculum Regions of the World. A unit on the Eastern Coastal Indians opens with a presentation by the teacher of Native American cornhusk dolls. The children read the Seneca story,"The Doll with No Face" and make their own dolls. The class makes Hopi Kachinas from clothespins, pioneer wooden spool dolls, Japanese paper dolls, beaded dolls to represent the Zulus, and soap sculptured Eskimo dolls. The project reaches across all curriculum areas. For example, children develop communication arts skills by reading folktales and writing their own stories about the dolls they make. They develop the math skills of patterning and measurement in lessons focusing on the beadwork of the Plains Indians and African peoples. Not only do they develop sensitivity toward the cultures of diverse peoples, but they gain a sense of pride and accomplishment in creating and displaying their work. | | Loretta Nardone has been using dolls in her classroom for 18 years. She has found that their visual power and their familiarity to children make them appealing and effective learning tools. She is currently working on a Dolls Around, the World curriculum guide and work kit for District 31. Consultations can be arranged with interested teachers. | Dolls Around the World allows both teachers and children opportunities to be creative. Almost any curriculum unit can incorporate dolls to introduce the history, traditions, religion, art, and environment of people from a specific region, nation, or ethnic group. Parental involvement can be most helpful; parents or senior citizens can be asked to help with dollmaking activities. A teacher might also involve older students in working with younger children. | Loretta Nardone PS 41, CSD 31 Clawson Street and Locust Avenue Staten Island, NY 10306 (718) 351-6777 Principal: RoseMary Muradas | | |

30 | Grand-parents Show Children the Mountaintops | Global Education | English/Language Arts | 2 | 7 | 6 | 4 | The goal of Grandparents Show Children the Mountaintops is to give young children opportunities for positive interaction with elderly people, thereby dispelling negative attitudes and stereotypes about the aged and people with disabilities. Inviting grandparents and other elderly people into the classroom to talk about their lives and to interact with the children is both exciting and rewarding to all concerned. This activity arouses children's curiosity and pride in their own family histories. By discussing some of the physical impairments of old people, such loss of hearing, vision, and mobility, children learn about ways to help others and to appreciate the strengths and capabilities of elderly people. The project incorporates all subject areas into the intergenerational theme: children read literature on grandparents and aging and write experience charts and stories about their grandparents. They take photos and draw pictures when visitors come to speak to the class and write letters thanking visitors for coming. Science activities include comparing the headphones in the listening center with hearing aids and comparing eyeglasses with magnifying glasses. The class also investigates the lifecycle of humans and animals. Mathematics activities include making graphs on the attributes of children, teenagers, younger adults, and elderly people. | | Marylin Kurlan Sperling, an early childhood teacher,, continues to develop new activities for the project. Her goal is to instill in children an awareness of the positive contributions of elderly and disabled people and to foster tolerance and understanding across the generations. | Grandparents Show Children the Mountain-tops can be adapted in whole or in part. Variations on activities based on intergenerational themes are up to teachers' imaginations and resources available in the school and in the community. Marylin Sperling is available for telephone or in-person consultation. | Marylin Kurlan Sperling PS 182, CSD 28 90-36 150th Street Jamaica, NY 11435 (718) 291-8500 Principal: Lois Cohen | | |

31 | Tales for Tolerance | Global Education | English/Language Arts | 3 | 6 | 6 | 4 | Tales for Tolerance engages 60 children from grades one and four in a peer mentoring project that focuses on the indigenous peoples of North and South America. The project uses folktales from various regions to aquaint children with the cultures of indigenous peoples; its goal is to dispel stereotypical ideas the children may have formed and to promote tolerance and understanding of other cultures. The project begins with a reading of,"The Legend of Bluebonnet," by Tomie de Paola, to the fourth grade class. In cooperative groups, students create posters that portray parts of the story that they liked best. They are then exposed to other folktales of indigenous peoples and are asked to choose one they would like to share with a first grader. Then, groups composed of two first graders and two fourth graders are formed. The groups meet for 30 minutes twice a week for three weeks. Besides reading and discussing their folktales, they read about the culture, that their particular folktale is from. Once they are thoroughly immersed in their stories, each group retells their tale to the other students. They may choose a skit, puppet show, film strip, or another kind of presentation. While they learn about peoples from North and South America, children strengthen a variety of skills, including retelling, summarizing, formulating, and presenting. They also develop map reading skills as they locate the areas inhabited by the group they are studying and learn what that area is called today. | | Karen Chikofsky first taught Tales for Tolerance, during the 1992-1993 school year. She plans to include other cultural groups and involve grades two, three, five, and six in the project, culminating in a schoolwide festival. | Tales for Tolerance lends itself to adaptation easily, as any ethnic or cultural group could be used as themes. Teachers may choose the cultural group to be studied and then select eight to ten folktales from that region. | Karen Chikofsky PS 15, CSD 15 71 Sullivan Street Brooklyn, NY 11231 (718) 330-9280 Principal: Mary Manti | | |

