These
are the most popular lesson plans and curriculum
units accessed by teachers on the web site. Enjoy!
What Makes A Good Friend?
The Ocean Biome
Breads from Around the World
The Great American Melting Pot
Catching on to Catcher in the Rye
The Leaning Tower of Pisa
Digging Into the Past
The Real Way to Moolah Beach!
Tarantulas
The Vision Contest
The Darkling Beetle
Creating a Poetry Web Site
Are We Alone?
Pedestrian Safety
A Walk in an Impressionist Garden
Power Point Poems
Let's Rock
The
Renaissance
Making e-Books
Drawing the Line
Below is a list of our Teacher Designed Activities.
Curriculum: TDA: sql
"CELEBRATING ME" |
Category: Arts |
Grades: 7 to 11 |
How It Works: In the "Celebrating Me"
project, each student plans, writes, rehearses, and delivers a speech
explaining about his/her unique talent, interest, or ability. Along with
the speech, the student creates a visual representation of his choice,
which can be a demonstration, poster, diorama, or collage. The purpose
of the project is to give students an opportunity to experience and
succeed in public speaking, and to recognize and celebrate their own
unique achievements and interests of their peers. While preparing and
participating in this project, students are developing and organizing
their writing, editing, speaking, and listening skills. A variety of
learning styles can be accommodated.
Methods of instruction include teacher-directed and student-directed
activities. Students work independently to plan and write their
speeches, and create their visuals, and present them to the class.
Assessments used are rubrics, self-assessments, and teacher
observations. Five classes of 25 seventh grade students in heterogeneous
ability level classes have participated each year. It is appropriate
for grades four through eight.
|
The Students: This is a wonderful project to
do at the beginning of a new school year, because it helps students get
to know each other quickly, and the teacher can learn each child's
strengths, many of which may never be demonstrated in the daily
classroom.
|
The Staff: Susan Nicolini-Saylor Flood Middle School, Stratford |
What You Need: Graphic organizers, note cards, paper; poster board, markers |
Overall Value: "Celebrating Me" involves a
combination of cognitive and affective skills resulting in a motivating
and enjoyable learning experience. It fosters self-awareness,
appreciation and recognition of one's own individual talent or interest,
and those of others, while using speaking, listening, and viewing, as
well as writing. Since each student selects a topic in which he is
already knowledgeable, or has experienced success, the interest level is
intrinsic. Positive self-concept and confidence occur as students
prepare their speeches and share them with the class, thus working to be
effective communicators.
|
Standards: Positive Self-Concept
Interpersonal Relations Speaking, Listening and Viewing
Writing
|
"EVERYBODY IS A STAR!" |
Category: Arts |
Grades: 7 to 10 |
How It Works: Everybody Is a Star!" is a
forum for studying public speaking, performance art, literary concepts,
writing, and critical analysis in ways that guarantee active and
responsible involvement of all students. Students write their own
original plays or scenes, dramatize historical events or scenes from
literature studied or work with published dramas.
After initial instruction, the culminating activity can be repeated
throughout the year to review literary concepts and enhance new pieces
of literature. Background lessons include the history of drama and
biographical information about famous dramatists. Literature lessons
include types of drama; parts of a plot; character development; and
stereotyping. Written assignments include reviews of television programs
and live plays; scripts for videotaped reviews; self and peer
assessment forms; and directions for theatrical face painting. Public
speaking lessons include elocution exercises and the actual performing
of plays and critiques before the class. Lessons can be added or deleted
depending upon time constraints, students' abilities, and individual
teachers' goals without compromising the effectiveness of core leanings.
All of the above are treated in ways that are age - appropriate for
middle school.
Written reviews are evaluated in traditional ways and in peer evaluation
formats. Actors are evaluated on evidence of practice, voice
projection, expression, correct pronunciation, and other aspects of the
actual performance, plus the effort to bring props and costumes. Oral
reviews are also evaluated as performances. Their content is evaluated
on organization of ideas; use of constructive criticism; support for
others in the class; understanding and application of literary terms;
poise; effort; and insight.
|
The Students: Middle school English classes
varying in size from 20 to 25 students participated in this unit. It is
appropriate for grades five through eight.
|
The Staff: Barbara Groves East Ridge Middle School, Ridgefield |
What You Need: Cold cream, face paints, cotton, video/audio equipment (optional), overheads |
Overall Value: Classroom plays often engage a
few students in speaking roles while the rest watch; this approach
demands active listening because students view performances while
serving as critics. Teamwork, building positive self-concept, and
responsibility converge in this unit with strong academic content in
writing, and speaking, listening and viewing skills. It promotes true
revision, assigns active roles at all times, and brings critical viewing
out of the classroom and into the television room.
|
Standards: Positive self-concept Responsibility Speaking, Listening and Viewing Literature Writing
|
"Hola, Ohio, Jambo Hello Children" |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Children gain an awareness of
the culture of five different areas -- Mexico, Japan, China, Africa and
the USA -- by comparing the similarities and differences in customs,
languages, literature and celebrations. Children make flags, murals,
masks, jewelry, musical instruments, learn to count in other languages
and prepare and sample new foods. The project culminates in an
exciting,,"Festival Day Around the World." Students: This project
is adaptable for all primary grades as well as bilingual and special
education classes. |
The Students: |
The Staff: Sally M. Johnson, currently a
kindergarten teacher, holds a BS and MS from Chicago State University.
She has twenty years of teaching experience in the Chicago public
schools. |
What You Need: Materials And Facilities:
The room should accommodate learning centers so student groups can work
simultaneously on various activities throughout the classroom. Cooking
equipment is needed to prepare ethnic foods. Outside Resources:
Public and school libraries provide literature selections and videos.
Children enjoy visits to ethnic grocery stores and restaurants. Parents
assist with arts and crafts projects and the preparation of ethnic
foods. |
Overall Value: Children come to appreciate
the differences between people in the world while becoming aware that
people everywhere have much the same needs. The project enhances and
reinforces all academic areas while allowing flexibility in the
selection of specific activities. |
Standards: |
"How-To" Mania |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: This program is designed to use
attention-getting activities to excite middle school students about
writing a "how-to" process paper. Step One: Introduce the process of
writing a "how-to" paper using visual charts to display the various
steps. Place a shoe in front of the class and have students tell you
orally,"how to" move your hands to tie the laces into a bow. Answers
can be taken from various class members or you can select a specific
student to give you the instructions. Repeat the process several times
as interest remains high and allow students to try their hand at
following the directions of their friends. There is more than one way
to tie a bow (I learned this from students who showed me an easier way
the first year I taught this program) so be sure to ask for volunteers
who know other ways to accomplish the task. While interest is high,
have a student list the steps involved on the chalkboard and then move
the students into a rough draft of a "How to Tie Your Shoes" paper. For
ESL students draft a model paper on the board they can follow to
complete their own successfully. Step Two: Demonstrate,"how-to" make a
balloon animal (it is really very easy) and have your students record
the steps. Students are highly motivated by the chance to get a
balloon, so it's OK to ask to see their finished,"How to Tie Your Shoes"
paper and/or their pre-writing, outline, or cluster of ideas for
their,"How to Make a Balloon Animal" paper before giving them a balloon
to experiment with. Most novices cannot blow up animal balloons so get a
pump. Two hand pumps are enough for an average-size class. Avoid the
plastic pumps because the first time they are dropped, the tips break
off and you are back to using lung power to fill the balloons.
Complainers never get the color balloon they want, so get only one or
two colors or rule the that students must take the color they are given
to, defuse this complaint. After three years my principal agreed that I
would pop all practice balloons before the child leaves the room and
any student wanting a replacement to take home could pick it up right
after school. The extra $8.00 for another bag of balloons saved the
principals, other teachers and staff more than enough anguish to pay for
itself. For ESL, post and practice phrases like,"fold about six inches
of the balloon," "twist,","tie," etc. to help them draft their
sentences. If you move around the room while students are
experimenting, you can help them develop the wording for the steps they
are trying to describe. Step Three: Students create and present their
own,"how-to" topic. They may teach any skill you approve to the class.
Extra credit is given for props, handouts, and assistants. Each
student does one. Making a sandwich, putting on makeup, and,"how to"
ask a girl out on a date are a few of the eighth grade's favorite
topics. Take three days for preparation, with the first for topic
selection and pre-writing outlines, the second for a draft of the
speech. The Student:,"How-to Mania" has been used successfully with both
eighth and sixth grade regular English and ESL students. |
The Students: |
The Staff: The student's language arts
teacher will be able to accomplish this program successfully with the
administrator's patience and support. |
What You Need: Materials: 1) Posters, visual
aids and handouts to present the writing process of the,"how-to" paper.
2) A pair of shoes with laces. 3) At least two gross of
professional-grade 260 balloons available through mail order or carnival
or party supply stores. 4) Two solid metal balloon pumps or an
electric inflator, if money, is no object. 5) Large sheets of drawing
paper (legal size is sufficient if no other is available). 6) Portable
public address system, podium, or school record player with a
microphone. 7) A classroom with room for students to engage in
creativity. Outside Resources: No outside resources required |
Overall Value: Students will have had the
opportunity to learn the steps to producing a "how-to" paper and have
four to five opportunities to review the steps with creative, hands-on
projects. |
Standards: |
"IF WALLS COULD TALK" |
Category: Arts |
Grades: 6 to 14 |
How It Works: "If Wall Could Talk" is a
project which demonstrates to students the connection between written
and visual forms of communication. After completing a study of poetry
students are encouraged to interpret the written word in a visual
format. The resulting illustrations are integrated into a mural which is
painted on a wall in the library by the art teacher. The names of the
student artists and the student who selected the quote are included in
the mural. In celebration of poetry, art and their efforts each student
receives a personal invitation written by a current fourth grade student
to return to the library and their alma mater for the "unveiling of the
mural".
During library visits students are involved in discussion and recitation
of poetry, examine literal and figurative interpretation and practice
extraction skills in the selection of a line of poetry. The quote is the
basis for demonstrating their illustrative and compositional skills in
art class.
Assessment is performance based. Students meet with the media specialist
to evaluate the poetry they have selected for recitation. The media
specialist also measures the value of student selected quotes based on
criteria established during lessons. Peer assessment occurs as students
"vote" for the quote they would like to see incorporated into the mural.
Illustration and compositional skills are measured through their final
project in art class. One quote and twenty-five to sixty illustrations
are selected to be part of the mural.
|
The Students: One hundred fifty fourth grade students participate in this project. It is appropriate for grades 4-12.
|
The Staff: Jacqueline Rogalski and Nancy Linton A. Ward Spaulding School, Suffield |
What You Need: Volumes of poetry, markers, paper, paints and brushes.
|
Overall Value: Skills in art and literature
are promoted and cultivated. Students become familiar with and learn to
appreciate poetry and the mural as art forms. Critical and creative
thinking skills are used through the quote selection process and
interpretation of its message through visual imagery. Anticipation and
excitement about the project increases as students view selected
illustrations being added to the new mural. Self-esteem is enhanced
individually and as a class. The lasting legacy of their efforts is
revealed at the "Unveiling". The entire school community enjoys and
appreciates contribution.
|
Standards: Intellectual Curiosity
Sense of Community
|
"Kid's Korner" - A Library Within A Library |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: Young would-be authors meet
before classes begin to write and illustrate their own books. The
books, available for borrowing, are displayed in a special section of
the school library, the,"Kids Korner." A laminated color copy of the
book goes home with the young author. The culminating event is an
all-day festival which includes: -an assembly in which students
dramatize their books, -a student drama troupe traveling to other
classes -young authors reading their books to others -a
paper-making demonstration, -presentations by professional storytellers,
children's authors and/or illustrators. Students: This program
was open to students of all abilities in grades K-8. The class of 15-25
students met four days a week, from 8:00-8:30 A.M. When a book was
completed, the next student on the waiting list took the place of the
just-published author. |
The Students: |
The Staff: Shirley Wyzguski holds a BA from
Northeastern Illinois State College and an MA from Northeastern Illinois
University. She developed this program while Director of the
Library/Learning Resource Center at Mayo Elementary School. Mayo's
students won recognition and numerous awards in district-level Young
Authors' competitions. |
What You Need: Materials And Facilities:
An area of a classroom or library can be set aside as a work area for
the Young Authors. A "supply center" with paper, pencils, markers and
art materials and a "publishing station" are all that's needed to start
the program. Outside Resources: Multi-color copying and laminating
can be done at commercial copy centers. Field trips to Harold
Washington Library, various museums, etc. throughout the school year
enhance students' experiential background, giving them more ideas for
creative writing. |
Overall Value: The flexibility of the program
allows for a constant flow of new young authors. The process of
writing and illustrating books combines the practice of countess skills
into a tangible outcome which can be proudly displayed. Students
exhibit tremendous growth in communication skills, comprehension and
critical judgment. |
Standards: |
"Let's Eat Out" |
Category: Mathematics |
Grades: 6 to 7 |
How It Works: Children will be introduced to
and will develop a conscious awareness of the,"real" world. The
business aspect of marketing a restaurant, the on the job experience of
waiting tables and cashiering, will make an impact as they focus on
future employment possibilities. To begin, the children will meet in
small groups, brainstorm, develop restaurant themes and select their
menu items. As the project continues, the children might work
individually or with partners. Class time will be allotted to create
menus and appropriate prices. When menus are complete, they will be
displayed and utilized in math class as a center activity. One day per
week, six children will be allowed to go to the center. Responsibilities
of the students in each role will include: the Patron, the Cashier,
and the Waiter/Waitress. The students will change roles weekly so that
all students will actively participate in all roles. The concept
of,"playing restaurant" is an exciting way of following Dewey's,"learn
by doing" principle. DCPS MAJOR SYSTEM PRIORITIES: Graduation, Rate,
Achievement, Job Preparedness. THE STUDENTS: The class is
departmentalized and mathematics is taught to approximately 160 fourth-
and fifth-graders. The math period is 60 minutes daily. The range of
ability levels extend to both ends of the spectrum. The project can be
adapted to older as well as younger children. At-risk groups and gifted
students can benefit because the sophistication levels can be easily
adjusted. |
The Students: |
The Staff: Ms. Scholnick's teaching
experience includes: elementary school teacher for 22 years, Teacher of
the Year 1985, member of the writing team for the Saturn Proposal which
is the new Gilbert L. Porter Elementary School of Discovery, received a
MiniGrant developed to provide aerospace data from NASA for the Teacher
Education Center and Dade County Public Schools, participated in the
Educational Research and Dissemination Program in fall 1990, Facilitator
for the Mathematics and Science Teacher Enhancement Training 1991
Conference. She has implemented adaptations of this project for the
last seven years (grades three, four, five). |
What You Need: MATERIALS AND FACILITIES: Any
corner of the room with a table and chairs is adequate. A cash box,
play money, receipt books, table settings and materials to make
individual menus will also be necessary. Laminating the menus would be
helpful for longevity. OUTSIDE RESOURCES: As a culminating activity,
children and teachers can go to a restaurant and,"eat out." With a
partner, they will total their estimated bill and determine the amount
of change each of them will be due. This should be expanded to overall
observation of a real restaurant--adding menu items, tax, etc. |
Overall Value: This project gives real life
meaning to math and it develops awareness of careers. It gives
dimension to the concepts of adding, subtracting, multiplying, dividing,
estimating, counting money and making change. It is self-motivating
because the children are enjoying themselves. It make learning fun! |
Standards: |
"MY MUSIC, MY HISTORY, MY LIFE" |
Category: Arts |
Grades: 7 to 10 |
How It Works: Music from the beginning of
time has been a method of recording history. Events and changes in our
world also affect music. In 1989 singer/song writer Billy Joel recorded
the song, "We Didn't Start the Fire." Through music, Billy Joel told the
history of the world during his lifetime. He listed people, major
events, and important social issues that dominated the years of his
life. Through this project students explore the world of their lifetime.
They research not only changes in music over these years, but the
changes and events in the world that have affected music. After
researching and reporting on both musical and non-musical events, the
students construct a timeline of the years from their birth to present,
which display their findings of this era.
Students began the research in the media center using periodicals such
as Time and Newsweek in addition to encyclopedias and almanacs. Students
then proceed to the computer lab where they utilize software such as
Bookshelf and Middle Search that contain current articles and stories
covering a variety of topics. In addition, the class is guided through
an on-line web search of their topics. The last step is to compile the
data, categorize the information by year and create additional verses
for the Billy Joel song. This requires students to apply their knowledge
of rhythm and meter. One music teacher guides the students through this
project and the media specialist and computer aide assist with the
research. This would make an excellent interdisciplinary project with
Language Arts.
|
The Students: The students who participated
in this project were grade 8 general music students of varying ability
levels including the learning disabled. These students do not
participate in the school's performing groups. This project is
appropriate for grades 6 - 12.
|
The Staff: Catherine J. Larson Madison Middle School, Trumbull |
What You Need: Students conducted the
research in the library and computer lab. The writing, construction of
the timeline, and creation of additional lyrics took place in the music
room.
|
Overall Value: The recent world has changed
tremendously. Communism has fallen in Europe, space exploration has
opened a new chapter, and the war on drugs and literacy are strong
voices from the government. Technological advancements such as
computers, VCR's, and digital recording have played a major role in many
changes. They have been responsible for a major change in the music
industry and the roles of composer, performer, and producer. Students of
today are unaware that these technologies are still in their infancy.
Through this project students better understand the connection music has
to culture and life. Finally, it allows the students to apply their
learning in a relevant medium. Putting lyrics to music is not an easy
task. It is not as simple as breaking down the syllables. Words have
rhythm. Applying knowledge of note values and meter to the rhythm of the
words to construct the verses proves to be a challenge task. The
accomplishment is realized when students are able to perform their
verses to the music of "We Didn't Start the Fire."
|
Standards: Intellectual Curiosity Motivation and Persistence Reading Writing Reasoning and Problem Solving
|
"Parent Awareness Workshops: Strategies For The Workforce 2000" |
Category: Mathematics |
Grades: 2 to 8 |
How It Works: The purpose of this project was
to acquaint parents with the current changes in mathematical
instruction as we prepare their children for the Twenty-First Century.
As teachers in public education, parent support is essential for such
change. In an invitation, we stated the various topics that would be
covered: why mathematics instruction is changing; the value of
manipulatives, problem solving, cooperative grouping, authentic
assessment; and some practical suggestions for parents on helping to
incorporate mathematics into their child's everyday life. The project
we have submitted is representative of one of three workshops held for
parents throughout the school year. RATIONALE: The purpose of this
project was to explain to parents that we, as educators, could no longer
justify vast allocations of instructional time to rote procedures in
computation, when today, nearly everyone uses calculators to compute
accurately and more efficiently. Passive regurgitation of abstractions
can no longer be the primary means of instruction when so much research
and wisdom of practice show us the vast benefits of active construction
of understanding... all based on realistic applications and the
common-place use of concrete materials and pictorial models. The role
of children is to explore, investigate, validate, discuss, represent and
construct. The role of the teachers is to guide, discuss, create
environment, question, listen and clarify. This change is demanded due
to the significant impact of available technology, particularly
calculators and computers; the changing world of work, wherein
mathematical ability is increasingly the key to maintaining our economic
viability; the growing body of research particularly in the field of
cognitive psychology about how students best learn and retain knowledge;
and the dismal student achievement data drawn from the National
Assessment of Educational Progress and the highly publicized
international comparisons of recent years. We pointed out the need that
we, as adults, have to broaden our understanding about how the world is
changing. These changes bring about new and different needs... needs
which we are not measuring up to. Selections were read from various
books, pamphlets and articles that are part of our parents lending
library which includes materials that have been collected since its
inception in 1989. The materials read and the selections given to the
parents all supported our claims.AUDIENCE: This project is easily
replicated to parents of any school-age child. Any topic can be
addressed using this format. |
The Students: |
The Staff: |
What You Need: To prepare for this math
workshop for parents, it was necessary for us to compile articles from
newspapers, magazines, professional journals and books on the subject to
support the philosophy of teaching math with the emphasis on thinking
skills and problem solving. Our materials also included a sampling of
all the manipulatives that we use in our math program. An overhead
projector and overhead manipulatives are needed to explain concepts and
do problem solving with the group. It would be an asset to have a
well-known speaker endorsing the necessity of teaching children math
skills that will be needed in the workplace in the Twenty-First Century.
|
Overall Value: Children need to know that,
when confronted with a problem that requires more than just rote
memorization of facts, many different avenues may be employed to solve
the unknown. Our project shows parents how we develop logic, reasoning
and critical thinking skills amongst their children. We also show that
there is more than one right way to arrive at an answer. Children are
encouraged to be creative and share their different ways of problem
solving with the rest of the class. Our group felt it was important to
share with the parents what their child's math class is typically like.
By holding these workshops during the evening hours, we wanted to gain
the parental support and endorsement to the changes rapidly occurring
within today's classrooms. |
Standards: |
"PLAYWRIGHTS AND MARIONETTES" |
Category: Arts |
Grades: 3 to 10 |
How It Works: Imagine five marionettes coming
to life before your eyes as they perform an original play. Imagine the
faces of the puppeteers as they introduce themselves and their
marionettes at the post production party. It begins simply with a
story...The teacher tells a favorite story with a marionette. The
students become so excited they have to create their own marionettes for
story telling. The class discusses how they will construct them and the
materials they will need. As their marionettes are 'born' they need
Baby Books to commemorate the day. All books are read at share meeting
by the students or teacher.