32 | Children Are Architects of the Future | Global Education | English/Language Arts | 4 | 4 | 6 | 4 | Children Are Architects of the Future, is an integrated curriculum project that employs a thematic approach to develop academic skills and concepts of at-risk second grade students. Using the theme of architecture, the project builds on children's strengths and interests to motivate them to learn more about structures in their environment. The project begins with neighborhood walks in which, children observe and categorize buildings in the neighborhood according to shape, size, use, building materials, age, and other features. The children gradually learn to discern geometrical shapes and architectural forms and are encouraged to reproduce these in the classroom through drawings, models, and paste-ups. These exercises branch out into an array of activities. For a major class project, children design and build a "reading house" out of empty milk cartons. The children work cooperatively as designers, architects, construction workers, and clean-up crews. Students also create a skyline that encircles the classroom and a "structures dictionary" of words they have found that are related to architecture. They also, work with a junior high school class on a variety of projects. Field trips and guest speakers enrich children's experience. The project incorporates mathematics, science, social studies, language arts, and art in varied and creative ways that spark children's imaginations and allow them to develop their individual talents at their own pace. | | Noticing that many children in his classes had never traveled far from their own communities, Theodore Husted, an early childhood teacher,, designed the project in 1992 to expose students to the world beyond their immediate neighborhood and to foster academic and social skills. | To start this project, all you need to do is take a walk around the school neighborhood with the class to observe various buildings and structures. Children can discuss their observations and design and construct a simple model of the neighborhood using empty milk cartons and cereal boxes. Once children are engaged in observing and constructing structures in the environment, the project will take off; the theme has endless possibilities for activities and can build upon children's interests. Workshops and visits can be arranged with Theodore Husted for those interested in starting the project at their own schools. | Theodore Husted PS 45, CSD 10 279 East 196 Street Bronx, NY 10458 (718) 584-4450 Principal: Aramina Ferrer | | |

33 | The PeopleÕs Court of PS 156 | Global Education | English/Language Arts | 4 | 7 | 6 | 4 | The People's Court of PS 156 is a fifth grade court designed to respond to increasing levels of violence in our communities by helping students resolve conflicts peacefully. The process begins in October when the entire fifth grade reads about the American legal system and makes a class trip to the courthouse. Then the fifth grade takes a teacher-made,"Bar Exam" to determine who will sit on the court. The 15 students with the highest scores and the best teacher recommendations serve on the court. The teachers and volunteers working with the People's Court decide which two children will be the defense attorney and the prosecutor for the week. Those two children meet with the defendant and witnesses to prepare their cases. The other children on the court serve as jurors. They decide the defendant's innocence or guilt and recommend punishments. Participating in the court gives students a chance to improve oral, written, and critical thinking skills. They are required to listen, take notes on the facts of the case, identify cause and effect, make inferences, and draw conclusions based on the evidence. The project also teaches children about the Constitution and law. | | Fifth grade teacher Evelyn Jackson developed this project along with teacher trainer Diana Karabaic. The project was first taught during the 1989-1990 school year and has since been adopted by other classroom teachers. A volunteer from the Retired Senior Citizen Volunteer Project comes weekly to serve as one of the judges. The PTA has been active in publicizing the project to the community. Maxine O'Connor, principal, and Sharon McLeod, assistant principal, have also provided assistance and support. | PS 156 is not unique: the conflicts occurring there are common in many schools. A project such as The People's Court, can be implemented schoolwide or in individual classrooms. Visits to the Supreme Court are very useful in introducing children to the criminal justice system. Teachers can contact the district attorney's office in their borough for information and assistance. Evelyn Jackson is available to consult interested teachers and to send information. Teachers can arrange to visit PS 156 to attenda, court session. | Evelyn Jackson PS 156, CSD 7 750 Concourse Village West Bronx, NY 10451 (718) 993-8420 Principal: Maxine OÕConner | | |

34 | Global Studies Across the Ages | Global Education | English/Language Arts | 5 | 5 | 6 | 4 | Global Studies Across the Ages is designed to introduce children to a variety of cultures and to help them develop an understanding of peoples from historical periods and cultural backgrounds other than their own. The project focuses on ancient Egyptian, Puerto Rican, Mexican, and Native American cultures. The project is designed to accommodate learning disabled students ranging from 8 to 12 years of age who are functioning at kindergarten to third grade levels; because learning disabled students require hands-on experience to reinforce learnings, the project incorporates individual and small-group instruction as well as visual, auditory, and tactile activities. For example, students create materials for a game on Egyptian hieroglyphics as a follow-up to lessons on ancient Egypt. The project also includes trips to the Metropolitan Museum of Art and the Museum of the American Indian, as well as art projects and audiovisual events. | | Vera Warlock-Banks and Linda Ferguson have been teaching the project since 1991. They are available to, demonstrate to other teachers how to individualize the project to meet students' needs and can provide course outlines, instructional strategies, resource lists, and student work samples. | Global Studies Across the Ages is designed to accommodate special education students who have been classified as learning disabled. Regular education teachers may want to adapt it to help meet the academic needs of slower students in the class. This can be done in many ways; for example, they may use tape recorders to tape information gathered during field trips. Teachers can then play the tapes and create individualized reading comprehension worksheets. Worksheets or cards may be color coded according to the difficulty of the skills. | Vera Warlock-Banks and Linda Ferguson PS 194, CSD 5 242 West 144th Street New York, NY 10030 (212) 690-5954 Principal: Russel Cunningham | | |

35 | Getting on with Government | Global Education | Science | 6 | 7 | 6 | 4 | In Getting on with Government,, students run a true election campaign for president, vice president, secretary, and treasurer of the student government. They write and present campaign speeches, create campaign posters, and engage in schoolwide political events. The children vote by secret ballot, and elected members become part of the student government, the PS 209 Civics Club. The club serves as a liaison between the administration, staff, students, and the community and has an active role in school-based decisions. Students learn the principles and practice of democracy and apply these principles in governing classes; proposing policies; and planning, organizing, and running special events. Events planned by the civics club have included the PS 209 Carnival, which raised $2,800 for various charities; a schoolwide drive to collect money to aid victims of Hurricane Andrew, peer tutoring, and publishing a school newspaper. Students employ skills across the disciplines as they write articles for, design, and publish the school newspaper; make judgments and form policies on matters of importance to them; and formulate solutions to problems. They learn that they have a voice in the school and that they have the power to effect change. | | Donna Seidenstein developed the project in 1988 as a means of giving students firsthand experience in the democratic process and inspiring them to become active members of their own communities. | The civics club represents a functioning, school-based democracy in action; elections and student government activities can be implemented at any school. The PTA is an excellent resource for assisting in school events. | Donna Seidenstein PS 209, CSD 21 Avenue Z and East 7th Street Brooklyn, NY 11235 (718) 743-1954 Principal: Howard Leibowitz | | |

36 | Current Affairs | Global Education | English/Language Arts | 7 | 7 | 6 | 4 | Current Affairs encourages students to find out what's going on in the world, to analyze world events, and to discuss global issues with their peers. Students are required to find out about the news and to report to the class on one of six issues: international news, national news, local news, weather, entertainment, and sports. One period a week is devoted to student reports to the class. Once a month, students tape their Current Affairs presentation on the school VCR. The project integrates reading, writing, pubic speaking, social studies, math, and art as students write news stories; create maps, signs, and graphs to illustrate major points; and practice their presentations. Taping the, news project is the highlight of the month for them; the room takes on the aura of a TV studio as students, dressed in their best clothes, present their news stories to the other classes in the school. | | Belinda Morris has been teaching current events using the Current Affairs, format for three years. She has found the VCR to be a powerful motivational tool for teaching current eventsÑstudents not only create a finished product, but they can share their work with other students. | Current Affairs is easy to replicate; because the project covers news over a period of one week at a time, teachers can change the format and medium of presentation during the course of the year. If video equipment is not available, teachers may have students create their own newspaper. | More Information Belinda Morris PS 143, CSD 24 34-74 113 Street Corona, NY 11368 (718) 429-0777 Principal: Thomas B. Mays | | |