The newborns' personalities emerge as they join us at a meeting to
select a group of four or five fellow puppeteers for collaborative play
writing. The writing process is employed as the teacher meets with each
small group to develop plays for their marionettes. Works in progress
are presented to the whole class at share meeting. The students receive
constructive criticism and suggestions. The teacher for the whole class
reviews instructional points. The teacher also acts as a scribe and
records information for later revisions. Students design and create
scenery for the plays. Rehearsals begin and lines are memorized.
Excitement mounts! Each group is given a special day to perform its play
for other groups and parents using a student made stage and props to
augment the marionettes.
|
The Students: This project accommodates all
learning styles. The completed plays will serve as the project
assessment. Twenty-five kindergarten students, grouped heterogeneously,
participated in this project.
|
The Staff: Mary Stewart Bargar Edgewood Magnet School, New Haven |
What You Need: Scrap Wood, Metal Screw Eyes, Tongue Depressors, String
|
Overall Value: The students enhance their
writing skills, as seen in the Common Core, by conceiving ideas and
selecting and using detailed examples, illustrations, evidence, and
logic to develop topics throughout their play writing. The students
enhance their interpersonal relations, by participating actively in
reaching group decisions during writing and performance. On the
performance dates, students, parents, and teachers celebrate the
knowledge gained and skills achieved when the plays are performed and
discussed in postproduction sessions.
|
Standards: Positive self-concept Interpersonal Relations Writing Speaking, Listening and Viewing
|
"S.T.A.C.K.S. (Some Techniques to Access Computers for Kids' Sake)" |
Category: Technology |
Grades: 1 to 6 |
How It Works: The Project: As an introduction
to utilizing an authoring computer software program, special needs
students create their own personalized high-tech books
called,"S.T.A.C.K.S.". |
The Students: |
The Staff: This project was developed and
implemented by a Speech and Language, therapisVComputer Coordinator and a
Special Education teacher. Additional teachers or staff members willing
to learn about an authoring computer program can implement this
project. |
What You Need: This project was developed and
implemented by a Speech and Language, therapisVComputer Coordinator and
a Special Education teacher. Additional teachers or staff members
willing to learn about an authoring computer program can implement this
project. |
Overall Value: |
Standards: |
"Sensing" Science |
Category: Mathematics |
Grades: 3 to 4 |
How It Works: "Sensing" Science is a hands-on
approach for instructing basic science concepts. Its purposes are to
create a positive and motivating incentive for enhancing and enriching
the students' critical thinking skills and the students' interests in
science through the use of meaningful hands-on materials and activities.
Preparation of the project involves the selection and purchase of
appropriate and meaningful,"hands-on" science materials that students
can see, smell, touch, hear, and/or taste. Students are then introduced
to these various materials during their instructional science periods.
Simple investigative and exploratory activities using the,"hands-on"
materials are designed to give students an opportunity to use critical
thinking skills to discover the,"hows" and,"whys" pertaining to various
science concepts. As a culminating activity students are encouraged to
prepare a simple project, demonstration, and/or experiment using the
various,"hands-on" materials for a "Sensing" Science Day. At
the,"Sensing" Science Day students have an opportunity to share their
work and what they have learned with parents and community members as
well as other students within the school. DCPS MAJOR SYSTEM PRIORITIES:
Achievement, Critical Thinking. THE STUDENTS: This project has been
used in several first- and second-grade classes. Both regular academic
classes and special instructional classes have successfully
participated. The project is easily adapted for all levels of students,
including kindergarten as well as classes with students of Limited
English Proficiencies. It can be implemented within one individual
classroom or within an entire grade level. "Sensing" Science lends
itself to cooperative learning situations, as it can be used with either
small or large groups of students. |
The Students: |
The Staff: With a doctorate degree in Early
and Middle Childhood Education, Karol Yeatts is an 11-year teaching
veteran for DCPS. Dr. Yeatts was Dade County Public Schools' 1989-90
Math Teacher of the Year and was the 1990 Florida Mathematics Classroom
Teacher of the Year District XI Winner. She is a nominee for the 1991
Presidential Award for Excellence in Science and Mathematics Teaching.
Dr. Yeatts has received several Dade Public Education Fund Teacher
Mini-Grants and was a 1990-91 Impact II Developer (Manipulatives:
Motivating Mathematics). |
What You Need: MATERIALS AND FACILITIES:
"Sensing" Science can be used in any classroom setting. The,"hands-on"
materials can be easily stored in plastic bags or containers and placed
on book shelves or in tote bins. A list of materials and activities are
available for teachers interested in adapting the project. OUTSIDE
RESOURCES: This program can be operated without any outside resources.
However, the school's PTA is an excellent source for obtaining parent
volunteers and additional materials. A Field Trip to the Museum of
Science is an excellent outside resource to consider for enhancing the
students' interests and curiosity in the,"hows" and,"whys" of their
world. |
Overall Value: This project provides the
means for creating a positive and motivating incentive for enhancing and
enriching the students' critical thinking skills and their interests
and acquisition of basic science concepts through the use of,"hands-on"
sensory materials and activities. Your students will look forward to
Science and who knows, maybe a future Nobel Prize winner may be among
the participants! |
Standards: |
"Write" in the Center of It |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: This on-going activity was
developed to promote success and confidence in reading and writing. It
incorporates the whole language approach to learning. Children are
exposed to a variety of literature. They learn to appreciate fictional
and non-fictional books. The literature is extended across the
curriculum since everything is based on a theme. The children write in
their journals in the morning, during their center time and always in
the writing center. The writing center is the most popular center in
the classroom. The boys and girls cannot wait to share their writing
with someone willing to listen. The use of inventive spelling and
student word banks is encouraged for writing success. The children
learn to write for a variety of reasons and to a variety of audiences.
Story prompts, pictures and questions are posted daily. The children
are encouraged to make individual and class books. Before making these
books, the students are exposed to literature with repetitive texts.
Here, they are gaining confidence with reading, because their stories
have a pattern. This success snowballs into more stories and books
and lots of fun!, To help the students identify letters and sounds,
books focusing on a specific letter are introduced. For example, when
reading Make Way for Ducklings by Robert McClosky, the children focus on
the letter,"d." In addition, they make their own books entitled, Make
Way for the D's!, They come up with everything that starts with,"d" to
make their own books: Make way for the dogs!, Make way for the
dinosaurs!, Make way for the dads!, Make way for the deer!, The boys and
girls illustrate their books and share them!, They feel great because
they are reading. As they learn other letters, the class helps to pick
books they wish to rewrite. As we work on specific themes, we also
incorporate the book writing. When we worked on our HOMES unit, they
rewrote books related to the topic of study: "Houses for Everyone Ñ A
hole is a house for a mouse. A shoe is a house for a foot. A face is a
house for a nose. A skull is a house for a brain." This program works
hard at encouraging writing in every subject area. While learning to
write, the children become readers. The Student: Kindergarten students
in a developmentally appropriate classroom environment have participated
in this program with success. It can be used by first and second
graders. |
The Students: |
The Staff: This program was used for three years by a kindergarten teacher in a hands-on, print-rich environment. |
What You Need: Materials: A print-enrich
environment is a must to have success with this program. Materials
needed include: notepads, sentence strips, stapler, scissors, plenty of
table space, markers, shaped paper, chalkboard, newsprint, glue, tablet,
tape, booklets, pencils, crayons, chalk, variety of literature.
Outside Resources: We have used the school and the public library for
additional books. |
Overall Value: "Write in the Center of It" is
a program that not only helps children learn to read and write, but
also builds confidence. They look forward to sharing their writing with
everyone. The children are learning to share and appreciate literature
in all content areas. Most importantly, these kindergarten students
start,"writing" as early as the first day of school. Their reading and
writing improve daily with teacher and peer encouragement throughout the
year. |
Standards: |
"INHERIT THE WIND" |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: High school English students
from grades nine through twelve explore the theory of evolution and read
the highly relevant play "Inherit The Wind" and a series of articles
and essays about the famous Scopes trial that centered around the right
to teach evolution. They incorporate technology as they research the
topic and write their own essays on whether evolution should be taught
in school.
Students first read a New York City student's published opinion on the
1999 Kansas law that banned evolution questions from state tests. They
evaluate her essay and read a New York Times article about the Kansas
law and other accounts of the Scopes trial from 1925. They take notes
and write short essays on their opinions of the events. They also read
an article outlining the conflict between religious faith and the theory
of evolution. Again they take notes and write essays expressing their
opinions. They read the play "Inherit The Wind" at home, and for each of
the five scenes, they write an account using the point of view of one
of the characters in the form of a letter to a friend or a diary entry.
They also read the play in class and discuss issues raised and the
literary devices the authors use in a play, which is a fictionalized
account of the 1925 trial. Students write essays based on the play and
choose five topics to research using the Internet.
|
The Students: A wide range of student ability
is acceptable. I used these lessons with ninth graders in New York City
who happened to also be studying evolution in their biology class. |
The Staff: Peggy Maslow, a New York City high
school English teacher for 23 years, has used technology in the
classroom for over 16 years. She has also been her school's newspaper
advisor for almost two years. She has taught all levels of students
ranging from those with reading difficulties to honors, and has taught
courses in journalism, mystery, American literature and other topics.
|
What You Need: Completion of this project
will take ten or more class periods. Students will be reading the play
"Inherit the Wind" by Jerome Lawrence and Robert E. Lee. Computers with
an Internet connection and search engine such as Netscape are needed. A
basic working knowledge of computers is necessary. |
Overall Value: Researching the background
issues first will enhance the students' understanding and motivate them
to be more engaged while reading "Inherit The Wind." For the students I
teach, the issue of religious faith being in conflict with the theory of
evolution is a very exciting one. They become very animated in their
discussions. Furthermore, students will be motivated to express their
opinions about the conflict by drafting and writing essays, then
revising and editing them. The research exercise that follows allows the
students tremendous choice in finding an area of interest. Using the
Internet is integral to finding and using the background information and
even more important in doing the research on a related topic of their
choice. |
Standards: Technology: Students employ the
computer and the Internet as research tools and resources; compile,
analyze, and evaluate data; and develop word-processing and research
skills. English: Students read informational materials to develop
understanding and to reach a conclusion; produce a report which includes
appropriate facts and details; develop several main points relating to a
single thesis; analyze and revise work; respond to drama using
interpretive, critical, and evaluative processes; and critique a
document. |
0ur Neighborhood Online |
Category: Technology |
Grades: 4 to 8 |
How It Works: This interactive web page
program, Our Neighborhood Online, allows general and special education
language-impaired students to learn about various aspects of their
neighborhoods and share this information with others through the World
Wide Web. It provides students with a way of incorporating
speech/language class goals into the real world. These goals include
comparing and contrasting, describing and explaining, increasing
vocabulary, following directions, developing critical thinking skills,
role playing/seeing another person's point of view, and effective
communication. To attain these goals students develop web pages
addressing particular questions. For example, to learn vocabulary words
and develop critical thinking skills, they examine the concept of
neighborhoods. By asking what a student's house, block, and
neighborhood look like, they build vocabulary and learn to describe and
explain. By describing their neighborhoods, they learn to compare and
contrast. The students write paragraphs describing their neighborhoods,
relate why they live in particular places, and draw pictures of their
homes. They then type and save their work on the classroom computers
and scan their pictures on the scanner in the library. Their work is
put on the Our Neighborhood Online web page, www.homeroom.net
/Schools/schlsUSA/queens/p193qns1/Krinitz/ mskrinitz.htm. The next web
page that students explore examines the history of their neighborhoods.
The web site http://homeroom.net/ Schools/schlsUSA/queens/p193qn
allows students to access community based information and other school
web pages. They create a survey asking others about their neighborhoods.
They receive responses to their surveys from various parts of the
United States and countries around the world, and answer mail on an
ongoing basis. They also summarize and chart the responses they
receive. The students' web pages highlight favorite neighborhood places
and present results of the neighborhood survey, as well as a survey of
neighborhoods in which the teachers lived as children. |
The Students: Ten fifth and sixth graders
with speech/language impairments are involved in this program. Students
at all levels can participate in this program and improve their
skills. |
The Staff: Barbara Krinitz is a
speech/language teacher at two district elementary schools. She has
been involved for a number of years with improving communication skills
through the use of video and computer technology. She is the recipient
of the Innovative Teaching with Telecommunications Award from
Thirteen/WNET. Our Neighborhood Online has been used in the school
since November 1997. |
What You Need: Nicholas Juszczak, a parent
who created and operates Homeroom.Net, helped with the web page design.
Students use the Internet-connected computers in the library or the
computer lab. With Internet access in the classroom, the program can be
expanded to include children in other grades and allows more
program-related use of the Internet. Students use history textbooks
(e.g., Old Queens, New York in Old Photographs) and newspaper articles
that relate to the history of local neighborhoods. They interview
family members and local residents. |
Overall Value: The students share stories
about their neighborhoods with people in other parts of the world. This
program has improved student knowledge and use of computers and
computer technology, and has shown them how concepts learned in class
are useful in the real world. It gives them a sense of importance and
success and provides cross-curriculum learning experiences. |
Standards: |
100% Smart-Seven Ways of Learning |
Category: English/Language Arts |
Grades: 6 to 10 |
How It Works: 100% Smart based on Howard
Gardner's theory of the seven, intelligences enables students to explore
their own strengths in, terms of learning styles. Each student soon
discovers that each, of the seven intelligences is part of them, but
that some are, more fully developed than others. The power of
discovering one's, strengths and using them to learn is a critical
component of, education and self-esteem. Through discussion,
reading, drama, math and writing the students, learn about Gardner's
theory of learning. Students complete, questionnaires categorized by
linguistic, musical logical-mathematical, spatial, bodily-kinesthetic,
intrapersonal and interpersonal intelligences. After scoring the,
questionnaires, students utilize their math skills in fractions
decimals and percents to create personal pictorial circle graphs, with
each of the seven, pie-shaped pieces in the right, proportions to truly
reflect the data collected about themselves. These are filled with
symbols depicting their use of that, intelligence. For example, one
student who plays the harp might, use that symbol for musical
intelligence while another uses a, tape recorder to represent his/her
love of listening to music. The finished graphs are visual,
proportionally correct statements, of the diversity of learning styles
within our classroom, community. Students use the ideas expressed on
their graphs to write prose, and poetry about themselves as learners.
Each student presents a, demonstration of one of his/her strengths in
one of the seven, intelligences. One might perform a jazz dance to
demonstrate a, strength in the bodily-kinesthetic area, while another
might, display his/her watercolors to demonstrate a strength in the,
spatial area. I have been challenged by Gardner's work to revise my
classroom, curriculum so learning styles of all students within the,
classroom curriculum are honored. The seven intelligences are, displayed
in our classroom and we refer to them almost daily as a, way to
understand ourselves and others as learners. This project was
stimulated by my mentor project on gifted, education. Networking within a
research group of the South Coast, Writing Project also added ideas.
This project is the essence of all the Frameworks as its primary, goal
is the development of positive self-esteem for all students. Its
primary purpose is to help students recognize not, only their own
strengths as learners, but to appreciate the, diversity of strengths and
talents of all members of their, classroom community. This project
was used in my heterogeneous fifth/sixth grade, classroom. One of my
teammates also used this project with her, sixth grade students. |
The Students: |
The Staff: I have taught grades 1-6 for 21
years with an emphasis on upper, grades. I was a South Coast Writing
Project fellow in 1982 as, well as a fellow in literature, math and
history/social science, projects. I have been a Mentor for seven years. |
What You Need: Materials needed are white tag
board for graphs, colored pencils, and pens. Teacher packet includes
questionnaires, samples of, student graphs, writing ideas, and a
bibliography. A copy of In, Their Own Way, by Thomas Armstrong is
helpful. Outside resources are not needed. |
Overall Value: |
Standards: |
20th Century Biography: 21st Century Research Techniques |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Biography is a cross-curricular
project which introduces students to varied research techniques,
including specialized software, encyclopedias, books, periodicals and
the Internet.
Students select a famous twentieth century person as follows: Grade
9-- Californian; Grade 10--person from Brazil, Spain, China, South
Africa, Sweden, or India; Grade 11--American who excelled in performing
arts, science or literature; Grade 12--American politician.
First, students locate their subjects in an encyclopedia (book,
CD-ROM, or Internet), then read a biographical article (book or
magazine). They may also interview family or community members. Students
search the Internet to locate additional significant information, e.g.,
early life, important dates, significant contributions, important facts
everyone should know, and the reason this person is remembered.
Students must also locate one graphic on the Internet for their
projects.
Students receive small group instruction about word processing,
graphic outlining software, and search techniques for the Internet. They
have three weeks to research the biography, which they submit with
graphic design, text outline, and notes; first edited and corrected
drafts, final copy, title page, bibliography, and Internet graphic. In a
culminating activity, students present their reports orally to
classmates. They may earn credit in their history and English classes,
also. |
The Students: 1997-98: 120 resource and special day class students. |
The Staff: Beverly has taught special
education for 35 years, and obtained technology grants for a 17-station
state-of-the-art special education learning lab. Donna, a special
education teacher for six years, emphasizes history and health in her
individual instruction. |
What You Need: Computers, biographies,
periodicals, cross-platform software such as Netscape, Inspiration,
Microsoft Word, Adobe PhotoDeluxe, various CD-ROM encyclopedias, teacher
packet. |
Overall Value: Students develop confidence
with word processing, refine their library research skills and learn to
search the Internet for specific information. They build cooperation and
communication skills by working in small groups, sharing techniques for
locating information from various sources, and editing each other's
work. Students receive credit for each project requirement and receive
frequent feedback for each part of their project.
The California History/Social Science Framework recommends teaching
students to select and organize electronic sources of information. The
English/Language Arts Framework stresses the need for general education
and special education to work together to make needed curriculum
modifications. |
Standards: |
6th Grade Power Newsletter |
Category: English/Language Arts |
Grades: 8 to 8 |
How It Works: The 6th Grade Power Newsletter
was developed in response to students' desire to create a newsletter
that reflects their interests and concerns. While its focus is on math
and science, the newsletter covers many topics. Its purpose is to
provide students with a vehicle through which they can express their
ideas and recognize their contributions to the life of the school
community; while, school procedures and curricula are constantly
dictated to them, here is one activity they are in control of. Students
also benefit by learning the complexities of publishing, including
research, writing, printing, and distribution. |
The Students: |
The Staff: Leondro Dellapina initiated 6th
Grade Power during the 1992-93 school year with the intention of
motivating students and enhancing their self-esteem. In response to its
widespread popularity among, students, he plans to initiate seventh and
eighth grade newsletters. |
What You Need: Newsletter staff is currently
at eleven (one president, two editors, seven reporters, and one artist).
When the project is expanded to other grade levels, staffing will
reach approximately twenty. Computers with a basic word processing
project are essential. A camera is optional. |
Overall Value: Because it is produced by and
for sixth graders, 6th Grade Power gives students a sense of ownership
and accomplishment in seeing the finished product of their efforts with
their names standing out in the credits. "Requests for additional
copies of the newsletter have been overwhelming," exclaims Dellapina.
"The sixth graders want to be involved, and the seventh and eighth
graders have asked to have their own newsletters," he says. |
Standards: |
A CELEBRATION OF WOMEN |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: "A Celebration of Women"
encourages a deeper understanding of the role of women in history.
Through English, science, math, and social studies, students get a
flavor of the importance of women in our lives. The unit continues to be
valid as the teachers observe both male and female students coming to
the realization that without the contributions of women, we, as a
species, would not be as developed as we are. Using research, students
will come to see that throughout history women have been minimized.
Because this unit includes all team teachers, students are exposed to a
variety of learning styles through written, spoken, visual,
investigation, application, demonstration, and performance experiences.
The students discover their interests and talents by experiencing the
different opportunities of this unit.
|
The Students: Using methods of instruction
that include teacher guided lessons, small and large groups, as well as
independent study, students are given a variety of way to obtain their
information th at creates a level of excitement and anticipation.
Ninety-five eighth grade students, all of v various levels of ability
and interest participate in this unit each year. Each year a new
component is added and a new insight is revealed. This unit is
appropriate for all middle level grades.
|
The Staff: Beth Jenkins and Evelyn Didato Schaghticoke Middle School, New Milford |
What You Need: Literature about notable women and their accomplishments, internet access, art supplies, and videos.
|
Overall Value: The study and appreciation of
women has varied, immediate, and life long value. Students are observed
throughout the unit for their understanding and acknowledgment of the
information being shared. This is seen by how the students discuss the
topics, demonstrate and role play the scenes, and document their images
and appreciation of women. The life long assessment comes from the
student-how well they perceive, react to, and acknowledge the women they
encounter during their lives.
|
Standards: Intellectual Curiosity Responsibility and Self-reliance Learning Skills Speaking, Listening and Viewing
|
A Chip Off the Old Block |
Category: Science |
Grades: 5 to 8 |
How It Works: Research skills, higher-level
thinking processes, application of life skill strategies, and
application of the scientific method are integral parts of this unit
which is designed to introduce genetics and heredity to elementary
school students. Chip Off of the Old Block is presented to students
in spiral bound unit packets which are kept in individual student
portfolio folders. Students become knowledgeable about the thinking
skills they are using for each activity, have a copy of the
curriculum/activity classification model, and end of unit assessment
criteria.
Unit activities allow students to learn research strategies, apply
higher level thinking processes, plan and carry out an experiment
using the scientific method, and apply problem solving strategies.
Activities are presented in a manner that allows students to discover
new information about genetics and heredity, rather than learn about
it through written information alone. |
The Students: Designed for grades
3-6,
academically talented
students, or 4-6 average ability.