37 | Courting Civil Rights | Global Education | English/Language Arts | 7 | 8 | 6 | 4 | Courting Civil Rights, gives students a working knowledge of the U.S. judicial system as well as an in-depth understanding of the civil rights movement. By, learning about famous civil rights cases of the past, students develop a deeper understanding of current events and how they can work for social change. Students are presented with a general overview of a civil rights case (e.g., Brown v. Board of Education) and are taught courtroom procedure and appropriate legal terminology. After discussing the history of the civil rights movement through handouts, videos from the PBS series Eyes on the Prize, and other resources, they are responsible for working cooperatively to prepare a given case for the plaintiff or the defense. Finally, they present their cases to their peers and faculty, with the teacher acting as judge. Courting Civil Rights strenghtens students' oral and writing skills as they write their own arguments and dialog and play such parts as lawyers, baliff, stenographer, and witnesses. It gives them an opportunity to work cooperatively toward a common goal and to develop the analytical skills that are necessary for understanding the major social issues of, our time. | | Jennifer Eden Hinderstein developed the project as a result of her interest and activity in multicultural affairs. She is available to provide consultation, to interested colleagues as well as sample lessonplans, student work samples, resource lists, and other materials. | Courting Civil Rights, may be enriched by parent and community involvement, a class trip to a court in session, or guest speakers. Teachers may want to use additional introductory materials, such as relevant works of fiction. The project is interdisciplinary and can be taught using a whole-language approach. | Jennifer Eden Hinderstein PS 174, CSD 28 65-10 Dieterle Crescent Rego Park, NY 11374 (718) 897-7006 Principal: William Bet | | |

38 | Sociology: A World of Similarities and Differences | Global Education | English/Language Arts | 9 | 10 | 6 | 4 | Sociology: A World of Similarities and Differences takes advantage of the various cultural backgrounds of the students in the school to help them, learn about cultures around the world. Students begin by making a family tree to learn more about their own heritage and traditions; as they share this information with the class, they learn about the similarities and differences among cultures and how each has contributed to life in the United States. Lesson plans are based on the information that the students offer. For example, because many students in a particular class were Chinese, the class engaged in a study of Chinese history and culture; lessons included art and writing activities related to Chinese holidays and customs and an examination of the experience of Chinese immigrants to this country. Students visited Chinatown and ate at a Chinese restaurant. The class engaged in similar activities, on African culture and also celebrated African American Heritage month by doing research projects on African American historical figures. The project ties into the annual multicultural fair, in which students prepare various foods from around the world, dress up in native costumes, and display their classwork. Parents and community members actively participate in this event. Through hands-on experiences, students learn about themselves and their classmates and develop greater sensitivity and respect for one another. | | Anita Zaret and Rosalie Cooper developed A World of Similarities and Differences, in 1991; the idea for the project grew out of their understanding that, with as many as 12 cultures represented by the student body of the school, there was clearly a need for students to learn more about one another and to show how each culture enriches our society. | Teachers can adapt the project in a variety of ways, depending on the cultural composition of their classes. One way to begin is to have students bring in a family heirloom to discuss with the class. This may lead into a discussion of students' cultural backgrounds and the unique contributions of each culture. Teachers may plan lessons, activities, and special events accordingly. Instructional strategies, student work samples, and a course outline are available to those interested in running the project in their own schools. | Anita Zaret and Rosalie Cooper JHS 210, CSD 27 93-11 101st Avenue Ozone Park, NY 11416 (718) 845-5942 Principal: Matthew Bromme | | |

39 | How Decisions Affect Our Life Chances | Global Education | Science | 9 | 14 | 6 | 4 | Adolescents frequently make decisions that nega-tively affect their future; many inner city youngsters have limited exposure to the attitudes and values that promote success. How Decisions Affect Our Life Chances, employs sociological concepts and findings to show students how decisions they make in the present determine the kinds of opportunities available to them in the future. Its purpose is to increase students' awareness of the relationship between actions and their consequences and to enable them to make positive choices in their lives. Students are assigned readings on primary social institutions, such as the family, the educational system, and the American economic structure. Discussions of the family, which focus on such aspects as mate selection and divorce, facilitate an understanding of the elements involved in successful and unsuccessful marriages. An analysis of the educational system in the United States shows the relationship between education and life opportunities. The classic study of Blau and Duncan on the American occupational structure heightens students' understanding of its functioning and demonstrates how social expectations and individual decisions influence the direction of our lives. Field trips and guest speakers enrich the project. | | Social studies teacher Bernard Feldman has made presentations on educational issues before numerous organizations, including the U.S. Department of Energy, the New York State Urban Development Corporation, and the New York City Board of Education; he developed the project in collaboration with Charles Orgel, chairman of the social studies department at William Howard Taft High School. | The course is easy to replicate in that it uses standard behavioral science material as a conceptual framework. The significance of students' personal decisions as a focus of analysis can also be introduced in psychology, social studies, and global citizenship courses that examine the association between decisions and life chances at both the individual and the societal levels. | Bernard Feldman and Charles Orgel William Howard Taft High School 240 East 172nd Street Bronx, NY 10457 (718) 293-7200 Principal: Mary Ann Macon | | |

40 | Across the Curriculum through Video | Global Education | Science | 11 | 11 | 6 | 4 | Across the Curriculum through Video is an interdisciplinary project that integrates the ninth grade English and social studies curricula. The social studies unit, which covers the history, geography, and culture of India, China, and Japan, is reinforced in the English class with oral, reading, and writing exercises related to these countries. By relating the subject areas, students see the connections between various subjects as teachers discover ways to transcend the boundaries of their disciplines. In the project, lessons, student presentations, and day-to-day planning sessions are videotaped; seeing themselves on videotape motivates students and allows them to critique their own work and observe their progress. At the same time, teachers use the tapes to learn about interdisciplinary instruction. Teachers can use the tapes to rework or restructure their lesson plans to meet specific objectives. Videos present special projects, role playing, interviews, news shows, skits on historical events, and debates. | | Robert Gross, communications coordinator at August Martin for the past 11 years, developed the project in collaboration with Ann Ferrelli, who serves as a faculty advisor for the school newspaper. By recording the actual development of an interdisciplinary curriculum, they hope to provide other teachers with ideas for interdisciplinary teaching as well as an exciting learning tool for students. | Videotapes of Across the Curriculum through Video are available to those teachers interested in planning their own interdisciplinary curricula. The videos serves as models on which teachers can base their own projects; they may elaborate on and modify ideas to suit their needs. | Robert Gross and Ann Ferrelli August Martin High School 156-01 Baisley Boulevard Jamaica, NY 11434 (718) 528-2920 Principal: Leslie Gurka | | |

41 | Model United Nations | Global Education | English/Language Arts | 11 | 14 | 6 | 4 | Model United Nations involves students in learning about major world issues and developing an appreciation of the differing perspectives and needs of other nations. The idea was first presented to the Academy of Public Service senior class; a student planning committee was formed from this group and other interested students. Other students worked with teachers to organize national delegations. Eighteen nations were represented in the event; delegations included students from regular and bilingual social studies classes and clubs. Teacher advisers helped the delegations research the countries and the issues being debated. The foreign language department provided student interpreters. The planning committee formed the U.N. staff and chaired the committee meetings; last year's committees dealt with ethnic tensions, the environment, world health, and human rights. Students wrote position papers, resolutions and prepared formal speeches for, presentation at the general assembly. Foreign language students translated speeches and interpreted during debates, and art students designed logos, posters, and delegation signs. The general assembly meeting brought all delegations together to debate issues and vote on resolutions. The event gave students opportunities to develop skills in research, public speaking, and leadership. They learned how to negotiate and compromise and gained an appreciation of global issues from the viewpoints of other nations. Future goals are to initiate an annual Model United Nations, that will include delegations from other high schools. | | Vicki Wojcik developed Model United Nations, in 1992 in conjunction with the Foreign Policy Association. Many other teachers at the school were actively involved in the project,, serving as delegation advisers and helping students do research and prepare for the event. | Model United Nations fits well into today's curriculum, which emphasizes the importance of multiculturalism and global citizenship. Washington Irving would, like other schools to participate in the project; for those schools who want to become involved or for those wishing to organize their own event, a videotape of the event is available that can be used to demonstrate how it was run. Staff can provide ideas, assistance, and sample materials, upon request. | Vicki Wojcik Washington Irving High School 40 Irving Place New York, NY 10003 (212) 674-5000 Principal: Robert Durkin | | |