Cooperative
learning groups of
3 to 4 students are
recommended. |
The Staff: Classroom or gifted resource teacher |
What You Need: Student
portfolios, spiral
bound unit
packets (which include 12
student pages, a curriculum
cube, and a student/teacher
assessment), poster board, or
science
fair display boards. |
Overall Value: All of Bloom's Taxonomy levels
are addressed in the unit, however, emphasis is placed on analysis,
synthesis, and evaluation processes. Calvin Taylor's Life Skill areas
are applied as students perform tasks requiring productive thinking,
communicating, predicting and forecasting, planning, and
decision-making. In addition, the scientific method (purpose,
hypothesis, materials, procedures, results, and conclusion) is applied
as students conduct research in small groups. |
Standards: |
A Constructivist Unit On Simple Machines |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: A Constructivist Unit on Simple
Machines is an interdisciplinary unit designed to teach the concepts
and workings of simple machines through exploration and investigation.
Students are immersed in hands-on experience with various simple
machines including screwdrivers, gears, and levers. The scientific
method of conducting experiments (hypothesis, materials, procedure,
observation, and conclusion) is presented and reinforced from the
beginning of the year. Throughout the year, students learn that there
are many failures, unsuccessful experiments, and incorrect conclusions
drawn in a scientific experiment before there are successes. Students
are informed about scientists and inventors who stumbled upon a
discovery, were not considered good students, or spent their lifetime
researching just one idea. It is important for students to realize the
trial and error nature of science as they acclimate to a constructivist
classroom. Students pretend that they live during the period of
colonial New York, which is studied as part of the fourth grade social
studies curriculum. They are posed with problematic tasks that might
have arisen during that time period. As a result, students work
together to create simple machinery that facilitates the work to be
accomplished. The students work in cooperative groups on most
activities and serve as facilitators for each other in various
capacities. Students serve as translators, recorders, artists, or
structural engineers. All students become problem solvers as part of
this program. |
The Students: Students participating in A
Constructivist Unit on Simple Machines are members of a heterogeneous
fourth grade class. The students vary in their learning abilities and
command of the English language. |
The Staff: Pearl Halegua is a teacher at P.S.
196 who is interested in incorporating math, science, and technology
into her interdisciplinary science unit. Pearl has implemented A
Constructivist Unit on Simple Machines for the past two years. She has
received a masters of education at Hofstra University where she
received a Leadership in Middle School Math (sponsored by the National
Science Foundation) certificate in 1997. Pearl also leads family
workshops in math, staff development, and has been part of the math
literacy committee in CSD 28. |
What You Need: This program uses a variety of
resources including picture books, videotapes, science books and other
textbooks, teaching manuals, and other supplementary material that are
easily reproducible. The local lumber yard also contributes pieces of
wood and dowels for the class to use. Other material varies depending
on the specific lesson plan. |
Overall Value: A Constructivist Unit on
Simple Machines allows students to view themselves as investigators who
are able to use scientific methods and other means of organizational
and mathematical skills to solve a problem. They also learn about the
many failures and unpredictable outcomes involved in science and
technology before achieving success. |
Standards: |
A Day in An Egyptian Bazaar |
Category: English/Language Arts |
Grades: 5 to 10 |
How It Works: A Day in an Egyptian Bazaar is
an engaging simulation which ends a semester-long study of the people
and history of ancient Egypt. It is an integrated thematic unit that
involves the entire class in a simulated historical drama of an ancient
Egyptian marketplace. Higher level thinking, cooperative learning, study
and research skills are used in two main areas: developing the Egyptian
characters that the students will play, and developing the authenticity
of their marketplace and the goods they will trade. This is part of a
year-long study of ancient civilizations and uses the core literature
book, The Egypt Game . Intensive cross-curriculum study of the time
period and mini-dramas prepare the students for the day. The physical
environment of the classroom is changed to simulate the marketplace.
Cooperative learning groups research facts and design posters, murals,
signs and market stalls to be used around the room for the day of the
Bazaar. Displayed student projects, accumulated during this intensive
study, include: hieroglyphics practices, "cubit" and other mathematics
projects, Egyptian structures (pyramids, villas and houses) and god and
goddess posters. Curtains, sheets, and rugs are used around the
classroom to transform it. Baskets, skins, cloth and large leaves are
used as "grocery bags" to carry the commodities traded. These bartered
items include: wheat, salt, herbs, spices, makeup, flowers, plants,
food, amulets, cotton cloth, jewelry, and sandals. Services bartered
include those of scribes, lawyers, priests, and teachers. Students
arrive for the day in historical dress and "in character." The
characters are borrowed from student classroom study, research and the
core literature reading. They include tax collectors, royal court
members, nomads, Berbers, Hebrews, slaves, guards and warriors. A royal
procession and marketplace trial are some of the authentic experiences.
"It was scary when the pharaoh arrived. The guards made us get out of
the way," stated one of the participating students. Other comments were:
"I sold all my handmade jewelry the first half hour," and "Taxes!
Taxes! Taxes! Every time I made a good trade, a scribe would come and
ask for taxes." This is a highly motivational simulation for students,
staff and parents alike. It promotes positive attitudes towards history
and literature. Students compare aspects of ancient life and consumerism
with those of today. Assessment tools include test, projects, student
participation and reflections as well as teacher observations. State
Framework: This supports the History/Social Science Framework which
emphasizes the study of major historical events and periods in depth so
that students may see the rich details of history, as the well-told
story using primary and secondary resources and a variety of teaching
styles. The Students: Sixty-eight heterogeneous (including ESL and
Special Education) sixth graders participated in 1991-92 and 1992-93.
This "Market Day" simulation can be easily adapted to any Grades 3-8
classroom and any historical period. |
The Students: |
The Staff: I have taught 6th grade for 18 years Ñ the last six years at Solvang. I have also taught Grades K, 3-4, and 7-8. |
What You Need: Facilities and Materials:
Lists of framework-aligned history periods, matching core literature
books and A.V. materials are available upon request. Access to a video
camera, VCR and a television is helpful. Outside Resources: Museum
visits tie in well with this unit. Any parent or community member
willing to help with drama coaching, painting and setup is helpful. |
Overall Value: |
Standards: |
A Feather in Everyone's Cap |
Category: Social Studies |
Grades: 2 to 3 |
How It Works: Every child in the classroom
has a past that connects them to their present, and this was the theme
for this integrated social studies unit. For the heritage unit, the
students worked cooperatively with their parents and each other to make a
more meaningful learning experience. First, they created a heritage
feather for the Thanksgiving turkey and a pictorial of their life with
their parents. Parents and community members were invited into the
classroom to share their heritage. In class, children learned map
skills by making a balloon globe, learning a continent song, locating
their country of origin on a map, charting their ancestor's journey,
graphing their ancestor's country of origin, and creating a class
timeline for the life of a pilgrim. Children also learned about the
life of a pilgrim as they made butter, wove a miniature sweater, ground
corn and played old-fashioned games. |
The Students: This project involved 31 kindergarten children. It was an all day, self-contained class and meets daily. |
The Staff: Pamela Cicora has been teaching
for six years. During this time, she has received numerous awards to
implement innovative projects. |
What You Need: A trip to the school library
provided the students with a variety of literature books and videos
about life as a pilgrim. Guest speakers were invited to the school to
share artifacts and information about the country of their origin. Many
projects were completed with parents, a parent volunteer, or a group
setting.The children worked at tables within the classroom. This
allowed them to work cooperatively or individually. Most of the
supplies were available through the school or through parent donations.
A toaster and a hot plate were also helpful. |
Overall Value: This heritage unit is full of
hands-on activities. Youngsters learn best through hands-on activities
that are meaningful and that incorporate learning by using all the
senses. These activities incorporate each student's personal history,
that of fellow students, and also the pilgrims. Individual, small group
and whole class learning experiences are utilized. The unit is
evaluated through hands-on projects, oral discussions, and social
interactions. |
Standards: |
A Historical Musical Review 1900-1980 |
Category: Classroom Management/Intergroup |
Grades: 8 to 8 |
How It Works: The,"Historical Musical Review"
is an interdisciplnary unit designed to provide sixth grade students
with a broad overview of what life was like in the United States from
1900-1980. All classes are asked to, search and present information
regarding the current events, fads, fashions, famous people,
entertainment, music, sports and scientific inventions for each decade.
Students are divided into four classes and are given the task of
studying one specific time period: 1900's-1920's, 1930's-1940's, 1950's
or the 1960's-1970's. Students become the,"experts" on their time
period and are told they will be,"teaching" the rest of the team (the
other three classes) what they have learned. Within each class,
students have the, opportunity to select areas of study based on
personal interests. Student,"teaching" takes place during a culminating
activity which brings all four classes together in a format called,"The
Historical Musical Review". At that time, students in each class
showcase their knowledge and talents in ways designed to both educate
and entertain an audience of parents and peers. Students work both
independently and in groups on the creation of these presentations which
make the events and people of the not-so-distant past come to life.
Examples of student performances includes, skits about topics ranging
from the Great Depression to Woodstock, dance performances which teach
the foxtrot, waltz, charleston and hand jive, monologues and role
playing of famous people such as Hitler, JFK, Al Capone, Charlie Chaplin
and Elvis, displays of reproduced art work and musical selections
ranging from the Beatles to Bing Crosby. Scenery, costumes, love beads
and even grand father's World War II uniform are part of the show. The
day after the musical review a set of questions, developed by each
class, is administered to the team for evaluative purposes. Each class
will evaluate, the responses in order to determine the level of learning
that has taken place due to the Musical Review. Throughout the unit
team teachers provide the basic framework for student learning.
Appropriate information is disseminated, bibliographies compiled and
made available, literature infused, Writers Workshop applied, videos
shown, research questions written and assessed, music played and
discussion established. THE STUDENTS: This unit was designed for a
team of ninety sixth grade students, but is adaptable for any grade.
This project appeals to students of all ability levels. Topics of study
are of high interest to students, and all children meet with success
due to the fact that they can select areas of study based on their
interest and learning style. |
The Students: |
The Staff: This unit can be implemented by a
team of teachers or a single classroom teacher. It can also be expanded
to include teachers from a wide variety of disciplines, especially a
media/library instructor. |
What You Need: The items necessary for this
unit are reference materials, videos, musical tapes and records.
Outside resources have included a dance instructor, piano player,
volunteer parents or grand parents who can provide background
information based on their own experiences. |
Overall Value: Sixth grade students are
provided with the opportunity to learn about periods of U.S. History
which are not introduced to them in the curriculum until the second
semester of their junior year of high school. Students develop a sense
of history and life as a continuum as they make con connections between
events of one decade and the next. The culminating presentation ion
allows students of all abilities to share their knowledge and talents
while gaining experience performing and speaking in front of an
audience. |
Standards: |
A HOUSE DIVIDED |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: The report of artillery rings
out as Clara Barton steps on stage to narrate the kick-off the
integrated unit, "A House Divided". This skit, performed by staff,
stimulates the intellectual curiosities of seventh grade students, and
introduces them to the Civil War. "A House Divided" helps students to
recognize the historical impact the war had in shaping American culture
and understand how it affects us today. In the opening activity, each
student shadows a character from the video, THE BLUE AND THE GRAY.
Creating empathy with the character, each student keeps a journal, which
helps him or her to analyze events, and attitudes that lead brother to
fight brother. For the following six weeks, all core and unified arts
curricula are focused on the Civil War.
The unit engages students in a variety of planned activities. One major
study is the selection and completion of an independent research
project, where students choose an area of interest and investigate the
historical facts surrounding the person or event. Students can choose
different projects ranging from battles to technological advances in
communication to music of the war to the beginnings of the Red Cross. In
another component of the program students are authentically drafted
into the Northern and Southern armies. Commissioned officers are
appointed through an application and interview process. Officers
experience first-hand the qualities needed for effective leadership.
|
The Students: The student's day is organized
into four blocks of time. One block is teacher directed instruction; the
other three are devoted to research, project work, and stage
performance. Students self-monitor progress giving teachers a means of
measuring student performance. The post assessment includes a persuasive
writing prompt using CMT guidelines. The culminating activity is an
evening presentation to parents and the community. where students
perform their own plays. Family and friends view projects, eat food, and
listen to music of the Civil War period. Every grade seven student,
regardless of ability level, is included in this unit.
|
The Staff: Marcus Asbridge, Jeanne Benoit,
Vicki Espeseth, Beverly Griffith-Williams, and Robert Skopek Putnam
Middle School, Putnam |
What You Need: Texts, periodicals, laser disks, and CD Roms |
Overall Value: The overall value of "A House
Divided" is that it creates a vehicle for critical reasoning and higher
order thinking. The unit is designed to generate active learning
experiences requiring students to perform tasks based on information
gained from research. It teaches collaboration because projects are
organized into cooperative groups. "A House Divided", ultimately,
requires students to gain an understanding of an important historical
event by becoming responsible and accountable for their own learning.
|
Standards: Intellectual Curiosity Learning Skills
|
A Jaunt through Genres: Creative Involvement with Literature |
Category: English/Language Arts |
Grades: 5 to 6 |
How It Works: The purpose of this literature
project was to introduce students to a variety of genres and to allow
them opportunities to respond to novels using higher-level thinking
skills. Each month, a different genre of literature was introduced as a
reading requirement. The students were then required to find a book of
interest, categorized under the specific genre, and read it. After
completion of the book, the students completed a multiple-choice test
using the Accelerated Reader Computerized Testing Program. A different
creative project was assigned each month to coincide with the genre
being studied. The teacher presented the project requirements at the
beginning of each month, and then students worked independently in class
to complete their projects. The projects were designed to be
interesting, fun, hands-on and meaningful ways for students to engage in
the literature |
The Students: A total of sixty-one students
participated in the reading program. The students consisted of two
classrooms of fourth graders. The students were grouped according to
ability level and were taught at that level. The two groups completed
the same genres throughout the year, adapting appropriate criteria,
books, etc. according to their academic needs.
|
The Staff: Yvonne DiPetro and Alice Hood have a combined teaching career of 18 years. Their program has been in use for two years.
|
What You Need: Resources included computers
(at least one per classroom) that have the software for the Accelerated
Reader Computerized Testing Program installed. An Accelerated Reader
Book List, access to school and/or public libraries and field trips
helped with this project. Guest speakers were The fourth grade
classrooms had two computers per room with the Accelerated Reader
Computerized Testing Program installed. Accelerated Reader Book lists
and books that are read come from either the school library or the
public library. A chart listing the various literature genres is
helpful.optional. |
Overall Value: This literature program allows
each and every student to use reading as a tool for learning and
thinking across the curriculum. Each student feels success as he or she
reads age appropriate/ability level appropriate literature and responds
to it in a wide variety of meaningful ways. The project can be adapted
to fit any grade level and involves all students regardless of academic
ability. All teachers would benefit from using this program which
extends the understanding of the uniqueness and universality of student
experiences through multicutural literature. |
Standards: |
A LEAGUE OF THEIR OWN: THE STRUGGLE FOR GENDER EQUITY |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: The concept of gender equity in
sports is investigated through actual interviews with pioneers who
played a significant role in breaking down gender barriers in our
society. Students are introduced to the period before Title IX, an era
in American History which many traditional history books do not address.
As part of their efforts to learn more about sex discrimination,
students act as investigative reporters by contacting and interviewing
female athletes who played sports prior to the Title IX legislation. By
interviewing primary sources students attempt to identify ways in which
female athletes were discriminated against in sports.
To gain a further understanding of the gender equity issue, students
view the videotape "A League of Their Own." Students work in cooperative
learning groups to develop questionnaires that are sent to former
female baseball players from the Rockford Peaches of the All American
Girls Professional Baseball League. The AAGPBL was the focus of the film
"A League of Their Own." The research tool is designed to give students
a genuine understanding of how American society was divided on the
basis of gender. |
The Students: Students create magazines that
serve as supplements to their textbook. The magazines pay tribute to the
pioneers who paved the way for today's female athletes. Included in the
magazines are interviews with past and present female athletes,
biographies, letters to the editor, reader response activities,
editorials, graphics and photographs. Students complete a performance
assessment checklist of the activities involved in the project. |
The Staff: Michael Riccio Wooster Middle School, Stratford |
What You Need: A regular classroom provides a
fine setting for implementing this project. Contacts were made with
former members of the Rockford Peaches of the AAGPBL. This proved to be
an exciting part of the project for it gave the students an opportunity
to interview real people who played an integral role in our country's
history. At an assembly students learned from pioneers the struggle and
sacrifices made prior to Title IX and the opportunities that exist today
for women.
|
Overall Value: The unit of study gives
students an opportunity to examine a topic that is not covered in
traditional history books. Students learn from primary sources the
realities of sex discrimination in our country, but most of all they now
have new heroes such as Jennifer Rizzotti, Rebecca Lobo, and Lisa
Leslie. The performance assessment tasks link students' prior knowledge
and provide opportunities for new connections to be made; however, the
best measure of the unit's success can be found in the students'
excitement.
|
Standards: |
A LITERARY JOURNEY TO PARIS: MAD ABOUT MADELINE |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "In an old house in Paris that
was covered with vines, lived twelve little girls in two straight
lines..." So begins the l939 French children's tale, Madeline, by
Ludwig Bemelmans. The story of a petite girl raised in a Paris boarding
school, Madeline and her subsequent sequels have endured as a classical
literary triumph for over fifty years. Madeline's heartwarming stories
with happy endings appeal to children while giving them an awareness of
phonics and rhyme. The Caldecott-winning illustrations of famous Paris
landmarks are a plethora of line, shape, and color.
For these reasons, Madeline provides the perfect literary setting for
acquainting second grade children with classical literature, French
culture and geography, and timeless art, while connecting reading,
writing, listening, and speaking skills. The variety of activities and
lessons give all children an opportunity to learn through learning
styles chosen by the students. Reading, writing, art, public speaking,
and music are among the curricula areas addressed.
Lessons include the author's use of story elements and description.
Story maps of events are constructed to identify a writing concept
crucial for young writers, the idea that each story needs a beginning,
middle, and end.
Each student works through the writing process to compose an original
Madeline story. The teacher uses a checklist to assess the student's
inclusion of essential process writing elements. Students self-assess
their work before submitting their final copy using a student checklist.
The unit culminates with a "Madeline Breakfast" where students share
their work.
|
The Students: An academically heterogeneous
class of l9-22 children has participated in this project each year. It
is easily adapted for all primary-aged children.
|
The Staff: Elizabeth F. Szewczyk The Eric G. Norfeldt Classical Magnet School, West Hartford |
What You Need: Multiple Madeline copies, nonfiction books on French culture and geography, French music, paper and writing/drawing tools.
|
Overall Value: This project enables every
student to experience another culture through classical literature. By
offering students a variety of learning modes through multiple projects,
all students participate at their full ability.
Sharing their knowledge during a formal culminating event provides
social interaction and academic recognition. Conversations laced with
"Bienvenue" and "Tres bien" prove that classical literature for young
children is truly timeless.
|
Standards: |
A Photo Gallery Of Famous Chicago Landmarks |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: Students study Chicago's top
twenty-five landmarks. Activities for this project include: learning
about the landmarks' history, their architects and how the Chicago Fire
of 1871 changed everything taking a walking tour of the Loop
planning an architectural bus tour serving as tour guides for each
other. Using black and white film, students photograph the buildings
they visit. They develop, print and mount their photos for display.
They also sketch and paint some of the landmarks they've visited.
Students: This program was designed for 5th graders as a Social
Studies Chicago Unit. It is adaptable for intermediate and upper
grades. |
The Students: |
The Staff: Yollande Gottlieb is a fifth grade teacher at Walt Disney Magnet School. Al Weismeyer is head of the Photography Lab there. |
What You Need: Materials And Facilities:
Books about Chicago landmarks such as Chicago on Foot and Chicago--
Growth of a Metropolis help students identify and locate buildings.
Cameras and black and white film are needed as well as art supplies for
sketching, painting and re-creating famous landmarks. Outside
Resources: A trip to the Chicago Historical Society should precede
any downtown tours. Parents are needed to assist with downtown walking
tours. |
Overall Value: Children learn about Chicago
history and architecture and have fun at the same time. They, capture
Chicago landmarks, on film and on paper and have the satisfaction of
seeing their work displayed. They share their newly acquired knowledge
of Chicago's history by acting as tour guides for fellow students. |
Standards: |
A PICTURE IS WORTH A THOUSAND WORDS |
Category: Arts |
Grades: 2 to 10 |
How It Works: The strength of imagination,
the vitality of the written word, the spirit of team-building, and the
magic of creating a glorious cooperative group activity are all captured
in "A Picture is Worth a Thousand Words." This project is a highly
effective approach to creative writing that encourages students to play
an active role in the development of a story. In preparation for this
language arts activity, students are divided into six small cooperative
groups. A group leader, recorder, time-keeper, and "encourager" are
assigned. Each group receives a comprehensive resource packet which
includes a self-evaluation guide. To begin, students view a poster-size
laminated picture. They are instructed to cooperatively discuss the who,
what, where, when, why, and how questions as they apply to the picture.
They are encouraged to analyze the plot, decide on a sequence of
events, discuss the mood, and develop a conclusion. All responses are
written in the appropriate section of their booklets. Next, using a
graphic organizer, students plan their story. In some instances,
cooperative groups may decide to develop a play or a puppet show.