42 | Project GREAT: Global Renaissance--Enriching Artistic Travels | Global Education | English/Language Arts | 11 | 14 | 6 | 4 | Project GREAT, immerses students in the cultural life of countries around the world through music, art, photographs, and video. An exploration of American musical forms shows that American music has its roots in the music of other nations. Rock and roll has both Latin and African influences; in the American theater, numerous plays, such as The King and I and South Pacific, are set in other countries. The project helps students to make these connections and to explore the arts and traditions of other cultures in depth. The project is designed to awaken students' curiosity about other nations and cultures, to develop in them an appreciation of the arts, and to, encourage greater sensitivity and tolerance for peoples of all nationalities and backgrounds. The teacher introduces the class to countries around the world with presentations and activities. As motivation for writing Haiku, students listen to music from Madame Butterfly and view slides of Japan. Students' work is published in the school calendar. Teams of students research a particular nation or region and complete arts-related projects. The project includes special events such as dance festivals, trips to museums, and student presentations to the community. Among exciting past events were a trip to the Amazon Rainforest at the Museum of Natural History, a student-produced multicultural show presented at Kings County Hospital, and a Greek Festival held at the United Federation of Teachers headquarters. | | Project director Bernard Schwartz began Project GREAT in 1991. The project now involves 30, children and makes use of numerous community resources. | Project GREAT, is a cross-disciplinary project that integrates music, poetry, dance, art, and social studies. The possibilities for themes, activities, and projects are almost limitless. The teacher may select a country, region of the world, or a particular theme to be explored from an international perspective. Materials, a course outline, and consultation are available to interested educators upon request. | Bernard Schwartz James Madison High School 3787 Bedford Avenue Brooklyn, NY 11229 (718) 966-5624 Principal: Arlene Jordan | | |

43 | Charter of Global Responsibility for the 21st Century | Global Education | Arts | 12 | 14 | 6 | 4 | Charter of Global Responsibility for the 21st Century offers students opportunities to analyze global affairs and articulate their vision of positive change in the world. The purpose of the project is to get students to work together and share in the achievement of a common good. Students are encouraged to see events and problems from a global perspective and to harness their own power and creativity to create change. In the process, they strengthen their research, analytical, verbal, and writing skills. Participants researched and wrote their own contribution to the charter, which was presented at a town meeting sponsored by the Foreign Policy Association (FPA). The students and teacher met after school for six weeks; after agreeing on the topic Nonviolent Conflict Resolution, students shared bibliographic material and did further research. At the second meeting, the group was divided into four subgroups, which broke the topic down into specific areas for study and writing. At subsequent meetings, the group analyzed and critiqued the draft articles. Once the articles were revised and published, they were submitted to the FPA for consideration. At the town meeting,, student-contributors read aloud from the charter. The audience included guests representing the United Nations and the media, along with representatives of the FPA. Students at the town meeting were a heterogeneous grouping from public and private city and suburban schools. The views of participants represented diverse cultural and socioeconomic perspectives, which made the experience particularly enriching for all. | | The project was developed by high school teacher Linda Steinmann in cooperation with the FPA. It was first conducted in 1992. Amon Diggs, of the FPA, addressed the senior U.S. government class on the various topics that were on the agenda for the charter. The association also provided the class with a packet of materials for the project. | Although involvement with the Foreign Policy Association and travel into a central location (Manhattan) were among the highlights of the project, a teacher could modify and adapt the project to suit his or her school community. A project with similar goals can be set up in which parents and teachers become the audience and the dignitaries. Materials from the United Nations, or an actual visit to U.N. headquarters, may also be included. | Linda K. Steinmann Forest Hills High School 67-01 110th Street Forest Hills, NY 11375 (718) 268-3137 Principal: Rowena OÕShaughnessy | | |

44 | The Mayan Temple of Knowledge | Technology | Instructional Inquiry | 7 | 7 | 6 | 4 | The Mayan Temple of Knowledge allows students to use various media and telecommunications to extend and share their knowledge of Mayan civilization in a game format. The project builds upon Second Voyage of the Mimi in an interdisciplinary approach to studying the Mayas. Students were enrolled in NYCENET's Electronic Partners Project and paired with a sixth-grade class in Ohio. The class teams developed questions on the Mayas and categories such as Gods and Rituals (religion), Drawings and Architecture (art), and Life Before Columbus (social studies). Questions were exchanged via the Electronic Partners Board. The object of the game is to build a temple in the opposing team's school. Each time a team answers a question correctly, the opposing team receives a "block" made of plaster, clay, stone, or jade, depending on the difficulty of the question, which they use to construct their temple. The winning team, is given the honor of naming their temple. The class is divided into four committees: the game committee is responsible for determining the rules of the game and critiquing questions; the temple builders are in charge of designing a prototype of the temple, drawing pictures of events and items from the Mayan period, and building the temple out of construction paper; the research committee peruses Second Voyage materials, on-line and library encyclopedias, and books to verify and provide answers to questions posed by the opposing team; the photography committee takes pictures of the school, students, and staff. | | Peggy Wyns received a 1992 New York Telephone Telecommunications Award for the Mayan project. She also developed the Pen Pals on Chips project, for which she received an Impact II disseminator grant, and has conducted numerous computer workshops. Paula Goldstein, the Electronic Partners Coordinator, and Carol Seltzer, District 15 computer coordinator, provided invaluable support for the project. | Students may play the game without using Second Voyage of the Mimi. If the teacher does not have a modem or access to NYCENET, he or she can divide the class into two teams and conduct the game. The Mayan Temple of Knowledge need not be limited to the Mayas; teachers can replace the Mayas with another culture. | Peggy Wyns PS 131, CSD 15 4305 Fort Hamilton Parkway Brooklyn, NY 11219 (718) 330-9355 Principal: Virginia Bartolotti | | |