Together they think about what they want to write, draft their story,
and edit for interesting sentences, unique vocabulary, and writing
mechanics.
|
The Students: As students work, the teacher
rotates among the groups to facilitate the communication process among
the students. Polaroid pictures taken of the project "in process"
ensures task relevancy and motivates students. To culminate the learning
process, each group enthusiastically shares its finished project with
the class. Presenters learn the importance of voice tone, body language,
and eye contact. Using their evaluation guide, students use cooperative
learning and brainstorming techniques to evaluate their work. Polished
presentations are taped and displayed along side finished writing
pieces, illustrations, props, and instant photographs at the Education
Expo held each spring.
|
The Staff: Merle Hart
|
What You Need: A VCR and an instant camera. |
Overall Value: In this fresh approach to
creative writing, students feel excited and enthusiastic about language
arts. They become fascinated by the development of their stories, learn
to fully appreciate the power of the written word, and feel a sense of
pride as they share their successes with each other. Students also
benefit from working with and learning from other students as part of a
small cooperative group with a common goal. Photographs of the teams
provide visual reinforcement, further enhancing the concept off "us",
"we", and "our".
|
Standards: Positive Self-Concept Intellectual Curiosity
|
A Qualitative Study Of Acceleration |
Category: Science |
Grades: 9 to 10 |
How It Works: This is a challenging math
project that promotes math skills and accurate record-keeping through
lively activities. Working in small groups, students learn about
acceleration by: using stop-watches to time each other over a 50 yard
distance, recording times for crawling, hopping, skipping, jumping,
running and walking forward and backward, averaging times and comparing
the graphed results To study the effects of gravity on acceleration,
they: use angled ramps, water-drop carts and other materials to
produce more results, develop twelve graphs on acceleration, use the
graphs to discern the elements that affect acceleration Students:
This project was developed with sixth graders. It will be expanded in
1994 for grades seven and eight and LD students. The project can be
readily adapted for lower grades. |
The Students: |
The Staff: Ken Benedix, departmental Science
teacher at Dirksen School, holds a BA from Northeastern University. He
has won several grants and has been teaching Science for five years. |
What You Need: Materials And Facilities: A
large area such as a hallway or playground is needed for the experiment
measuring speed over a 50 yard distance. All other experiments can be
done in a regular classroom. Materials needed include stop-watches,
graph paper, ramps, books, water carts and adding machine tapes.
Outside Resources: Outside resources are not necessary for a
successful project, but parent involvement is an asset. |
Overall Value: Students gain personal
knowledge and experience of the world around them through
interdisciplinary activities. They apply basic math skills to study
scientific concepts relating to acceleration. |
Standards: |
A QUICKTAKE JOURNEY |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: A QuickTake Journey is a
motivational program that integrates writing and computer technology to
foster reflective and descriptive writing skills in functionally diverse
students. The new electronic camera technology is incorporated into
student journals to introduce students to computer graphics and to
skills such as punctuation, spelling, grammar, and style. Each child
describes the events of the year in a bound journal. The children use
the QuickTake camera to record events, to edit and caption pictures on
the classroom computer, and to incorporate the photographs into their
journals. The pictures offer a strong impetus for writing. The
students are able to evaluate their personal growth over a full year.
These professional-level books enhance self-esteem, serve as personal
measures of growth, and function as mementos of the classroom
experience. Students A group of 60 third grade students participate in
this project. Members of this heterogeneous group, which includes five
learning disabled children, have writing abilities from emergent to
independent. The program can be adapted to any grade level. |
The Students: |
The Staff: Two third grade teachers coach the
children in the writing process throughout the year, enlisting the
services of other staff members to model personal writing styles. Both
teachers have completed a course on integrating technology in the
classroom, and they instruct the students on the techniques for using
the electronic camera and computer graphics. |
What You Need: The students need bound
journals for their writing and photographs. The students use the Apple
QuickTake camera; all photographic editing and captioning is performed
on classroom Macintosh computers. All project activities take place in
the classroom or during regularly scheduled field activities. Outside
Resources No outside resources are necessary. |
Overall Value: A QuickTake Journey enables
students to take ownership of their own writing. The program enhances
student writing skills, integrates multimedia technology into the
classroom, and introduces students to modem photojournalism. The
journal enhances student self-esteem by tracing student progress through
the year and presenting students with a tangible product of their
endeavors. |
Standards: |
A Recipe for Writing |
Category: English/Language Arts |
Grades: 6 to 7 |
How It Works: By mixing explicit writing
instruction and modeling with an assortment of practice exercises such
as writing poetry, plays, letters and descriptive paragraphs, students
become confident young writers. They enjoy a year's worth of imaginative
writing assignments. Practice exercises include:· letters to their
parents to win approval to go to summer camp· reports on the lives of
famous African-Americans· a detective story that takes place in their
classroom "office" · planning every aspect of a theme party and staging
an original drama for other classes This is definitely a recipe worth
trying! |
The Students: This project involved 28 fourth
graders, meeting twice a week, for one hour sessions. It can be
adapted for students of varying ability levels in grades two and up, and
in larger or smaller groups.
|
The Staff: Linda Barrett holds a BA in
Elementary Education from Purdue University and a master's degree in
Library-Information Science from Dominican University. Paris Winston
earned a BS in computers from Northern Illinois University and an MA in
Teaching from Columbia University. |
What You Need: The project requires the
following materials: all kinds of writing materials (colored pens,
paper, journals, folders, etc.); an assortment of books covering
different genres of writing; lumber, paint, brushes, and tools for
constructing play sets; catalogs and grocery store flyers; material for
costumes; computer(s) for word processing; a printer; students'
certificates. |
Overall Value: Students enjoy the
out-of-the-ordinary writing exercises; their learning success is
evidence of the effectiveness of this award-winning project.
|
Standards: This project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Goal #3, CAS A-C, Goal #4, CAS A-C, Goal #5, CAS A, CFS 2,3,4, and 7.
|
A Scavenger Hunt! |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: "A Scavenger Hunt!" -- the
words themselves have always meant fun, mystery, and discovery.
Students have the freedom of active research, without realizing that
they are learning discovery techniques, critical thinking skills,
cooperative learning techniques, and more. The scavenger hunt is
designed to increase the students' use of various resources in the
library or media center. The student is challenged to locate specific
information, most of which is not readily found in encyclopedias or
dictionaries. For example, a student might be asked to locate specific
data about Bob Denver of,"Gilligan's Island" fame. The student enjoys
discovering that this supposedly bumbling comedian is actually a college
professor of English Literature with a Ph.D. Having done this
research, the student has now begun to develop research skills using
something in which he/she is interested in. The newspaper is also a
great source for the scavenger hunt, specifically useful when preparing
students to formally learn its parts, use, and enjoyment. For example, a
student might be asked to find the acronyms for,"Prisoner of War"
(P.O.W.) and,"Organization of Petroleum Exporting Countries" (O.P.E.C.).
DCPS Major System Priorities: Intergroup Relations, Critical
Thinking, Achievement. The Students: This project has been implemented
over the past five years with hundreds of, Citrus Grove Middle School
students. With very little restructuring, the scavenger hunt can be
used with grades K-12. |
The Students: |
The Staff: Judy Davis is a reading resource
teacher, formally of the Houston, Texas school system, who has attended a
reading institute at Kinlock Park Middle School and is a member of the
Dade Reading Council. Gerth PoitierWhitehead is an English teacher,
alternate union steward, team leader at Citrus Grove Middle School, and
has developed different curriculum proposals for QUIIP and, Black
History Month Observance. The project has been implemented in both
classrooms for more than eight years. When it is used to teach library
skills, the media specialist can help the younger students locate the
appropriate reference materials. |
What You Need: Materials and Facilities: The
project, can be introduced in the classroom with basic reference
resources such as encyclopedias, Guiness Book of World Records, Roget's
Thesaurus, an almanac, or a biographical dictionary. A literature
anthology, commercially produced games such as,"Trivial Pursuit"
and,"Jeopardy" and teacher-made questions from a variety of sources are
additional resources. However, a media center with a large variety of
specialized reference books is the best resource. Outside Resources:
The scavenger hunt is a universal activity which can be adapted to
practically any setting outside a classroom or school library.
Scavenger hunts can occur on a field trip to the Seaquarium, MetroZoo,
Matheson Hammock, Vizcaya, Museum of Science, The Barnacle, Miami
International Airport or even the family garage. The list is endless!
Learning can happen anywhere! |
Overall Value: Students seem more
enthusiastic when they explore a topic with which they are familiar.
Their prior knowledge has been used as a stepping stone to increased
awareness. |
Standards: |
A School of Poets |
Category: English/Language Arts |
Grades: 10 to 11 |
How It Works: How does a teacher create a
poet in one week? -- by implementing this project. Using A School Of
Poets, students are taught easily to create their own poetry through a
step-by-step process which includes writing and analyzing poetry. The
result is that students learn a variety of forms while creating a
beautiful book they will treasure. DCPS Major System Priorities,
Student Achievement, Standard English, Intergroup Relations, Parental
Involvement, Blueprint 2000 Goals, Student Performance, Learning
Environment, The Students, This project has been used with eighth-grade
students. It is easily adaptable for any grade level by adjusting the
requirements and can be used with both large and small groups. It can be
taught to advanced, regular, ESOL and remedial level students because
it relies on the students' ability to use what they already know. |
The Students: |
The Staff: Beth Rivero has been teaching
creative writing and language arts at North Dade Middle School for five
years. She wrote the humanities curriculum for North Dade Middle's
International Studies program and designed the curriculum for the
Pre-International Baccalaureate program. She was trained at the Writing
Institute and is a member of Dade County's Global Cadre. In 1991-92, she
was the Global Teacher of the Year for Region I. Currently, she is
completing her master's degree in educational leadership. |
What You Need: Materials And Facilities:
Students will need markers, typing paper, a variety of literature
textbooks (all levels) or books of poetry, a folder, and a thesaurus.
Thesauruses make it easier for the students to create better products
using their own ideas. Optional equipment may include computers and a
binding machine. The teacher may want to have a hole puncher and
markers available in the classroom. Outside Resources: High school
students may be encouraged to do the research on their own at public
libraries. Parents are encouraged to loan books of poetry to the class
for use in preparation of the project. Using a poet as a guest speaker
is a terrific culminating activity. |
Overall Value: "But I don't know how to write
poetry" is an answer that teachers hear whenever they ask students to
write a poem. Students can create their own books of poetry, use
critical thinking skills and identify the parts of speech. This poetry
notebook project allows students to gain valuable knowledge about poetry
and skill in writing it while letting them have fun accomplishing an
enjoyable goal. It does not require additional work on the part the
teacher and it is easy to grade. Finally, students leave class at the
end of the year with a book of their own that they wrote and
illustrated. |
Standards: |
A Virtual Look at the American Constitution |
Category: Technology |
Grades: 10 to 12 |
How It Works: This program used a
teacher-constructed website to teach the concepts and contents of the
American Constitution. The time period in which the actual creation of
the document took place was also researched. The purpose was to give
students an interactive and tactile approach to learning history through
the use of technology. Students accessed websites and navigated
through them to find information. Once they had located information
about a particular assignment, they read, researched the information,
and answered questions on teacher provided worksheets in order to show
their comprehension of the subject matter. The innovative aspect of
this project was that it could be used in a variety of ways. Teachers
could guide students through activities if they were not knowledgeable
in computer use or in the use of a website. |
The Students: This project was used in
addition to regular classroom studies in the eighth grade. All students
were given the opportunity to use the website and this provided
motivation for all achievers to complete their daily tasks.
|
The Staff: Lori Farley is a first year teacher in the Akron Public Schools.
|
What You Need: Computers with Internet
connection and printers are needed for this project. If a teacher
wished to construct his/her own website, Claris Works Home Page software
was needed. Computers, printers and accessibility to the Internet were
needed for the project. |
Overall Value: This project was a wonderful
way to get students actively involved in their own learning. They also
got quite a sense of accomplishment when they were able to successfully
navigate through the website to find the information for which they were
searching. Watching unmotivated students be so proactive about their
own learning was a fabulous experience. Teachers can easily adapt this
project for their classrooms and even get the students involved in
creating their own websites.
|
Standards: |
A World To Share: A Multicultural Approach |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: This project represents the
work of a team of five teachers developing and implementing a new
curriculum. This Club program supplements a multidisciplinary,
intergrated curriculum built around the national and regional origins of
the student body. A WORLD TO SHARE is organized around
student-selected interest groups called Clubs. The subject matter of
each Club is determined by individual teachers on the team. Coordinated
themes are planned so that activities in one interest group supplement
those of other groups. Students discover the commonalities found in
different cultural formats and learn to appreciate the value of
cooperative learning. This is a student-driven project. It is a
curriculum of choice. Club choices include: Stamp Club, Health Club,
Fine Arts Club, Creative Arts Club, Choral Club and Environmental Club.
Before Club meetings begin, each student develops a family
biographical profile based on cultural heritage. Club activities are
coordinated around a monthly theme. Each club researches another aspect
of the culture selected for the month, working in its own interest
area. Each Club develops a publication in the form of book, journal,
passport or brochure. These documents become the basis for a shared
classroom reference library. A year-end Festival serves as a
culminating activity for all. Students: About two hundred 4th and
5th grade students participated in this project. Students in Special
Education were included. The project is infinitely adaptable. |
The Students: |
The Staff: The teachers who developed this
project have worked together as a team for over three years in an open
classroom. Classroom experience levels range from three to twenty-three
years, in both public and private schools. |
What You Need: Materials And Facilities:
Needed materials and facilities depend on which interest areas and
activities are chosen. Detailed information for each Club's materials
is outlined in the teacher's packet prepared for this project.
Outside Resources: The input and assistance of families and the
community are essential. Field trips to local museums, libraries, food
markets, arboretums, theater performances and the Philately convention
are only a few of the many exciting available outside resources. |
Overall Value: While the teacher(s) choose
the topic, the content of each club is personal and relevant to the
student population and offers them the opportunity to choose their own
areas of interest and study. Students also learn and appreciate the
similarities and differences of each other's cultural backgrounds. |
Standards: |
A.I.D.S. Awareness |
Category: Science |
Grades: 11 to 14 |
How It Works: Equipped with comprehensive
research, A.I.D.S. Awareness is an A.I.D.S. education unit in which
students produce a video to teach their entire school population. While
this country is waging what may appear to be a hopeless battle against a
most undiscriminating health hazard, too many teenagers continue to
rely on an unfounded belief in their own immortality. They must be
redirected!, Peer influence and accurate information-sharing between
high school students, through the popular medium of TV/VCR video, is an
effective supplement to A.I.D.S. education programs. Students research
the latest data and methods of combating A.I.D.S. Using this
information, students draft a pamphlet to distribute to the entire
school at a special session. Students prepare a pretest and a post-test
based on their 20 minute video presentation, sharing, information from
their research papers about A.I.D.S. From this classroom sharing, they
create a brief narrative about A.I.D.S. and, through community guest
speakers and a field trip, gain additional information. Producing a
video creates a high interest level in this issue. Writing and sharing
research papers is a wonderful way for students to gain new information,
and creating a pretest and a post-test reinforces the information. The
video and the information presented will have an impact on the entire
high school due to PEER PERSONALIZATION. DCPS Major System Priorities:
Standard English, Achievement, Critical Thinking Skills, Intergroup
Relations. The Students: The project involves high school science
students, but could also be adapted for health and social studies. |
The Students: |
The Staff: Michael Hornstein is a registered
pharmacist and substance abuse counselor who has taught Anatomy and
Physiology for the past eight years. He has previously been awarded a
grant in A.I.D.S. Awareness and has published a paper about cocaine. An
audio-visual technician/school volunteer would enhance this program.
Parent chaperones on field trips are necessary. |
What You Need: Materials and Facilities:
Books and articles about A.I.D.S. are vital materials to this project.
Outside Resources: The blood bank or a hospital are necessary
facilities. Guests are an integral component as well. |
Overall Value: This project will have an
impact on teenagers' unfounded belief in their own immortality enabling
them to perform intensive research and to interview specialists in the
field. By means of a high interest level video, 30 students will
educate and influence their peers. |
Standards: |
A-B-C "Cook-Off" |
Category: Social Studies |
Grades: 1 to 3 |
How It Works: : "A-B-C 'Cook Off'" provided
kindergarten students with a weekly cooking encounter that incorporated
math, science, social studies and language experiences. It was a
hands-on activity which utilized all of the senses as students created a
tasty dish. Each week a letter of the alphabet was chosen to be in the
"cook-off". As children prepared and made the dish, they reviewed and
discussed what they had done during the week with the "cook-off" letter.
The verbal responses that were made while an ingredient was added, or
the mixing bowl was passed, or the mixture was stirred, were the
measures of success |
The Students: The entire class of
kindergartners participated in the weekly "cook-off". During the week,
the children did many letter activities in both large and small groups
that could be adapted to achievement levels. A teacher and a parent
volunteer monitored the activities.
|
The Staff: Donna Knox has been teaching for 22 years and has worked with kindergarten children for the past six years. |
What You Need: Each week a note was sent home
with two students to inform the parents of the needed "cook-off"
ingredients. The ingredients were sent to school on Thursday to be
ready for the Friday cooking. |
Overall Value: Children learn best when using
all of their senses. The A-B-C "Cook-Off" lets children explore the
alphabet letters by seeing and hearing the letters in books that are
read to them. They feel and touch the letters as they make them with
paper, clay, their bodies, and other sculpture they have made. The goal
of this experience is to bring a tasting taste of learning to the young
minds that devour it! |
Standards: |
Academics Integrated With Movement |
Category: Instructional Inquiry |
Grades: 3 to 6 |
How It Works: Instructional Inquiry Process:
Academics Integrated With Movement (AIM) is an intense one-on-one
program integrating academics with related services of physical,
occupational, and speech and language therapies for students with
physical disabilities. These nonambulatory, severely involved students
verbalize physical movements being performed in response to the
teacher's instructions. Instruction is based on the Program of Studies.
The physical and occupational therapists select functional movements;
the speech and language clinician determines the appropriate language
expected. The program focuses on language that encourages
internalization of academics and movement. Each student has an
instructor to guide him or her through physical movements because the
students are unable to complete the selected physical movements without
assistance. The research will determine if this approach allows for
coverage of academic material while enabling students to function
physically in the classroom independently or with less assistance. In
addition, the study hopes to show that the training will help students
access activities and materials more easily and improve speech patterns
and attending skills. The Students: Seven students in primary
elementary education for students with physical disabilities will
participate in this study. The program will be implemented each day
with one hour of instruction five days a week. |
The Students: |
The Staff: Teachers, a physical therapist, a
physical therapy assistant, occupational therapists, the speech and
language clinician, public health training assistants, public health
attendants, volunteers, and parents will be involved in the research. |
What You Need: Materials and Facilities: The
regular classroom for students with physical disabilities will be
needed. Floor mats and specially designed seats are necessary.
Adaptations to regular chairs and tables will help facilitate
independent movements. Outside Resources: Parents, other relatives
of the students, and community volunteers will help with the program. |
Overall Value: It is anticipated that
students' academic performance and independent movement will increase,
causing an improvement in the students' attitudes and self-confidence.
As a result of this improvement, the students will be able to use more
spontaneous speech and will be eager to participate with students who
are not as severely involved physically. It is hoped this learning
experience will empower them to try new movements. If this approach
proves effective, it can be extended as needed for students with
extremely limited physical capabilities. |
Standards: |
Academy of Space Sciences |
Category: Science |
Grades: 5 to 6 |
How It Works: To interest students in outer
space, astronomy and their accompanying sciences, this project helps
teachers create a classroom space academy. Students assume that space
travel is already in effect, they are cadet-trainees and have to learn
how to, plot a route to Mars for exploration and then return. There are
three final projects: a test on Mars, a final exam dealing with the
planets and a space scrapbook, which has to be completed by the end of
the unit. DCPS Major System Priorities: Achievement, Critical
Thinking, Parental Involvement, Blueprint 2000 Goals: Learning
Environment, Student Performance, The Students: The population for this
project included 150 students, nine to 10 years of age, who were
divided into four homerooms. All levels participated, including students
in the Gifted, Academic Excellence, regular classroom and ESOL
programs. Classes met every day, although not all students met every
day. Tuesdays were reserved for total class instruction or to view
special videos. This unit can be adapted easily for any size class of
students. |
The Students: |
The Staff: With a master's degree in
elementary education and a master's degree in administration &
supervision, Arnold Pakula has been teaching for more than 27 years,
with the past 18 years as a fifthgrade science teacher at Highland Oaks.
In 1984, he was chosen Teacher of the Year at Highland Oaks, as well as
Area runner-up. Mr. Pakula writes his own units for science and
language arts. |
What You Need: A self-contained classroom
would be ideal but a wide-open one has been used. Bulletin boards should
reflect the learning environment with maps and photos of the solar
system and computer generated banners. At least two computers, with
special space-science simulations, should be available for the students
to use. Outside Resources, Useful outside resources include public and
classroom libraries for research, a VCR, a TV, and space videos. Field
trips to a Planetarium, NASA's SpacePort USA at the Kennedy Space
Center, and Space Camp (Titusville--where the launch of the shuttle can
be viewed) are encouraged. Space-oriented speakers also can add an
interesting angle. |
Overall Value: Through the incentives
offered, students will become immersed in this unit. They will enjoy
actually researching, writing letters to government officials to promote
America's space program and learning. Additionally, this project is so
interesting and versatile that for many students it may become a family
project. In the end, students will be hooked on the study of space,
continuing with related activities long after the unit is finished. |
Standards: |
ACE: Achievement Center at Edison |
Category: Instructional Inquiry |
Grades: 11 to 14 |
How It Works: ACE investigates what happens
when the at-risk student population is provided individualized
instruction in the core curriculum with the intent of successfully
mainstreaming them back into the regular classroom after four weeks.
The center will function as an on-site alternative approach to education
for students who need more instructional and behavioral attention than
the demands in the regular classroom allow. All students will receive
constant and individual tutoring in core academics (math, science,
English, and social studies) from a minimum of three teachers from those
areas. A trained social worker and a crisis intervention team member
will counsel for behavior modification and supervise to ensure the most
supportive environment possible. It is anticipated that the ACE program
will provide meaningful one-on-one instruction for the at-risk
population. Once the teacher referrals and parent-student contracts
have been assessed, class size will be limited to no more than 15
students. At the end of the four-week period, the ACE screening
committee will assess whether a student has met the academic and
behavioral goals that would allow him or her to be successfully
mainstreamed back into the regular classroom setting. Assessment will
be based on, but not limited to, attendance, grades, attitude, and
maturation as an achiever. Its include those who are making no progress
in the regular classroom and who need ongoing individual attention with
academics and behavior. During the first semester, the primary focus
will be ninth and tenth graders since they have been the most at-risk
academically and behaviorally at our school. |
The Students: |
The Staff: The ACE team is composed of the
reading specialist serving as coordinator, a trained intervention team
member, a social worker, a full-time instructional aide, three or four
teachers in the core curriculum, and at least one peer tutor. |
What You Need: Although a regular classroom
suffices, a self-contained room with a bathroom and separate office
space with a telephone offers maximum opportunity for student
concentration, engagement, and achievement. ACE personnel will maintain
a daily folder that will track attendance, behavior, and the status of
the students' work. Parents will be actively involved beginning with the
original referral into the center. Students entering the center will
have routine sessions with their counselors and the social worker or the
psychologist at least once a week. |
Overall Value: Ideally students will become
more engaged in the classroom activities, behave more appropriately
ensuring academic progress, and display sufficient skills to receive
passing grades. Support from home will reinforce the entrance contract
provisions. |
Standards: |
Acoustics and Signal Processing |
Category: Science |
Grades: 11 to 14 |
How It Works: Acoustics and Signal Processing Using Computers is a week-long series of explorations into the physics of sound, music and speech. In
these explorations, student lab groups use microphones connected to
computers to display and analyze the sound waves produced by various
musical instruments and their own voices. Students begin by
using the microphone to record soundwaves produced by striking tuning
fork. The computer graphs the soundwave, giving students a good
visualization of what is occurring. Then the students use the computer
to perform a Fourier Transform on the waveform. The computer displays
the results in the form of a bar graph, which shows the fundamental
frequency and the harmonics. Without the use of a
computer to analyze the data, the only way to find the fundamental
frequency and harmonics is by using an oscilloscope, which is beyond
the scope of a high school physics class. But with the computer,
students can immediately "see" the waveform and analyze the
fundamental frequency and harmonics. Since data-gathering is simplified
by the computer, the students have more time to do analysis. For
example, they compare the natural frequencies of tuning forks and
musical instruments to the natural frequencies of sounds produced by
human voices. Also, they can compare the differences between vowel
sounds and consonant sounds. As a final project,
students design and build their own homemade musical instruments. After
the instruments are constructed, the students analyze the natural
frequencies of their instruments and compare these frequencies to the
sounds they have been observing all week. They prepare overheads
presenting the particular musical characteristics of their instruments.
And on the last day of this unit, each group "performs" a song with
their instruments and presents the results of their sound analysis to
the rest of the class. These presentations, along with written tests
and teacher observation, allow us to assess student understanding and
knowledge. |
The Students: |
The Staff: Alan has been teaching high school
physics for seven years. His previous career was in geophysics. He is a
technology Mentor for his district. Curt taught high school for four
years. He is attending seminary in 1997-98. |
What You Need: A Macintosh or IBM-compatible
computer and an interface box/microphone are necessary. The box and
microphone can be purchased from Vernier Software or Pasco supply
company. Further information can be found in the teacher packet. We use
resources at Santa Barbara City College, UCSB, local industry, and
parents. Hardware support and consulting are being provided by QUEST,
the Engineering School, Physics Department, and Graduate School of
Education at UCSB. Equipment and texts are being supplied by the Tech
Prep Program at SBCC. Some parents and local industry have helped with
software support. |
Overall Value: Students demonstrate basic comprehension of material previously not used in high school classes. |
Standards: |
Across the Curriculum through Video |
Category: Global Education |
Grades: 11 to 11 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Across the Curriculum through
Video involves four ninth grade classes (two English classes and two
social studies classes), two English teachers, two social studies
teachers, an advanced video class, and a video teacher. The classes are
taped by an advanced video student or in the TV studio by the video
class. All lessons are coordinated by the, English, social studies, and
video teachers. Advanced video students edit the final tape. |
Overall Value: "Knowing that they are on
camera has motivated students to take their work and themselves more
seriously," say project disseminators Gross and Ferrelli. Students in
the classes involved in the project have higher scores and improved
attendance and have become more expressive and invested in their writing
and performance. At the same time, the project has been a valuable
means for teachers of English and social studies to work together to
coordinate their lessons. |
Standards: |
ACT OUT (ACTors Original Upbeat Theater) |
Category: Arts |
Grades: 2 to 10 |
How It Works: All the world's a stage!,
Here's an active project that gives every student speaking and acting
experiences. Through ten different interdisciplinary lessons, students:
-develop their dramatic skills, -enlarge their vocabulary, -master
social skills -become more aware of cultural differences and
similarities In one session students physically mirror the
actions of the teacher, then repeat the exercise with a student. In
another session students discuss words that describe emotions and then,
using hand mirrors, try to express those emotions. Other lessons let
students role play social situations and create characters to fit people
in magazine illustrations or photos. The project culminates with
the students producing a play written by the teacher. Students:
This project was developed with students from a wide range of ages,
abilities and social skills. Students met in groups of 12-15, spending
two or three 50 minute periods on each lesson. |
The Students: |
The Staff: Deborah Reese holds a BA, an MA
and an MA in Education from National College and is cross-certified in
several areas. She has been teaching Special Education students at
Durso School for eight years and is currently attending classes at
Roosevelt University. |
What You Need: Materials And Facilities:
The project requires several hand mirrors, props such as canes, purses,
small sports equipment, a tape recorder and simple costumes. Optional
equipment includes a video camera, additional tape recorders and a
full-length mirror. Performance space for the play requires a space
larger than a classroom; an auditorium is ideal. Outside Resources:
The Illinois Theater Association provides information on,"Activating
Drama in the Classroom." Imagination Theater will give performances in
the school and provide ideas for additional classroom activities. Other
resources include Music Theater Workshop, ORT, the Chicago Symphony
Orchestra Ensemble, Urban Gateways and U.S.A. Ballet. |
Overall Value: Through activities in this
project students become more sensitive to issues of prejudice, cultural
differences and interpersonal issues. Their social skills and self
esteem are enhanced. |
Standards: |
Adapting the presidential physical fitness test |
Category: Health/Physical Education |
Grades: 5 to 8 |
How It Works: 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 recognized Presidential Physical
Fitness Test designed to determine upper body strength, flexibility,
abdominal strength, cardiorespiratory endurance, and agility. To date,
there has been no attempt at formally adapting this test protocol for
students with any type of disability. In the adapted version students
are permitted to attempt the regular test, if appropriate, and then the
adapted physical education specialist makes the necessary changes for
the individual. This version becomes his or her fitness test event.
Any necessary assistance to ensure that adaptations are in accordance
with the student's ability level in addition to avoiding contraindicated
activities for specific disability characteristics, such as high muscle
tone or range of motion, is provided by the physical and occupational
therapists. Data are collected on a quarterly basis including the fall,
winter, and spring quarters of the school year 1994-95 and the fall
quarter of 1995-96 school year. Each participant will perform all five
tests during each testing procedure. Data are collected by the adapted
physical education specialist, recorded into a spreadsheet program, and
then analyzed for percentage of difference between each testing session.
Upon completion of the final data collection, improvement is
anticipated in many or all of the, students regarding their fitness
levels and cognitive knowledge pertaining to the individualized fitness
regime. Eight students, collectively, in our fourth, fifth, and sixth
grades and five in the third grade will participate in the project.
Students meet for physical education class two times per week with one
extra meeting time per week established for specific physical fitness
workouts. |
The Students: |
The Staff: Classroom teachers, the
school-based physical and occupational therapists, one computer
specialist, one intern, and one adapted physical education specialist
make up the research team. |
What You Need: The project will take place in
the gymnasium and the therapy area. Various pieces of homemade
equipment will be used during the project. Consultants include two
University of Virginia professors, an adapted physical educator, the
Fairfax County Public Schools coordinator for physical education, and
the Fairfax County Public Schools wellness director. |
Overall Value: This program ensures that
students with physical disabilities have the same opportunity to achieve
a Presidential Fitness Award (adapted) as do their peers who do not
have disabilities. The development of adaptations will benefit students
in future programs and with other disabilities and will support the
integration and acceptance of students with disabilities. |
Standards: |
ADO-LESSONS |
Category: Health/Physical Education |
Grades: 7 to 14 |
How It Works: "Look before you leap" is a
timeless adage with an important message. Possibly, Descartes'
insightful quote, "I think, therefore I am," was meant to be more
fundamental than existential. The very essence of such wisdom is to
encourage thinking. In an effort to spark positive thinking and utilize
such thought processes to resolve conflicts constructively, sixth grade
students are exposed to various levels of decision-making through both
an art and health class.
|
The Students: Initially, students brainstorm
all types of day-to-day decisions which confront them. Students gather
in small groups to discuss ways in which they think through a decision
before acting upon it. A step-by-step series of questions is developed,
and these "Ask Yourself" questions become essential for all decisions in
life. Decision-making is given an artistic venue as students create
posters which depict an array of situations intrinsic to personal
relationships, moral and ethical values, and social interactions. These
posters are then displayed and scrutinized by students and staff for one
week. A contest is held to determine a title for the art display. The
contest helps foster a dialogue among students and teachers about
decisions, values, and conflicts. The culminating product is a video
entitled Making Good Decisions. Many of the art and health students who
participate in this unit demonstrate a desire to enhance their learning
in conflict resolution skills and apply to be trained as peer mediators.
They eventually become part of the middle school's Peer Mediation
Council.
|
The Staff: Thelma Halloran and David A. Welch |
What You Need: Art supplies, camcorder and camera.
|
Overall Value: It is the role of an educator
to develop decision making skills in students which are applicable to
academics and life. These skills are for everyone - transcending race,
religion, gender, and intellectual ability. Through this project,
students become more self-reflective and gain insight into
self-responsibility. Specifically, students learn skills necessary for
independent thinking, conflict resolution, and problem solving. Because
the entire student body is included in various components of this
project, behavioral awareness is raised. This heightened awareness
spills over into the school's culture as it affects student
relationships and sensitivity to others, and invariably develops into a
sense of community. The rewards of such learning promote positive
self-concepts lasting far beyond our influence.
|
Standards: Responsibility and Self-Reliance Moral and Ethical Values Reasoning and Problem Solving
|
Adopt A Lot - Nurturing The Soil |
Category: Science |
Grades: 2 to 5 |
How It Works: In this project, students adopt
a lot and achieve three goals: beautification of the neighborhood,
greater knowledge of their environment and a stronger sense of their
leadership potential. Working with parents and community volunteers,
students: clear the land of weeds and litter, till the earth and add
fresh layers of soil, plant seeds, flowers and trees to sustain and
beautify the area Children learn about the land and the effects of
seasonal changes, weather conditions, neglect and improper care. They
discover how their efforts can improve this plot. Classroom
activities include planting, composting, measuring temperature, light
levels, water and growth. Library visits, neighborhood nature walks,
classroom speakers, lectures and field trips enhance this project for
students and teachers. Students: Planned for a group of third
graders, this project can be adapted for use by older children by
increasing the complexity of the activities. |
The Students: |
The Staff: Deborah Ward holds a BS from
Loyola University. She has taught at Lawndale Community Academy since
1989 and grew up in the community where she teaches. |
What You Need: Materials And Facilities:
Students need an area in the classroom for displays, books and planting
projects. Materials needed include: soil, seeds, magnifying glasses,
measuring tools, pens and markers. Gardening equipment is necessary for
outdoor activities. Outside Resources: Parents and guardians are
strongly urged to participate in outdoor activities and to accompany the
group on field trips. Excursions in the community, to parks,
conservatories, forest preserves and botanical gardens stimulate
interest in this project. All outings should allow time for children to
observe and ask questions. They need to note changes in nature such as
growth, erosion, decay and neglect. Docents and park guides can help
children to understand these outside experiences. |
Overall Value: This project helps children to
realize they have the choice to either neglect or nurture land around
them. It is important that students feel that they are truly making
their own discoveries during this project. This is a hands-on
experience with both teacher and students enthusiastically learning
together. Children in urban settings see obvious decay. Here is a
chance for them to plant beautiful flowers and learn about positive
change! |
Standards: |
Adventures in Architecture |
Category: English/Language Arts |
Grades: 7 to 7 |
How It Works: Adventures in Architecture is a
three part highly motivating program that encourages children to
develop confidence in their problem-solving ability as they learn about
the world of construction. First, students are introduced to the five
steps of Creative Problem Solving using CPS for Kids. Practice in
visual problem solving is provided through the use of selected
activities. In the second part of the program each student completes a
research project about an architect or building. The requirements for
the research can be adapted according to the age level and skill of the
students. The final phase of the unit consists of construction
projects, either implementing a creative plan or using a kit which
provides plans such as Drinking Straw Construction, Domekit, and
Tensegritoy. A local builder can be invited to visit the classroom to
demonstrate the use of computer technology in the field of construction.
The class can also visit a construction site and tour homes in various
phases of construction at a new development. DCPS Major System
Priorities: Critical Thinking, Achievement, Intergroup Relations. The
Students: This project was implemented by 36 students in the fifth
grade of the Academic Excellence Program (AEP) at Pinecrest Elementary
School. AEP meets twice a week for a total of two hours, but adapting
this program to a regular class that meets daily is recommended. This
program is recommended for Gifted or AEP fifth or sixth grades, and math
or physics classes grades seven through 12. |
The Students: |
The Staff: Annette Rubin, Academic Excellence
Program Teacher, has 11 years of public school experience, including
elementary counseling, teaching handicapped preschoolers, infant
intervention, and teaching a nongraded intermediate class (Grades four,
five and six). No extra school personnel are required to implement this
program. |
What You Need: Materials and Facilities: The
program takes place in a regular classroom. Outside Resources: The
active involvement of a local builder is an important aspect of this
program. His/her visit to the classroom and a subsequent field trip
provide the vital component of the,"real world of work". Other guest
speakers are also recommended: architects, carpenters, plumbers,
electricians, etc. Because the Dade County Public Library allows
teachers to check out 25 books at a time this resource is very helpful
for the research portion of the program. |
Overall Value: The most exciting aspect
of,"Adventures in Architecture" was watching my students' enthusiasm
grow as their skills developed. Their self confidence increased as they
completed tasks that at first seemed beyond their capabilities. There
was a mutual sense of pride from everyone involved in the final evening
presentation: students, parents, local builder, teacher and principal. |
Standards: |
Africa |
Category: Global Education |
Grades: 2 to 2 |
How It Works: This program introduces young
students to the ways of life in a small African village and to
historical African Americans. This program introduced the students to
contributions made by African Americans. I targeted contributions that
related to my students. For example, we made peanut butter when we
studied George Washington Carver. This program allowed the students to
experience another way of life through dramatizing an African village.
This program was introduced at the beginning of February. I explained
to the children that February has been designated as,"Black History
Month." The first week of February, we discussed why the term African
American was used for people who are called,"Black" and we discussed
Africa as the origin of African Americans. We found Africa on the
globe, discussed its shape and its distance from the United States. We
read picture books about the cultures in Africa. We learned some words
in the languages spoken in Africa and listened to recordings of the
languages being spoken. We learned some African-American rhymes and
songs. The students learned to recognize the letters in the word Africa
and learned the beginning letter sound of,"A" in the word Africa. The
second and third week the, students prepared booklets or art work that
introduced them to several historical African Americans such as George
Washington Carver, Mae Jemison, Dr. Martin Luther King, Jr. and Bill
Pickett. During the last week of February, I set up a replica of an
African village. Some students made drums from empty oatmeal boxes, and
each student dressed in African attire that I made from fabric pieces.
We played recordings of African drum music and choreographed a dance.
Students: This program was used by 44 pre
kindergarten students but can be used and adapted for older children.
The children are very interested in this unit. By the last week of
February, I only need to hint at a suggestion and the students were more
than willing to carry out the lessons. I pointed out some of the
students' own traditions and related them to the experiences of the
characters in the books we read. For example, I pointed out that the
fashionable braided hairstyles that, some of the students wore
originated in Africa. We compared pictures of children in Africa to
some of our students with similar hairstyles. |
The Students: |
The Staff: This program was developed by a first year teacher. Any interested, classroom teacher or volunteer can teach this program. |
What You Need: Materials: Colorful fabric
pieces (pillowcase and bargain table fabric can be used), tree branches
and plants, baskets, African drum music, empty oatmeal boxes or coffee
cans and construction paper for drums, famous African Americans
duplicating masters, real or plastic vegetables/ fruit, colored pasta
and yarn for necklaces, and African folk tales picture books. Outside
Resources: The Houston Public Library (if needed) |
Overall Value: Materials: Colorful fabric
pieces (pillowcase and bargain table fabric can be used), tree branches
and plants, baskets, African drum music, empty oatmeal boxes or coffee
cans and construction paper for drums, famous African Americans
duplicating masters, real or plastic vegetables/ fruit, colored pasta
and yarn for necklaces, and African folk tales picture books. Outside
Resources: The Houston Public Library (if needed) |
Standards: |
Africa, A Multimedia Approach |
Category: Social Studies |
Grades: 5 to 6 |
How It Works: Africa, a Multimedia Approach
uses computer technology and cooperative learning groups to help
students gain an understanding of the continent's geography, economics,
culture, and current events, while increasing language competency. The
program provides a multi-sensory approach to teach students with
language-based challenges. Students' receptive and expressive language
difficulties require concrete learning experiences that are amply
provided by this program. Students are divided into cooperative
learning groups. Each group is assigned a topic. The teacher structures
the topics by presenting questions such as: "What are the different
landscapes found in Africa?," "What kind of work do people do in
Africa?," and "What is happening in Africa today?" The students are
required to write, read, and express orally their findings and
information. With the aid of KidPix and Slideshow, an informational
program on Africa is created. KidPix is a multimedia program that
students use to create slides using their drawing, writing, and
painting skills. The students compose individual slides on topics that
they study. Slideshow, a part of the KidPix program, allows students to
link their slides together and produce a slideshow. The teacher asks
students to look at the daily newspaper, find articles on Africa's
current events, and clip the articles. The teacher leads the reading
and discussion of the articles. The group proceeds to write short
summaries or scripts of these articles and illustrate them with KidPix.
They type the summary and record the script with the computer's
microphone. When all groups complete their slides, the information is
imported into Slideshow. While awaiting computer time, the children work
on related projects, such as mosaics of African pottery, masks, and
maps. Each group is responsible for researching, preparing scripts,
typing scripts, using tools from KidPix to create pictures, recording,
preparing slides, and making a slideshow. The groups rotate so that
each group works on all activities. |
The Students: Ten third and fourth grade
language-impaired students in a MIS III class participate in this
program. The students have no previous computer experience. Many of the
students have below grade level skills in reading and language arts.
The classroom has one stand-alone computer on which the students work.
The program can be adapted to many age levels, group sizes, and
abilities. |
The Staff: Feiga Levy has been a special
education teacher for 24 years. She has been using KidPix for four
years in various formats to create programs of this nature. Sandra
Quitko has been teaching special education for 29 years. For the past
nine years, she has been a staff developer, specializing in computer
training. The class paraprofessional assists with the implementation of
various activities |
What You Need: Grolier Multimedia
Encyclopedia, KidPix, and Slideshow are used with the classroom
computer to create slideshows. The Encyclopedia Britannica and books on
Africa are also used. In addition, newspapers, crayons, dried peas,
beans, lentils, rice, glue, cardboard, and markers are needed for
African art activities. Guest speakers and the public library are also
useful resources. |
Overall Value: This program provides a
multisensory approach-auditory, visual, and tactile-to education, which
works particularly well with language-impaired students. Using
multimedia encyclopedias as auditory references allows the students to
gather information. The pictures are extremely valuable in assisting
the children of this MIS III class gain an understanding of the
vocabulary and concepts involved. The use of the microphone and
recorder from the computer motivates the children to improve their
linguistic abilities. |
Standards: |
African American Women Writers: Legacy through Literature |
Category: English/Language Arts |
Grades: 13 to 14 |
How It Works: This seminar style course
designed to explore a variety of literature created by African American
women through selected readings that bring into focus the political and
sociological aspects of their experience. Student had the opportunity
to concentrate on one particular author (Toni Morrison, Audre Lorde,
Kristin Hunter, Gwendolyn Brooks, Alice Walker, Maya Angelou, Toni Cade
Bambara, Ntozake Shange, Sonia Sanchez, Nikki Giovanni) and share their
perspectives by means of exhibition and performance based criteria.