45 | Get with the Program! | Technology | Classroom Management/Intergroup | 7 | 8 | 6 | 4 | Get with the Program!, expands upon such computer programs as Oregon Trail, Carmen San Diego, and Expedition through a series of interdisciplinary lesson plans. Using Odell Lake software, students become involved in projects across the curriculum, such as making electronic books, making graphs, writing and designing newsletters, creating storyboards, and building an aquarium. Students work independently, applying word processing and spreadsheet programs, videos, overheads, the library media center, and other resources to complete each project. Students learn more sophisticated research techniques and to use technology as a tool. Teachers gain a creative way to use their computer and available software programs to their fullest potential. | | Lourdes Santiago, a computer science teacher, taught the project during the 1992-1993 school year and intends to introduce it to junior high school students using the program Carmen San Diego. | This project is open-endedÑit lends itself to a variety of teaching and learning styles. It leaves room, for creativity and expansion and allows for the integration of a range of media and technology, depending on what is available and what students are interested in. | Lourdes Santiago East Harlem Tech PS 72, CSD 4 131 East 104th Street New York, NY 10029 (212) 860-5831 Principal: Susan Siegel | | |

46 | Culture of Mexico | Foreign Language | English/Language Arts | 4 | 4 | 7 | 5 | You can eat cactus? Tuna is fruit? Chocolate was called,"xocoatl" by the, Aztecs? The Mayas used a calendar more accurate than ours today? Napoleon, sent a French emperor to Mexico? All these questions and more can be, answered by students taking the course, the,"Culture of Mexico." This semester course course offers .5 credit in Spanish and is open to any, student with one or more years of Spanish language study. Many of the, readings and classroom presentations are done in Spanish. Mexican history and culture are,"experienced" by creating authentic craft, projects, such as weaving, pinatas and clay figures. Students also cook, authentic Mexican recipes, make tortillas from scratch, and learn to use, the,"molinillo" to make hot chocolate, once the royal beverage of Aztec, nobles. Students,"tour" many Mexican cities via slide presentations. A favorite classroom activity is reading Mexican legends and tales. A, comparison is made between the,"Sleeping Beauty" and,"Snow White" legends, of Western Europe and the,"Aztimba, la Princesa" and the,"principe, Popocatepetl" legends of the Aztecs. Creation stories of the Mayas of the, Yucatan Peninsula are compared with the book of Genesis. Students then pick, their favorite legend and make an illustrated children's book in Spanish. For more than a decade, more than 150 students have,"discovered" Mexico, through the study of her ancient cultures and the current trend toward, modernization and involvement in world trade. There is never enough time in, the Spanish I or II course to study a Spanish-speaking country in such, detail. Mexico is also our closest Latin American neighbor. A side line of this course has been to take students on actual tours of, Mexico to experience first-hand what they have learned in the classroom. To, date, seven tours haven been led by the instructor to various regions of Mexico during the summer or spring break vacations. Students have grown, immensely in their appreciation of Mexican culture and values, have gained, valuable insight into their own culture and values, and have come to, recognize that even our legends hold many similarities to Mexico. | | | | Gail Heffner Charles Walnut Ridge High School Columbus City School District 4841 East Livingston Avenue Columbus, Ohio 43227 Phone: (614) 365-5400 | | |