Personal journals are maintained to foster reflection and writing
expertise. In addition to student research material and literary
criticism, the following selections are required reading for the course:
In Search of Our Mothers' Gardens - Alice Walker, This Bridge Called MY
Back: Writings by Radical Women of Color - Editors: Cherrie Moraga and
Gloria Anzaldua, Rereading America: Cultural Contexts for Critical
Thinking and Writing - Gary Colombo, Robert Cullen and Bonnie Lisle,
Braided Lives: An Anthology of Multicultural American Writing -
Minnesota Humanities Commission. The teacher will supply literary
reading for discussion on pertinent is that related to the topic e.g.
feminism, racism, stereotyping, historical perspective, etc. Critiques
of selected works by the author must be included and a suggested number
would be eight to ten essays, poems, journal articles, novels and
abstract. The final exhibition is prepared and presented as the
student's own design and invention. It may be in any form or medium
based on each sstudent's interest, academic persuasion and creative
thought. conferencing with the teacher and mentor educators on a weekly
basis, where appropriate, is encouraged. One full class period will be
designated for each exhibition and evaluation by teacher, peers and
self will determine the pass/fail grade. Students will create their own
evaluation data sheets, standards and criteria. Projects have included
dramatic presentation, reading, autobiographical time lines, as well as
audience involvement in debates, essential questions and oral
tradition. THE STUDENTS:This experience is designed for highly
motivated juniors and seniors who have excellent critical thinking and
research skills. A prerequisite is a strong recommendation from an
English teacher and a personal interview. |
The Students: |
The Staff: The basis of the course
is,"student as worker" therefore the teacher will serve as a facilitator
for learning and encourage mentors for the enhancement of the project. |
What You Need: The class should, have a
comfortable area in which to meet that is conducive to discussion and
conveniently located near excellent resource material and media
equipment. Ideally, a section of the school library would be most
appropriate. Interviews and guest speakers, visits to area colleges,
the availability of theater, archives and local bookstores of a
culturally diverse nature have a great impact on the extent of
resources. |
Overall Value: The celebration of diversity
and respect for humankind can be accomplished through a sensitive study
of literature when one partners this exploration with the goal of
understanding cultural influences and their place in the growth of a
society. This multidisciplinary project serves to build bridges between
students and challenges them to be introspective, open-minded,
empathetic and creative. |
Standards: |
AFRICAN INSPIRATION: A COMMUNITY QUILT |
Category: Arts |
Grades: 4 to 8 |
How It Works: "African Inspiration" takes
students on a journey to Africa to explore the art and culture, and back
to America to explore their own heritage. Students study ancient
African textile designs, then learn about contemporary African-American
artists who tell about themselves through contemporary textile arts. All
second grade students in the school create an individual quilt square
that shows their uniqueness and ties them to their own heritage through
drawing, writing or printing symbols, incorporating the ancient and
contemporary methods used by Africans and African-Americans. The squares
will be used to create a larger, grade-level quilt that will help
students to appreciate their own uniqueness and improve self-esteem, as
they understand and appreciate the ethnic heritage of others in their
second grade community. Students will also develop an awareness and
appreciation of contemporary and ancient African arts.
|
The Students: Students will make connections
between ancient and contemporary African art as they listen to Tar Beach
by Faith Ringold and observe examples of ancient Adinkira and
adire-eliko cloth. Students will learn more about their personal
heritage as well as improve drawing and writing skills as they work
individually to research their cultural heritage, write about their
strengths, create a self-portrait, and design and print symbols
important to them. Students will learn about others as they work in
small and large groups reading others' stories and symbols and
collaborating with other second grade classes to create a border that
will unite all the squares. Assessment is ongoing and includes student
self-evaluation and peer-evaluation as they choose their best work and
edit in small groups. The teacher will evaluate students on how well
they meet specific, established criteria.
This project's innovative feature is that it can be used with a single
class, school-wide, or town-wide. For limited budgets, the quilt can be
made of paper.
|
The Staff: Elizabeth Allegretti Cherry Brook Primary School, Collinsville |
What You Need: Fabric, fabric crayons, printing supplies, visuals of ancient and contemporary African textiles are used.
|
Overall Value: Students learn about the
purposes and aesthetic qualities of African art, connecting the present
to the past by incorporating ancient and contemporary art into their
personal artwork. A positive self concept is achieved as students create
a square illustrating their unique attributes. Students cooperate and
contribute towards a larger, group art piece as they understand and
appreciate the ethnic heritage of others. Students also appreciate the
arts as being important for expressing ideas and feelings. Students are
understanding and applying African artistic techniques to create their
own symbols, pictures, and words relevant to themselves.
|
Standards: |
All Bound Up |
Category: English/Language Arts |
Grades: 3 to 8 |
How It Works: Students write, bind and share
their own individual books, with each page focusing on an aspect of
their lives such as family, feelings, experiences and aspirations. The
purpose: for students to learn the value of working towards a long-term
goal while reinforcing numerous language arts objectives and promoting
each student's uniqueness in a positive light. This project begins with
an introduction into publishing-related careers. Students are then able
to see the parallel between what they are doing in the classroom and the
real world of publishing. The students take on the jobs of author,
illustrator, editor and promotor. The teacher is the publisher, senior
editor and bookbinder. The writing process is initiated with a class
discussion, which is followed by brainstorming. Students then practice
classifying their ideas around a theme, clustering a list of, details
and then using those details to structure their writing. After
revisions and editing students are ready to copy their, writings onto a
page of their book. Illustrating the page is also an important task,
with students encouraged to make their pictures bright, big and
meaningful. Next comes the Title Page, Table of Contents, Dedication
Page and most important - the binding of the book. Now the students are
ready to read their books to others. Students are taught how to stand,
speak, and pace their reading for a large audience. DCPS Major System
Priorities: Standard English, Job Preparedness. The Students: "All
Bound Up" can be used with students in grade one through six, and is
appropriate for use with small and large groups. In addition ESOL and
Exceptional Students will benefit from the program. |
The Students: |
The Staff: Debra Allen is in her third year
of teaching and is currently enrolled in the Master's program at Nova
University. Prior to receiving a full-time teaching position, Ms. Allen
was very active in school functions as a member of the PTA as well as a
classroom volunteer. She was also the recipient of the Sally Mae
Beginning Teacher Award for the elementary division for the 1987-88
school year. |
What You Need: Materials and Facilities:
Materials needed include canvas or poster board, crayons, black ink pen
or felt-tip markers, blank white paper and binding tape. Access to a
book binding machine is helpful but not necessary. Outside Resources:
Displaying books in the media center and the classroom is important.
Guest speakers from a publishing company can be invited into the
classroom. |
Overall Value: "All Bound Up" gives students
the opportunity to improve their communication skills - both oral and
written. In addition, students enhance their selfconcept by creating a
book that highlights their interests, their abilities and their talents,
and then share it with their friends. The joys of authoring are
evident in the smiling faces of the students when their books are,"all
bound up". |
Standards: |
ALL IN THE FAMILY |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: This project brings parents and
children together to practice basic math skills, the concepts of odd
and even numbers, estimation, and telling time. Parents and children
are invited to attend after-school workshops, where they roll dice, play
cards, and compete in a variety of games that teach and reinforce
fundamental concepts and skills. Participating families are given a
packet of the games, so the learning (and the fun!) can continue at
home. |
The Students: This project began with a third
grade class, then a combined first and second grade workshop was held,
followed by a fifth grade class. The project is adaptable for other
size groups and grade levels, offered as multiple workshops during the
school day or after school. |
The Staff: Dolores Burdick holds a BA from
Northeastern Illinois University and a MST from the University of
Illinois at Chicago. She has taught as a math specialist for four
years. Paula Holtzman holds a BA from Northeastern Illinois University.
She has taught for 30 years as a math specialist, including eight
years as a math coordinator. Christina Moe holds a BA from Earlham
College and a MA from Roosevelt University; she has taught for two
years. |
What You Need: The following are needed for
this project: game resource books; dice of various colors; dry beans;
3x5 index cards; polyhedra dice; pencils and paper; decks of cards;
icosahedra dice; markers; plastic storage containers; Zip-Lock bags;
"packing peanuts." |
Overall Value: The transformation of
initially shy parents and children into active participants, engaged in
lively competitions, is testimony to the effectiveness of this learning
experience. |
Standards: |
AMERICAN ARTS AND CRAFTS DOCUMENTARY |
Category: Arts |
Grades: 11 to 14 |
How It Works: American Arts and Crafts
Documentary" provides students with opportunities to learn more about
their cultural heritages, to link American arts and crafts to the
humanities, and to experience a pride in cultural traditions. Forming
groups of four or fewer, students research Americana and create a
fifteen minute video. Successful projects have been candle-making, body
piercing and tattooing, glass blowing, history of popular dance, and
pizza. On scheduled dates, each group gives the class members outlines
for guided notetaking, shows the video, and engages the class in a
related activity such activities as teaching the class a dance, creating
an architectural plan, or presenting a fashion show. If a student
cannot secure video equipment, another format, such as a magazine may be
used.
The video provides a history of the medium; techniques and skills
required; noted practitioners (past and present); examples of works; and
links to history, economics, politics, technology, science, literature,
the fine arts. The video has an introduction, development, and closure
with clear transitions from one segment to the next. The video closes
with credits, identifying each group member and his/her role.
Appropriate background music and sets enhance the production. |
The Students: The planned activities allow
students to explore a variety of learning styles and integrated
resources. Opportunities for creativity are boundless. Teachers act as
guides as students become experts from their self-directed research.
Students are encouraged to go beyond the library and computer sources
and investigate their communities for local artisans and experts.
Students are assessed in a variety of ways, including rubrics,
self-evaluation narratives, critiques from teachers, and other students.
|
The Staff: Myra Susan Ciaglia Guildford High School, Guilford |
What You Need: Video equipment, LRC, Transportation |
Overall Value: This project allows students
to explore a variety of academic resources, to create connections with
the humanities, to develop interpersonal relationships, to discover
individual talents, to present a positive self-image to the community,
to become self-directed learners, and to reinforcing reading, writing,
viewing, listening, and speaking skills. Students learn how to delegate
and accept responsibility, to meet group and individual deadlines, and
to handle unexpected crises. "The American Arts and Crafts Documentary"
experience gives students a hint of some potential real life integrated
projects, such as getting into college, planning a wedding, or buying a
house.
|
Standards: Responsibility and Self-Reliance Intellectual Curiosity Motivation and Persistence
|
AMERICAN CULTURE: ACCEPTANCE OF DIVERSITY |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: "American Culture: Acceptance
of Diversity" builds a classroom culture of trust and respect, and
teaches children to understand and celebrate multiculturalism in
America. Students read articles, view videos, create illustrations of
understanding, participate in simulation activities, write summaries,
discuss ideas, think critically, and visit the multicultural city of New
York.
A bulletin board entitled, "The U.S. Is A Mosaic" begins this sixth
grade exploration. A classroom discussion helps children develop an
awareness of the diversity of American culture with metaphors such as:
the U.S. as a salad bowl, melting pot, or kaleidoscope. Students apply
their multiple intelligences and diverse talents to design a visual
explanation of the U.S. as a mosaic. Students create a spectrum of
projects. Peer evaluation skills and the importance of constructive
criticism are developed by using a quality rubric. The classroom culture
evolves into one of peer acceptance, support, and trust.
Students learn about the impact of history on culture through family
interviews, selected readings and by creating personal history time
lines which are displayed throughout the sixth grade wing.
Videos serve as catalysts for discussions about experiences with
prejudice, discrimination, and stereotypes. A variety of simulation
lessons are threaded throughout this unit to provide real experiences.
Cooperative groups create an American culture book demonstrating an
understanding of our culture. This book is sent to students on another
continent. As a cultural exchange, these students send drawings and
letters to American students. A culminating trip to Ellis Island and
Chinatown provides a natural multicultural mosaic experience where
students learn about America's cultural history and taste a new culture.
Students are now prepared to define the ideals for a society which
supports respect, tolerance and diversity.
|
The Students: Two teams (234 students) of heterogeneously grouped sixth graders participate annually.
|
The Staff: Carole Otto and Jennifer Danis East Lyme Middle School, Niantic |
What You Need: The videos "Who Is An
American?" and "People," articles about aspects of culture and
diversity, general art supplies and computers are used.
|
Overall Value: This unit provides learning
opportunities and skill development which address Connecticut's Common
Core of Learning. Students develop a sense of community, moral and
ethical values, and a positive self-image. Children are challenged to
think, read, write, view and listen critically. They learn to speak
openly and accept diversity. What defines this unit is that children not
only learn to be tolerant, but to accept and celebrate the diversity in
our multicultural society.
|
Standards: |
American Indians - More Than Teepees And Feather Headdresses |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Young children become aware of
Native American culture and compare and relate its features to their
own, in our city of many cultures. They become aware of how Native
Americans helped early European settlers. Activities include: making
depictions of Indian life dioramas, symbolic story paintings (compared
to Mayan, Egyptian and others), listening to selected Native American
stories, making corn husk dolls, simple woven baskets, clay pottery, and
bead designs Students: This project was developed for 32 first
grade bi-lingual students. It can be adapted for any primary grade and
for special education students, integrating it with several skill areas
of learning. |
The Students: |
The Staff: Aracely Feldman holds a BA in
bilingual education from Northeastern University and an MA from National
Louis University. Recipient of several grants, she has taught in
Chicago schools since 1981. |
What You Need: Materials And Facilities: A
variety of craft materials are needed: clay, basketry material, beads,
string, corn husks, etc. In additional musical selections and story
books provide information and enrichment. Outside Resources: Field
trips to: the Field Museum of Natural History to see the Pawnee Lodge,
North Park Village Center for maple syrup gathering in February.
Parents are very important as classroom speakers and volunteers to help
with class projects and field trips. |
Overall Value: This project makes students
aware of each other's backgrounds. They learn to be proud of their own
cultures and to respect those of others in our diverse community. |
Standards: |
American Jewish Writers: Novelists, Dramatists and Poets |
Category: English/Language Arts |
Grades: 13 to 14 |
How It Works: No topic is more interesting
than people. Our, population is intrigued by magazines, movies, and
mini-series describing what people think. |
The Students: |
The Staff: Eleanor J. Cohen, a Dade County
Public School teacher for five years, received a 1989 Rockefeller
Foundation Grant for the Humanities. In the fall of 1989, her article
about prejudice reduction appeared in The World of Difference
newsletter. She participated in the 1987 University of Miami/DCPS
Writing Institute. Ms. Cohen attended the Dade Academy for the Teaching
Arts (DATA) in 1990, from which she developed this project. She has
recently been awarded an Impact II Adapter Grant from the Dade Public
Education Fund for,"Connections: Search for Beauty, Overcome Prejudice,
Inhabit Other Lives." She is a member of Phi Delta Kappa/University of
Miami Chapter. Although Ms. Cohen presently teaches English, she has
taught in the Students at Risk Program and in the Pre-College Institute
for the Gifted Learner. She has been an Assistant Professor, Instructor
and Adjunct Lecturer at Western Michigan University, Purdue University,
Hunter College and The College of New Rochelle. She participated in the
1991 Woodrow Wilson Summer Institute in Secondary School History. |
What You Need: MATERIALS AND FACILITIES: The
school library offers an adequate selection of books and encyclopedias
needed for this project. A VCR/TV is needed. A tape recorder to record
group projects would be beneficial. Access to a Xerox machine for
class copies of materials is necessary. Materials prepared by developer
for teacher use include handouts about specific American Jewish
writers, dramatists and poets. The Readers' Adviser, Jewish
Writers--North America, and information from The Literature of American
Jews will be implemented for classroom use. OUTSIDE RESOURCES:
Enrichment activities and field trips are beneficial. Professors from
local universities/colleges can be invited to present seminars or
lectures about American Jewish writers. A field trip to the Miami Book
Fair International to meet famous writers can be arranged. Guest
speakers arranged by publishing companies can be invited to the
classroom. The Dade County Public Library provides a rich selection of
reference books, films and encyclopedias. Teachers can check out
several dozen books at one time for their class to do research and
prepare projects. |
Overall Value: Teachers want their students
to develop into individuals who are confident and psychologically
healthy, knowledgeable, tolerant of various opinions, skilled in
communicating with all types of people, and willing to value each other.
Introducing students to powerful works written by American Jews will
enhance their appreciation and understanding of the hopes, problems, and
achievements of that group. Students will develop intelligent opinions
based on facts having read, discussed, and written about writers who
fought through their own neuroses and emerged whole as a result of their
internal struggle. learning about discrimination, racism, stereotyping
value clarification, attitude formation, and prejudice can be
accomplished by examining literary works written by American Jewish
novelists, dramatists and poets. Teachers want their students to develop
into individuals who are confident and psychologically healthy,
knowledgeable, tolerant of various opinions, skilled in communicating
with all types of people, and willing to value each other. Introducing
students to powerful works written by American Jews will enhance their
appreciation and understanding of the hopes, problems, and achievements
of that group. Students will develop intelligent opinions based on
facts having read, discussed, and written about writers who fought
through their own neuroses and emerged whole as a result of their
internal struggle. learning about discrimination, racism, stereotyping
value clarification, attitude formation, and prejudice can be
accomplished by examining literary works written by American Jewish
novelists, dramatists and poets. |
Standards: |
AN AUTHOR'S VISION, AN ARTIST'S VOICE |
Category: Arts |
Grades: 7 to 10 |
How It Works: In collaboration with the
Whitney Museum of American Art, students write, illustrate, and bind
picture books based upon a personal experience, a family legend, or a
news story. Using storytelling techniques, students then read their
books to an audience of younger children. Essential to Connecticut's
Common Core of Learning is the assertion that an educated citizen is one
who has mastered skills that will enable him or her to continue to
acquire, understand, and use knowledge. "An Author's Vision, An Artist's
Voice" is built upon the development and demonstration in middle school
students of higher order thinking skills, research techniques, mastery
of the writing process, and the ability to speak and listen well.
Students learn the value of outside resources as repositories of
research information by working with Whitney Museum staff, public
librarians, and teachers at the museum, public library, and school. They
examine and analyze the picture book genre and relevance of authors'
lives to their work. Then they read and categorize picture books under
headings such as folk and fairy tales, concept books, and parodies.
Students write personal narratives or family legends and appraise
book-worthy news articles in order to generate ideas for texts.
Proceeding according to the writing process, young writers then produce
picture book story drafts, which are revised following individual
conferences with children's book editors from a local publishing
company. Interaction with these professionals in the classroom enriches
students' experience. Working with Whitney Museum staff and their
teachers, students design and draw storyboards and mock-ups, create
prototype characters, illustrate books using collage, pop-up effects,
and color techniques; finished products are bound into permanent form.
An exciting "authentic assessment" is a museum reception for parents,
students, and teachers, where books are read and young people respond to
questions about their experiences as writers.
|
The Students: |
The Staff: Alice J. Daniels & Patricia Jackman |
What You Need: Fabric and art supplies |
Overall Value: Connecticut's Common Core of
Learning recognizes that art and literature reflect, express and
illuminate human experience. In "An Author's Vision, An Artist's Voice",
middle school students, with the help of community resources, study
authors, artists, and a literary genre; they then craft their own
literature based upon their lives which, in turn, enlightens younger
children. Building upon the bond between reading and writing, students
see that the lessons of humanity are transferred through art and
literature. They also see the worth and purpose of reading and writing,
not only as useful means for acquiring and communicating information,
but also as ways through which young people order and understand their
own experiences.
|
Standards: Positive Self-Concept Writing
|
AN AWESOME AUTHOR |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "An Awesome Author" involves
students in literature circles studying an author such as Beverly Cleary
and her humorous works. This project engages students in numerous
opportunities to read, write and respond together. By integrating
language and visual arts, students develop listening, telling, writing,
viewing, design and drawing skills. In accordance with the Common Core
of Learning, understanding and application of literature, responsibility
and self-reliance, and the skills and competencies of reading and
writing are stressed. In addition, the math/language arts connection is
made through several student project extensions.
Through shared responsibility in literature circles, students of varying
abilities read together, respond in both an oral and written manner,
note humorous selections, and make predictions. Methods of instruction
vary to include teacher and student directed lessons. Large and small
group discussions prevail from independent reading and read alouds.
Journal writing, character sketches, and personal responding develop
skill in constructing meaning of text. The assessment plan for this
project is multifaceted and ongoing. Students use self-assessment and
group survey sheets as well as a personal response journal. Teachers
measure student progress and learning by observation in the daily
literature circles and in individual student journals which note humor,
personal responses, and predictions for various endings. Character and
author biographical sketches as well as parental feedback help assess
student learning.
|
The Students: Approximately seventy-five third grade students of various levels have participated yearly in this author study.
|
The Staff: Christine Lage, Marie Morro, Carolyn Mosher, Terri Reichen, Judith Shively East School, Torrington |
What You Need: Books, audio and videotapes, drawing supplies, computer banners |
Overall Value: This project provides students
numerous opportunities to connect the language and visual arts as well
as mathematical extensions. Through large and small group interaction in
literary circles, responsibility and self-reliance are fostered. The
children share and assess daily journal entries. Group reading goals are
set as children divide reading tasks and create their group matrix
chart of the shared book. Children from four classrooms combine talents
in a cooperative inter-classroom effort. "An Awesome Author" concludes
with hallways adorned in colorful banners, character illustrations,
matrix charts, and math activities in a truly "awesome" way.
|
Standards: Responsibility and Self-reliance Positive self-concept
Reading, Writing, Speaking, Listening
|
An Environmental Extravaganza |
Category: Science |
Grades: 4 to 8 |
How It Works: Investigating plants' and
animals' interactions with the environment is a key component in the
fourth grade science Standards of Learning. An Environmental
Extravaganza is a creative, integrated approach to teaching science,
math, and language arts that makes students aware of local and global
environmental issues.
A variety of activities and instructional materials are incorporated in
this theme- based unit. Fictional literature that emphasizes
environmental communities, habitats, niches, lifecycles, and the
influence of human activity on ecosystems is used. Information that
pertains to the subject of their literature book is gathered from
reference books, C-D Roms, almanac indexes, and Internet resources.
Students use computers to create databases and graphs, produce bar and
line graphs with art materials, and create tangrams and tesselations
with plant or animal themes. They use ant farms, tadpole aquariums, and
ladybug circuses to observe lifecycles, animal behavior, and habitats.
Class participation in adoption programs of whales, wolves, or manatees
encourages student correspondence and data collection. Culminating
activities such as student- written, -produced, and -filmed plays, and
the creation of a class environmental newsletter via computer generate
learning and interest. |
The Students: Thirty fourth-grade students of
varying abilities participate in this program. The program can be
adapted for grades two through six. |
The Staff: A classroom teacher developed the program. The reading teacher, librarian, and technology teacher provide support. |
What You Need: Materials include literature
books, student writing journals, art supplies, an ant farm, a tadpole
aquarium, and owl pellets. The space requirements are the individual
classroom, school building, and grounds. Field trips further enhance
the unit.The public and school libraries provide reference materials and
CD-Roms. Parent and community volunteers help facilitate the program.
Field trips and guest speakers bring first hand, expert information to
the students. |
Overall Value: Participation in this program
improves student achievement while sparking an interest and
understanding of environmental issues. The variety of activities and
learning keeps students' interest level high. Enthusiasm and concern
for the subject matter overflows into excitement for science, math, and
language arts. |
Standards: |
An Environmental Study (Florida Up Close Project) |
Category: Science |
Grades: 5 to 12 |
How It Works: Technology offers the
opportunity to increase student participation in learning. By reading
and researching the Florida Everglades and its endangered animals,
students learn about South Florida's natural environment and become
aware of ecological concerns. The greatest benefit is the academic and
social success of the students as they investigate this unique
ecosystem. By creating a newsletter or multimedia presentation,
technology becomes the tool both for the research and the presentation.
1. Pick appropriate topics
2. Find print materials
3. Create bookmarks of relevant sites
4. Scan appropriate photos
5. Practice with publishing or multimedia software
|
The Students: Internet research, CD ROM research, scanning, desktop publishing, multimedia creation, and email
|
The Staff: Valen Mayland is a twenty-one year
veteran middle school teacher, who had presented award winning grant
ideas at state and district technology conferences.
|
What You Need: Microsoft Publisher,
AppleWorks or Children's Writing Center for desktop publishing;
HyperStudio or PowerPoint for presentation software, Internet access, CD
ROM encyclopedias, National Geographic's Mammals CD ROM, and Grolier's
Animal Encyclopedia
|
Overall Value: |
Standards: STANDARDS
Science: Understanding the process of life and the interdependence of living things.
Writing: Using the writing process to more effectively communicate ideas and information.
Reading: To read effectively and to gather and synthesize information.
Social Studies: To heighten awareness of ecological concerns and their social implications Teacher
|
An EnvironNewsletter: Florida Up Close |
Category: Social Studies |
Grades: 8 to 14 |
How It Works: Children need to know! To raise
awareness of the sensitive environment of South Florida, students learn
about their ecology through readings, research, writing and the
development of an EnvironNewsletter. Students working with a partner use
a software program and the computer to turn their discoveries into a
professional finished product -- a newsletter. They enjoy the
exploration of research and the use of technology to share their
knowledge, even beyond the classroom. Even the US Congress can receive
their publications expressing their concerns for South Florida's
environment. DCPS MAJOR SYSTEM PRIORITIES, Intergroup Relations,
Achievement, Critical Thinking, BLUEPRINT 2000 GOALS, Graduation Rate,
Readiness for Employment, Student Performance, THE STUDENTS, Computer
Application students in sixth, seventh and eighth grade participated in
this project. The students came from a variety of ethnic and social
backgrounds and were classified as having varying abilities including
ESOL, ESE and Gifted. This project can be done with students of
different ability levels in grades six through 12. |
The Students: |
The Staff: Valen Mayland is a 15-year
teaching veteran, who has a master's degree in computer science. She is a
member of the University of Miami Clinical Teacher Program, a recipient
of a Teacher MiniGrant, a 1990-1991 and 1991-1992 IMPACT II Developer
and F.A.C.E. Conference presenter. She is the computer department
chairperson and SBM/SDM chairperson. She was honored as the 1987-1988
Miami Lakes Middle School Teacher of the Year. |
What You Need: MATERIALS AND FACILITIES, This
project has been used in a computer lab using 15 Apple IIe computers (2
students each), but can be used with a single computer and program.
Each computer requires a copy of The Children's Writing & Publishing
Center (The Learning Company). Multi-color ribbons allow the newsletter
to be printed in color, a real plus to the children. OUTSIDE
RESOURCES, The media center can be used for research. Videos, such as
The Rotten Truth, You Can't Grow Home Again, A Salute to Mother Earth,
and When a Tree Falls: Lumber vs. Deforestation, are also helpful.
Organizations concerned with the environment can provide information. |
Overall Value: Reading and research related
to the delicate ecology of Florida provide the students with the
opportunity to know about their natural neighborhoods. The research and
writing are done with a partner providing interactive learning. The use
of the computer to complete a research project is the ultimate
motivational tool. And, of course, students are awed and fascinated as
they watch the printer type each and every line of their work!, |
Standards: |
AN EVENING AT A REVOLUTIONARY INN |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: Start with a well crafted
novel, add background on 18th century American life and major events of
the Revolutionary War, allow students to research and create their own
skits, add dancing, and visual displays; invite parents, and you have
"An Evening at a Revolutionary Inn." The fictitious "Meeker Inn" in
nearby Redding, Connecticut, is the setting for James and Christopher
Collier's novel My Brother Sam Is Dead and the scene of our culminating
activity. In cooperative groups, students research and develop skits
illustrating famous events of the Revolution such as Paul Revere's ride,
the Battle of Bunker Hill, or an imagined interview with Betsy Ross.
Students display illustrations of period uniforms, tools, weapons, a
winter encampment at nearby Putnam Park, and other historical events.
Members of a Revolutionary War re-enactment troop demonstrate clothing,
utensils, dances, and etiquette of the time period. Students learn dance
movements which mimic the skills of fencing, fighting, and even
basketball and football. Themes in the novel lead to discussions on
"taking a stand based on your beliefs" and "how beliefs can influence
family and community loyalties." Topics for skits illustrate acts of
heroism and bravery by those who founded our nation.
|
The Students: Students are assessed in
various ways. Written quizzes measure content and analytical knowledge.
The skits and displays, however, are performance tasks. Performance
assessment lists are used to help students create their products.
Specific tasks, such as note taking or developing a script, are broken
into discrete components with procedures clearly spelled out for
students. Groups monitor daily progress and note difficulties using
cooperative daily logs. Activities are peer-and self-assessed by
students and teachers. Revisions are encouraged.
|
The Staff: James Howson and Sam Lewbel |
What You Need: School cafeteria, art supplies, props and research material. |
Overall Value: Imagine our surprise when
seventh graders - even the boys - eagerly volunteer to learn colonial
dancing! This illustrates the high level of interest among our students.
Through the novel's main character, a young adolescent, students gain a
deeper understanding of past events they are studying in social
studies. An added dimension is achieved by re-creating those events and
the story's setting. Students now have a real audience and a role to
play. Through acting, dancing, and creating displays, students use
multiple modes of intelligence to interact with the content.
|
Standards: Intellectual Curiosity Learning Skills |
An Evening in Harlem |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: An Evening in Harlem, a
culminating activity for the study of the 1920s in America, students
take a personal tour of the rich culture and historic setting of the
African-American Harlem Renaissance. Students take on personas of
important figures from the era and present them and their artistic
acheivements to their classmates. We begin with an introduction to American society in the 1920s using materials from Teachers' Curriculum Institute's History Alive
series to help students engage the key features of the decade. Then
students identify the unique elements of the new age via
deconstruction of visual images in a teacher-guided slide show. Students
then focus on the story of African-Americans in the 20th Century.
Students enhance their understanding of the pre- and post- World War I
period by investigating political views of African Americans, before
focusing on the 1920s in Harlem using the book Circles of the Twentieth Century: The Harlem Renaissance, and conducting factual mapping of the period, then critiquing assumptions and biases of the book's author. In English class, students learn the language and slang of the 20s using materials from History Alive, and playing "Twenties Bingo." Personal biographies from the collection Having Our Say
introduce students to women of the era. In addition, students read
and analyze African-American poetry, including work by Langston Hughes,
followed by a viewing of Voices and Visions: Langston Hughes. Students
then produce an independent research paper on a historical figure from
the period, employing primary sources from the person's career,
secondary sources to provide critical analysis, plus viewing or
listening to the person's artistic output. Although they follow the
standard five-paragraph format, students take a critical stance in
exploring the character's importance. The Harlem Evening provides the
opportunity to use this knowledge. Students create the setting,
atmosphere and scenery of our own "Cotton Club" and present their
figures in this exciting and fun format. Students gain sound academic
knowledge in an unforgettable experience. Students are
assessed using both traditional and innovative formats. The term paper
assessment follows traditional rubrics of substantive knowledge and
academic research and writing skills. The authenticity of the
performance becomes a crucial means of evaluating students and their
ability to communicate their characters' historical importance. |
The Students: |
The Staff: An Evening in Harlem, a
culminating activity for the study of the 1920s in America, students
take a personal tour of the rich culture and historic setting of the
African-American Harlem Renaissance. Students take on personas of
important figures from the era and present them and their artistic
acheivements to their classmates. We begin with an introduction to American society in the 1920s using materials from Teachers' Curriculum Institute's History Alive
series to help students engage the key features of the decade. Then
students identify the unique elements of the new age via
deconstruction of visual images in a teacher-guided slide show. Students
then focus on the story of African-Americans in the 20th Century.
Students enhance their understanding of the pre- and post- World War I
period by investigating political views of African Americans, before
focusing on the 1920s in Harlem using the book Circles of the Twentieth Century: The Harlem Renaissance, and conducting factual mapping of the period, then critiquing assumptions and biases of the book's author. In English class, students learn the language and slang of the 20s using materials from History Alive, and playing "Twenties Bingo." Personal biographies from the collection Having Our Say
introduce students to women of the era. In addition, students read
and analyze African-American poetry, including work by Langston Hughes,
Sheri has taught all ability and grade levels of high school English for
nine years. She is a Mentor Teacher and a Met Life fellow with the
IMPACT II National Teacher Policy Institute. Eric has taught United
States History for three years. He is a coach for San Marcos High
School Mock Trial team, and was formerly a deputy district attorney in
Alameda County. |
What You Need: Numerous primary sources are listed in the teacher packet. |
Overall Value: This student-run evening of
literature, music, dance, art, poetry and drama also serves as a
jumping-off point for our in-depth investigation of race relations in
20th century America. |
Standards: |
An Evening of Literature |
Category: English/Language Arts |
Grades: 4 to 5 |
How It Works: Our goal was to provide an
opportunity for second graders and their parents to work together in a
shared experience of reading, writing, listening and speaking. The
anticipated outcome was that the parents would participate in the same
types of literature activities that the children experience in the
classroom throughout the year. Specifically these actlvities were:
orally retelling a story and summarizing the story using sentences and
pictures. An example of this was a story mural consisting of three 18 x
24" pieces of white paper attached together. The beginning, middle and
end of the story were drawn and sentences written under each. The story
booklet consisted of a title page and three 8 1/2 x 1 1" pieces of
paper. The top of the page was left blank and lines were drawn on the
bottom of the page. The child/parent summarized the story using the
lines. Pictures accompanied the summary. The third skill consisted of
analyzing the story for character, setting, actions and ending. A story
board was set up by dividing an 18 x 24 piece of paper into six equal
sections. Title and author were put in the first box. Characters,
settling, actions(2 boxes), and ending were placed in the other boxes
using pictures and sentences. After completing one of the three required
projects, the students and parent(s) could choose an optional activity
of making a puppet or bookmark. This literature experience took place n
the early evening. The participation, cooperation, and quality of the
projects have been outstanding. The students were eager to share their
completed projects with the group. THE STUDENTS: This activity was
designed for second grade students but is adaptable for grades three
through eight. Students were teamed with thier parent(s) for this
activity. |
The Students: |
The Staff: The classroom teacher initiated
and then supervised the activity. The project could include the reading
consultant, media teacher, principal, and language program leaders. |
What You Need: A large assembly area with
tables s necessary. The 18 x 24" white paper is needed for murals and
story boards. Other necessary items are prepared copy paper for
booklets, lunch bags and standard classroom supplies. Optional
materials: puppet stage and microphone. A sample of each project should
be displayed in the classroom and assembly area, along with directions. |
Overall Value: This project emphasizes the
participation of the student and their parent(s) In a shared literature
experience. The student and the parent(s) cooperatively plan and
implement the activity for the evening. Parents were as enthusiastically
involved as their child. Positive feedback was received from
participating parents regarding the success of the evening as both
entertaining and educational. Many of the parents were eager to
duplicate the project at home. |
Standards: |
An Unbuglievable Unit |
Category: Science |
Grades: 5 to 8 |
How It Works: This high-interest, hands-on
program introduces students to the world of spiders and insects and
culminates with students "inventing" a bug. They learn about spider
anatomy by observing specimens with magnifying lenses and by building
clay models. They also write bug poetry, create "Be Nice to Spider"
posters, and draw comic strips using facts about a spider's digestive
system. They make personal similes in response to Quick as a Cricket by
Audrey Wood. They create an unbuglievable wordbook in response to
Antics. They write a Spider Pass Around story (which is edited and
revised using a TV/computer hookup), write and retell folktales (i.e.
How the Spider Got a Tiny Waist), and perform the play James and the
Giant Peach.
The unit incorporates many skills indicated in the Program of Studies
and in Virginia's Standards of Learning. Language arts skills include
research writing, story retelling, folktale writing, figurative language
studies, poetry, and parts of speech. Science concepts include
insects, arachnids, and arthropods, comparison of the digestive and
skeletal systems of humans and spiders, the food web, and flowers and
pollination. |
The Students: The program was developed for
nine students with emotional disabilities in grades 3 through 6. The
students meet each day over a five-week period. |
The Staff: A classroom teacher and an
assistant implement the program. A parent volunteer helped sew pillows
covered in bug-design fabric for use during silent reading time. |
What You Need: The research requires a laser
disk on insects and non-fiction and fiction books. Fabric, clay, and
poster board are needed for the projects.
Space is necessary to display the many projects created by the
students.A trip to the Smithsonian Museum Natural History Insect Zoo
enhances the project. A guest speaker from the Entomology Department of
the Smithsonian, books from the public library, and information on the
Internet also contribute to the program. |
Overall Value: An Unbuglievable Unit is an
excellent way to grab students' attention and motivate them to research
and learn information. They become so interested that they bring in
specimens and become more aware of the importance of bugs in the balance
of nature. |
Standards: |
Ancient Egyptian Sarcophagi |
Category: Social Studies |
Grades: 8 to 10 |
How It Works: To provide an interdisciplinary
unit for 6th grade Social Studies and Art students, I developed a unit
for my classes involving Egypt. Students studied Ancient Egypt as part
of the 6th grade Social Studies curriculum, and their Social Studies
teacher wanted to give them some,"hands-on" experience. I provided the
students with background information on the Egyptians belief of the
afterlife as well as the mummification process. In addition, students
viewed a video on King Tut's tomb. The classes were divided into
groups of two, and students were asked to design either a
two-dimensional or three-dimensional mummy case. Two-dimensional cases
were created by having one student lie on a piece of butcher paper while
another traced him/her and cut him out. Students, researched mummy
cases and using craypas, colored their mummy case in the style of a
fictional Egyptian man, woman, or child. Upon completion of their mummy
case, the student groups were asked to write a fictional account of
their Egyptian's life; i.e. what jobs they might have held, their
family, what type of life they led. Three-dimensional mummy cases
were created via the papier mache process. Student groups, using
balloons as a base, created sarcophagi using a mixture of wheat paste
and newspaper strips. With the help of the media specialist, students
viewed pictures of Ancient Egyptian sarcophagi and, painted their mummy
cases as was the custom of the times. The Students: Classes each
consisted of approximately 26 students heterogeneously grouped and
included several Special Education students as well. Classes met for
approximately ten 45-minute class periods. This project could easily be
adapted for grades 4 and 5 as well. |
The Students: |
The Staff: In order to accomplish this
project as a true interdisciplinary unit, help from the Social Studies
teacher and Media Specialist are of importance. |
What You Need: Video: King Tut Tomb of
Treasure, Video: Artful Journeys: Mysterious Egypt, National
Geographic March 1977: Egypt, 6th Grade Social Studies book, Arts
& Activities April 1993 (Mummy case tracing is an adaptation of a
project called,"Mummies Come Alive" featured in this issue),, Books
with visuals on Egyptians available in any library. This project was
carried out in both the Art room and in the regular classroom. Paints -
acrylic, Butcher paper, Craypas, Newspaper, Scissors, Wheat paste. |
Overall Value: Students were exposed to a
number of disciplines through this assignment. They studied Ancient
Egypt and the way of life of the Egyptians in Social Studies class.
They researched books on Egypt and searched for visual aids in the
library with the help of the Media Specialist. Language Arts was
incorporated into this unit by asking students to write an account of an
Egyptian's life, and finally, they learned valuable skills in Art class
on two-dimensional as well as three-dimensional design. Students were
excited and extremely interested in this assignment, and as a result, I,
believe they will retain the information they've acquired. |
Standards: |
ANCIENT INQUIRER |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: "Ancient Inquirer" blends the
study of classical mythology with computer technology. Students create
imaginary headlines based on the mythology of the ancient world and then
display these headlines as modern-day, tabloid "front page news."
Students publish their mock-tabloid pages using any available desktop
publishing software, thus incorporating technology skills into the study
of the ancient world. The knowledge base of this project encompasses
ancient culture and mythology. Learning activities include collaborative
review, critical thinking, creative writing, the development of basic
word-processing and publishing skills, and group assessment.
Students begin with an intensive review of mythology and ancient
culture. Approaching this review from a contemporary perspective, a goal
of the review session is to develop sensational and humorous tabloid
headlines based on mythology and ancient history, e.g., "Janus Has
Identity Crisis! Doesn't Know if He's Coming or Going!," "Cleopatra's
Last G-Asp!," or "Family Funeral & Wedding in Thebes: Oedipus Kills
Dad, Marries Mom!" Students use desktop publishing templates to publish
tabloid pages, complete with headlines, illustrations, captions, weather
reports, dates, and other tabloid features, all relating to the ancient
world. The teacher provides the project format and evaluation
guidelines. Final compilation of all tabloids into one class magazine
provides an opportunity for student enjoyment and the positive critique
of one another's work.
|
The Students: Students of all abilities in
all levels of Latin classes will enjoy success with this project.
"Ancient Inquirer" is easily modified to complement other literature
studies in English classes, e.g., Hamlet, Oedipus Rex.
One teacher, guiding students through the basics of desktop publishing,
can implement the project. While the technology aspect of this project
relies on a computer lab, students created very effective tabloid
display pages by hand before access to computers was available.
|
The Staff: Mary Donna Lyons Enfield High School, Enfield |
What You Need: Mythology books, literature and desktop publishing software.
|
Overall Value: "Ancient Inquirer" offers a
variety of options for success. Through collaborative review, all
students engage in a shared reinforcement of learning. The visual,
interactive appeal of desktop publishing software encourages students to
create their tabloid front pages. The publishing templates instantly
produce attractively organized pages, giving students a sense of pride
in their creativity. Students develop their critical thinking skills as
they interpret ancient mythology with a contemporary spin, adding
parody, humor, and the use of 20th century technology. "Ancient
Inquirer" also helps students increase their knowledge and appreciation
of the classical world.
|
Standards: |
ANCIENT WISDOM IN CONTEMPORARY TALES |
Category: English/Language Arts |
Grades: 9 to 11 |
How It Works: Ancient Wisdom in Contemporary
Tales is a multisensory interdisciplinary unit that features two
seminars conducted by a professional storyteller who engages students in
the development of storytelling and helps them create final products
using audio tape, video tape, and the computer, or a combination of
these. Prior to the storyteller's first seminar, students research
immigration patterns in the United States and the cultural contributions
of the immigrants. In the seminar, the storyteller models stories from
the areas researched and motivates the students to develop their own
stories through interaction, dramatization, and use of instruments.
In the interim between seminars, the students analyze supplementary
materials including books, videotapes, audiotapes, CDs, computer
programs, and sheet music. By the second and final seminar, the
students must have at least one story started and be prepared to offer
constructive feedback to their peers. At the second seminar, the
students share their stories and receive feedback from the storyteller
as well as from their classmates.
The students develop presentation skills and gain an understanding of
the diverse cultures they represent.One hundred ten multicultural
seventh and eighth grade students who are emotionally disabled or
learning disabled participated. Although classified as at-risk, their
intellectual ability ranges from average to gifted. |
The Students: |
The Staff: Five special education teachers,
the speech therapist, two aides, the librarian, two computer lab
specialists, a counselor, a parent, the art teacher, and the custodial
staff implemented the program. |
What You Need: Macintosh computers with
HyperStudio and "What's My Story?" software, a scanner, VCR, TV monitor,
tape recorder, and CD player provide a choice of media. Keyboards,
drums, multicultural music (sheet, CD, tape) enhance the stories.