47 | La Cuisine Creative | Foreign Language | English/Language Arts | 4 | 4 | 7 | 5 | In this program, students of French III create a videotape cooking show in, French. Students apply previously learned material, gain new knowledge and enhance their cultural awareness as they read, write, and speak the, French language. The use of the video camera makes the project fun and, interesting for the students, increases their self-esteem, and motivates, them to want to learn even more. After selecting a French recipe from a recipe book, Paul Bocuse a la Carte students in groups of two or three read the recipes, make lists of unknown, words, list foods that will be used, and discuss (in French) the French, customs. Once students understand the recipes, they write scripts, explaining the procedures for preparing their particular recipe. The, preparation also requires that students understand the measurements used. The script is evaluated on how well the students apply their previously, learned structures and expressions, the use of new vocabulary, and the, presentation (using future tense and the expression of quantity). The final product is the actual cooking and presentation of the meal by, student groups as it is recorded on videotape including an introduction and, conclusion with accompanying French music. All written materials must use, the French language. This project encourages students to develop their French speaking, reading and writing skills as they prepare an authentic French recipe and then, transform food preparation into a creative video presentation. Through, hands-on activities and cooperative learning techniques, students learn new, vocabulary words and use mathematics to make the necessary conversions. They also develop an increased cultural awareness by discussing, eating and preparing foods from a different country and culture. | | | | Wendy Duffy Colonel White High School Dayton City School District 501 Niagara Avenue Dayton, Ohio 45404 Phone: (513) 276-2107 | | |

48 | Learning English in the "Real World" | English/Language Arts | Arts | 8 | 14 | 8 | 3 | This program supports and stimulates second language acquisition, by combining an academic setting with a more practical, more, popular, setting-McDonald's Restaurant. In addition to, introducing the students to the world of work, it uses the STAR, Character Education/social and critical thinking skills program which has been successfully implemented on a schoolwide basis. All materials, activities, and presentations are in the target, language, English, and all lessons are designed generically so, that they may be used with any business model. The program, provides a personally relevant, non-threatening, cultural context, for the acquisition of second language skills, adapts easily to a, heterogeneous student population, and develops students' personal, responsibility and interest in their education future. The first, semester focuses on communication and cooperation and involves, multimodal activities which develop students' ability to, communicate and cooperate with their peers, their supervisors and their customers. It includes exploring different careers; examining one's personality, values, and goals; and learning, basic job survival skills such as interviewing, filling out job, applications, handling customer complaints, and understanding the, importance of body language. The second semester focuses on responsibility and reliability and learning to succeed in the changing workplace. The emphasis, is on interpersonal relationships, positive attitudes and safety, habits, active listening, following directions, and critical, decision making. Although students are exposed to guest speakers, throughout the year, during the second semester they complete the, McDonald's orientation process, visit the restaurant, and in May spend an entire morning in the restaurant, role-playing employee, and customer. All keep a vocational portfolio and participate in, many activities associated with the McDonald's Internship, Program. In order to evaluate specified student outcomes, which are based, on competency and affective learning, students are given oral and, written pre- and post-tests (English and Spanish), and assessment, of basic skills, thinking skills, and personal qualities. The, results of these tests, as well as those of the normal district, tests, show that students not only acquire basic second language, skills faster, but also make significant improvement in their, ability to interact socially and think critically. This program, was introduced as a Community as Classroom grant project in, 1992-93 with my IMPACT II community partner, McDonald's, Restaurants. It is currently being refined and adapted to include, a focus on multicultural diversity and civic awareness. State Framework, This program facilitates acquisition of second language skills in, a meaningful cultural context and develops personal and community, responsibility. Approximately 75 students in my ESL II class have participated. | | I have taught ESL and Spanish at Santa Barbara Junior High School, for five years. I previously taught Spanish for 12 years at UCSB. I have been a Mentor Teacher, was a fellow at the Harvard, Institute on Reading, Writing and Civic Education with, Multicultural focus in summer 1993, and a Fulbright-Hayes fellow, in summer 1994 in Mexico. I received the California Historical, Society's Galland Award in 1993. | | Lissa Lee Santa Barbara Junior High 721 East Cota Street Santa Barbara, CA 93103 (805) 963-7751 John Mendoza, Principal Santa Barbara High School District Business Partner John Greenleaf Whittier Award for Character Education | | |

49 | Adapting the presidential physical fitness test | Health/Physical Education | Arts | 5 | 8 | 3 | 6 | This study investigates whether physically disabled students can improve their level of fitness working with an individualized, adapted version of the Presidential Physical Fitness Test. Fairfax County students in grades four, five, and six currently participate in a nationally recognize