Students solicit ideas from a variety of storytelling and reference
books, videos, tapes, and CDs. Facilities include a small auditorium
for sharing stories, the library's soundproof room for recording the
final projects, and the cafeteria for a reception following the
assembly.
Outside Resources A professional storyteller provided the curriculum,
suggestions for implementing it, and professional storytelling skills.
The PTA provided funds; two parents donated research resources and items
for the reception. Community businesses professionally edited the
best stories. |
Overall Value: This experience improves
students' reading, writing, research, and cooperative learning skills.
Students learn more about themselves, their families, other cultures,
the lives and talents of their peers, and their own talents. The
students become interested in storytelling as an art and as a
profession. |
Standards: |
ANCIENT WONDERS: A JOURNEY THROUGH TIME |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: In "Ancient Wonders: A Journey
Through Time" students in groups of three plan a tour of the Seven
Wonders of the Ancient World and their present-day countries, and
produce a travel booklet advertising this tour for prospective clients.
The purpose of this project is for students to learn the specifics of
each Ancient Wonder; associate it with the history and culture of a
present-day nation; become comfortable using the Internet as a research
tool; gain knowledge of advertising and marketing techniques; and
enhance research, organizational, and collaborative skills. The project
is interdisciplinary in its scope (architecture, language, history,
geography, culture, business, technology), collaborative in its approach
(student groups), and multi-faceted in its accommodation to a variety
of learning styles (visual, auditory, writing, hands-on).
The tour itinerary must include a visit to each Wonder, in the time, and
place it once existed, as well as a stay of at least two days within
the present-day country. Information about each Wonder, the sites and
attractions of today's country, means of travel (including time-travel)
detailed day-by-day itinerary, hotel accommodations, costs, insurance
and liability, and other pertinent information must appear in the
booklet. The finished product, an informational and advertising booklet,
is evaluated on evidence of research, accuracy and thoroughness of
information, attractiveness of format, creativity of design, and overall
organization.
Instructional methods and activities include teacher explanation and
demonstration, hands-on use of the Internet, class discussion, group
planning, student presentation, and guest speakers (travel agent and
marketing specialist.) Some class time is allotted for all these
activities; students must also use out-of-class time for research and
planning.
|
The Students: Three classes of Latin II students, varying in size from 12 to 23, have been involved in this project |
The Staff: Joyce C. Narden Amity Regional Senior High School, Woodbridge |
What You Need: Media Center for Internet access handouts, a video, sample travel booklets from a travel agency. |
Overall Value: This project enables students
to make connections: between the present and the past, between the real
world of the travel business and the academic world of school, and
between curiosity and learning. Students increase their knowledge of
world history and geography while developing respect for other cultures
and their achievements, both past and present. While students are
introduced to the intricacies of marketing and the complexities of
travel, they hone organizational and research skills, especially those
involving technology. Through group collaboration, students improve the
multiple competencies needed to work with others in achieving a common
purpose.
|
Standards: Intellectual Curiosity,
Responsibility and Self-Reliance, Interpersonal Relations Learning
Skills, Reasoning and Problem Solving
|
AND I CAN PROVE IT |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: And I Can Prove It" challenges
students to research an information problem, evaluate the information,
develop arguments and then relate those arguments both verbally in a
class debate and then in essay format. The purpose of the project is to
develop the students' abilities to think and listen critically, solve
problems, make decisions and communicate their ideas succinctly.
|
The Students: In preparation for the
culminating debate and essay, students are taught to take notes,
identifying information that is relevant to the question at hand rather
than "important" in a generic sense. Students then read articles about
the debate topic- animal testing for medical research- and share notes
in small groups, each group listing arguments for both sides of the
issue.
The next day the class is divided into two groups- one in favor of
animal testing and one opposed. The media specialist takes one group up
to the library, and the members of the other group stay with their
language arts teacher; using their notes, group members each select an
argument for their side that they will develop and present in the
debate. After writing up their arguments, group members present them to
their own group, and as a team the group analyzes how to improve the
argument, anticipating potential weaknesses. Finally, the groups
brainstorm what they believe will be the arguments used by the opposing
side and assign group members the job of responding to specific
arguments. Students writing five paragraph essays using what they
believe are the three strongest arguments for their side follow the
debate, consisting of argument presentations and rebuttals.
|
The Staff: Pat Blank and Colin Neenan Madison Middle School, Trumbull |
What You Need: Information on debate topic, charts, paper, and markers. Optional: video camera to tape debate for class analysis.
|
Overall Value: The variety of activities
allow students to succeed through visual, written and verbal
experiences, accommodating a variety of learning styles. Students who
had not excelled in other activities throughout the year have an
opportunity to shine in their debate performance. Students learn how to
take stand on an issue, prepare logical, supported arguments, and
determine the value of each of the team's arguments. They work
cooperatively in sorting, by value, the information and planning their
team's strategy. Team members learn to listen critically but respond in a
supportive fashion as they help each other strengthen their arguments
in preparation for the debate.
|
Standards: Intellectual Curiosity Moral and Ethical Values Reading, Writing Speaking, Listening, & Viewing
|
Applying Research To Lesson Planning |
Category: Instructional Inquiry |
Grades: 1 to 5 |
How It Works: This study investigates the
impact of research on lesson planning in the primary classroom. The
research team recognizes the need to incorporate the diverse elements of
many successful models including multiple intelligences and strengths
of students, conceptual mapping, and integration of the arts. For the
past year this research team has been exploring these issues through
reading, attending conferences, visiting other schools, and
participating in weekly discussion groups. These tasks were all
undertaken in preparing to implement the multiage approach in their
primary classrooms. As the research proceeded, the team recognized the
merit of each concept and, as a result, the need to integrate these
diverse but related practices into a coherent approach. This research
will give teachers the necessary information to plan lessons that
consider transformational curriculum (the integrity of the disciplines,
the child's individual learning continuum, conceptual organizers, and
child development practices, all within the child's social context). It
is anticipated that lesson plans developed within such a framework will
enhance the learning of primary students. Data collected will include
teachers' lesson plans that reflect the learning taking place and the
changes made during research. The primary classes consist of 250
students from three to eight years of age. |
The Students: |
The Staff: Thirteen classroom teachers
including teachers of FECEP, kindergarten, grades one and two, multiage,
learning disabilities, and Spanish partial-immersion will conduct the
research. |
What You Need: The following books are being
used for continued research: The Hundred Languages of Children by
Edwards, Gandani, and Forman, Eds.; The Unschooled Mind by Gardner;
Multiple Intelligences in the Classroom by Armstrong; Reaching
Potentials: Appropriate Curriculum and Assessment for Young Children by
Bredekamp and, Rosegrant; and Serious Players in the Primary Classroom
by Wasserman. No special facilities are needed. Dr. Theresa Rosegrant
will provide in-service training for the team over a two-month period.
Dr. Rosegrant, currently teaching kindergarten in Arlington County, is
coauthor of Reaching Potentials and a former professor of education at
George Mason University. |
Overall Value: Research has shown that
effective schools have a common mission and work toward goals as a team.
The primary team will enhance the educational program of young
children by providing a common knowledge base and philosophy, as well as
a means to implement a transformational curriculum. |
Standards: |
Appreciate and Create! |
Category: Arts |
Grades: 8 to 14 |
How It Works: Students love to create art!
Using this curriculum, each student creates a portfolio of art while
learning about art and achitecture of the historical periods covered
by the grade 6 History/Social Science Framework. Appreciate and Create!,
which covers the Stone Age through the Fall of Rome, encourages
students to use their multiple intelligences to understand history and
to express themselves creatively in the style of each period studied.
The History/Social Science and Visual/Performing Arts Frameworks and
Art Smart were helpful in planning this curriculum. Art Smart provided
only a few slides, so I photographed slides from books and was given
reproductions by other teachers. Interest is stimulated
and information communicated in a variety of ways, including
reproductions of each period, slides of art and architecture, and
music from a period or place to help students imagine they are artists
working in another time in history. Students learn that each period
produces a style of art and architecture. Understanding the historical
context makes learning more interesting and meaningful. Students learn
how the art of the past continues to influence the art and architecture
of today. An example would be the Santa Barbara Mission columns with
Ionic capitals. Learning reinforces what is being learned in social
studies classes. For the Stone Age, students create
their own cave paintings and aboriginal paintings. For ancient Egypt,
students create Egyptian stationery by writing their names in
hieroglyphics and decorating paper with Egyptian pictures. Several
copies are made and each student then writes a letter of appreciation
to his/her social studies teacher. Egyptian block prints are made using
gold ink and multiple prints are made in other colors. Students also
make aluminum foil mask pictures. For ancient Greece, students create
their own black and orange figure vases and mythological beasts. For
ancient Rome, students create cut-paper mosaics. These are just a few
of the many projects students create while exploring styles of art from
the past using a variety of art materials and techniques. |
The Students: |
The Staff: Anne has taught middle and high
school art for 16 years. She also taught Headstart youngsters at the
Santo Domingo Pueblo in New Mexico. Her Ph.D dissertation was about
the creative process in art. |
What You Need: Classroom must have a sink.
Slides have been photographed from books. Reproductions and various art
materials are easily obtained. The teacher packet includes detailed
information. Taking groups to the Santa Barbara Museum of Art is
helpful. |
Overall Value: Appreciate and Create!
is designed to teach knowledge and skills; however the most important
outcome is for students to use what they have learned in a creative
way, to explore and have fun. Often students excitedly report seeing art
or architecture in town, on TV or in books that they recognize from
the periods we are studying. A slide quiz is given to students at the
end of the course to see if they can match the art and architecture
with its period. They do this easily. In order to encourage exploration,
grades are not given; however, individual standards remain high.
Seeing high-quality work and their pride in what they have created is
important information for evaluation. Parents love seeing students'
portfolios of art and hearing the history of periods studied. |
Standards: |
Aquarium Adventure |
Category: Science |
Grades: 9 to 14 |
How It Works: In Aquarium Adventure, students
learn to use scientific equipment to study the effect of filtration
systems on classroom experimental and control aquaria. Students record
the data daily, graph their results and share their findings with other
students via Internet. Each classroom contains two aquaria. One tank is
set up with a bio-wheel, a filtration system that involves biological,
chemical, and mechanical filtering. The other tank may be set up with no
filtration or underground filtration, but all other variables must
remain constant. Eventually, at least one of the tanks achieves chemical
and biologicial balance. Students use their data to decide if and when
the tanks reach equilibrium. Students graph their data. After a
discussion comparing the aquaria and nature, students design a poster
showing both systems and how each uses biological, mechanical, and
chemical means to achieve balance. An important part of Aquarium
Adventure is sharing the findings. Once students in one class have taken
data, it is shared via Internet or county mail with the other teachers'
students. All data must be accurate because students' peers depend on
it for doing comparisons. Marineland, a division of Aquaria, Inc. in
Moorpark, donated bio-wheels for our classrooms. They are interested in
how aquaria can be useful in the science learning process. This was the
inspiration for our project. |
The Students: 1997-98: 400 junior high and
200 high school heterogeneously grouped students, including GATE,
sheltered, mainstreamed resource and other special education students. |
The Staff: We all belong to the countywide
Women Educators of Science and Technology (WEST). Marilyn Garza, a
former engineer, has taught science for three years. Melissa Kehl has
taught science for nine years. Both are on their district's K-12 science
articulation team. Betsy Villalpando, a second-year integrated science
and conceptual physics teacher, participates in the Science Partnership
for School Innovation, and is a South Coast Science Project fellow.
Melanie Zinser is a first-year science teacher |
What You Need: Two equal sized fish tanks (four liter or larger), one bio-wheel, fish, teacher packet. |
Overall Value: Students learn the value of
long-term experiments. Their observational skills improve from examining
the tanks daily. They learn why accuracy is important and how
scientists depend on the quality of each other's work. We assessed
accuracy and completeness of daily data, records, and construction.
Approximately 85-95% performed satisfactorily; most excelled. |
Standards: |
Aquatic Science |
Category: Science |
Grades: 9 to 10 |
How It Works: Developed as an extension of
the middle school life science curriculum, Aquatic Science examines
aquatic ecosystems through a variety of practical hands-on activities.
The program is designed to encourage students to work together to solve
problems using available materials. Students are involved in lab groups
at the beginning of the course. Each group is responsible for designing
and maintaining a fresh water aquarium. Group members are assigned
individual tasks related to maintaining the overall health of the
aquarium. These jobs include monitoring and charting water temperature
and acidity levels, maintaining filters and equipment, and observing and
feeding the fish. Students also participate in weekly hands-on lessons
and labs intended to examine specific aspects of aquatic ecosystems.
Topics include currents, tides, invertebrates, fish, sharks, whales, and
ecosystems such as coral reefs and tide pools. Activities include
Gyotaku fish painting, currents and tides labs, and Baleen versus
toothed whale feeding. Twelve seventh and eighth grade students with
emotional disabilities participate in the program. However, the class
could be adapted to other classes by adjusting expectations and by
choosing readings at the appropriate grade level. The class meets for
two one-hour blocks a week. |
The Students: |
The Staff: A special education teacher
developed and implements the program. In addition, two teaching
assistants help with classroom labs and activities. The science
department provides equipment and recommendations. |
What You Need: Necessary materials include
ten-gallon aquariums, filters, gravel, a ph test kit, and heaters. Also
needed are paints, brushes, poster board, and folders as well as
special items such as live animals, prepackaged fish, and motor oil.
Although developed for a science classroom with lab tables, the program
could be adjusted to any room where running water and power sources are
available. Storage space for equipment and aquariums is another
necessity. Trips to a local fish supply store and to a lake to examine a
freshwater ecosystem extend the program. |
Overall Value: The program allows students to
generalize information they learn about water and about the systems
dependent on water and to apply it to their lives--for their benefit and
for the protection of a precious resource. It appeals to students with
different learning styles and allows them to experiment with and expand
on familiar concepts. Students become engaged in the activities, and,
as a result, their overall behavior improves--including remaining in the
assigned area, following directions, and completing group tasks. |
Standards: |
ARCHAEOLOGY: IT'S NOT JUST DIRT! |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: Some memories last a lifetime
and this will be one of them! Students are enthralled to participate and
experiment just like real scientists. To make the unit more authentic
and relevant, we consulted local experts such as the state archaeologist
and historical and archaeological societies. This archaeology unit is
interdisciplinary, problem based, and creative.
To introduce the unit, students are shown a backpack full of
archaeological tools (trowel, measuring tape, compass, gloves, plumb
bob, etc.) Students make predictions as to what type of scientist would
use this equipment.
From there, students are presented with a hypothetical problem involving
a dig site and items that may be artifacts. The class creates a KWL
bulletin board that they change or add to as we progress through the
unit.
Next, students read a variety of trade books on the topic, do research
in the library, and add to a class concept map. They view a movie and
work with an interactive CD on the computer. The children record their
findings in their archaeology logs.
Poetry is used to introduce a lesson about inferences. In cooperative
groups, the students make inferences about a given set of materials.
The art teacher works with the students when they do print casting, and
parent volunteers assist the children to mathematically devise and then
implement a grid system for a simulated dig.
|
The Students: As a culminating experience,
students are asked to do a project which consists of creating an
original story, biography of an archaeologist, an archaeology game, a
crossword puzzle, or a dictionary of archaeological terms.
|
The Staff: Terry Buckingham Tashua School, Trumbull Caryn Intorre Osborn Hill School, Fairfield |
What You Need: Literature, videos, and computer resources about archaeology, and simulated dig materials are all used.
|
Overall Value: This unit is so rich that it
is ideal for interdisciplinary work. Mathematics, reading, writing,
listening, research techniques, technology use, and reasoning are some
of the skills used.
All learning styles and ability levels are accommodated. Students are
assessed throughout the unit for their participation, log entries,
cooperation, and final project. The children gain respect and
understanding for the past in a way that makes it real to them. It helps
them to understand the present and to anticipate the future. It's more
than a picture in a textbook; it's actually putting their hands in the
dirt.
|
Standards: |
Architecture Of The Eastern Hemisphere: 199? Calendar |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: What architectural wonders can
you see in the Eastern Hemisphere?, Students create a twelve-month
calendar featuring landmarks from there. This project involves them in:
selecting twelve sites for their calendars, researching their
geography, history and cultural features, writing brief descriptions of
these sites and buildings, designing and illustrating each page Using
a variety of media, students create their own free-hand illustrations.
The calendars are assembled on construction paper. Each calendar page
includes the illustration, the annotation, the name of the month, and a
calendar grid. No two calendars are the same. A wide range of
important architectural sites are selected and discussed by the group.
Students learn that the Eastern Hemisphere contains a priceless legacy
built over the centuries by people from many cultures. Students:
This project was developed with a fifth grade class, meeting twice a
week for eighty minute sessions for five weeks. It is adaptable for
other subject areas, age groups and achievement levels. |
The Students: |
The Staff: Suzanne Saposnik holds a BS in
Special Education from the University of Illinois, Urbana-Champaign, and
an MSW from the University of Illinois, Chicago. She is the
Coordinator for the A.G. Bell Regional Gifted Center. Jane Grant holds a
BA in Anthropology from the University of Wisconsin, Madison, and an MA
in Teaching from National Louis University. She is a fifth grade
teacher at Bell. |
What You Need: Materials And Facilities:
Resource books are needed for research. Basic classroom materials are
also required. Children need adequate work space to lay out books, draw
pictures and assemble the calendars; tables that allow children to work
side by side are best. Outside Resource: The possibilities for
using outside resources will vary based upon the content area(s)
selected. |
Overall Value: Even children resistant to art
activities produce excellent calendars and are uniformly proud of their
accomplishments. Children compare notes and discuss information,
learning from each other. |
Standards: |
Around the World in 180 Days |
Category: Social Studies |
Grades: 2 to 8 |
How It Works: Around the World in 180 Days is
a year-long geography project in which parents visit the classroom to
share information about places they have visited, lived, or that
interest them.
In September, parents sign up to give geography lessons. They are
encouraged to bring pictures, slides, books, mementos and food from the
particular region they are presenting. I offer to help them find
materials.
The children are highly motivated by visits from parents, especially
their own parents. We discuss appropriate behavior, possible questions
to ask, and what they already know about the place we will be
'visiting.'
One family dressed in outdoor hiking gear to talk about a Sierra
Nevada trip. They brought pictures, discussed mountain safety,
backpacking food, purifying water, and finished with a 'campfire' and
s'mores for all. Another family took us to Norway. They brought
souvenirs and childhood toys, which are different from ours. (The mother
lived there as a child.) They shared Norwegian history, including
Viking lore, and discussed the topographical features. They also brought
stamps for the children's travel journals, Norwegian chocolate and
cheese.
I provide pictures and maps from magazines for each child's journal,
which includes pages for each place visited. Students record at least
three facts about each place studied, either on postcards to parents or
on their journal pages. We use different art techniques and media (some
learned at the SCWriP Summer Art and Writing Academy) to enhance the
journals, which become assessment tools. |
The Students: 1997-98: twenty children, grades 1-2 (wide range of abilities). |
The Staff: Lisa has taught for nine years: computer lab, grades 4, 5 and 1-2. |
What You Need: Maps, globes, magazines, art supplies, children's literature, teacher packet. |
Overall Value: When parents share their
travel experiences, students are interested. Students demonstrate
increased ability to write a sentence and expand it to several
sentences, and more skill with artwork, which they use with other
subjects and expanded projects. As the year progresses, they improve
their ability to synthesize information. The History/Social Science
Framework recommends expanding children's geographic and economic
worlds, developing awareness of cultural diversity and learning about
people who supply our needs. |
Standards: |
Around the World in Eighty Books |
Category: Social Studies |
Grades: 1 to 2 |
How It Works: Around the World in Eighty Books |
The Students: Fifty-four children in half-day
kindergarten classes took part in this project. Because of the high
interest level, the project can be adapted for other age groups, class
sizes, and ability levels. |
The Staff: Mary Ann Mangano has taught at
Cameron School since 1970. She holds a BS from Loyola University,
Chicago and an MS Ed from the University of Illinois. She has received
many teaching awards.
|
What You Need: Students can use a corner of
the classroom to create a "mini-museum" to display materials from their
"travels." The project uses trade books, globes, maps, and book-making
supplies. A TV/VCR brings the different countries that are explored
into the classroom in living color. |
Overall Value: Songs, stories, games, and
dances from other lands give students a stronger sense of their own
culture. Books can be marvelous motivators and when they are combined
with kindergarten enthusiasm, everyone becomes a learner and everyone
becomes a teacher. |
Standards: This project addresses the
following Chicago Academic Standards (CAS) for Social Studies and
Illinois State Goals: Goal #14, CAS E; Goal #15, CAS A, CAS B. |
Around the World in One Semester |
Category: Global Education |
Grades: 7 to 9 |
How It Works: Around The World in One
Semester is a virtual journey around the seven continents. It
encompasses visiting different countries, recording information about
their culture, religion, politics, history, current issues, beliefs,
etc.
The students design one passport per continent, and as a class we travel
to as many as 10 countries of this continent. By watching movies, doing
library research, writing to embassies and to PCVs, using Netscape,
hosting speakers, mapping the way to get there and other activities, my
7th grade students immerse themselves into the country we are working
on. Once we finish a continent students are charged to present in
groups, through plays, games, or reports the rest of the countries we
did not reach. At the end of the group presentation, the rest of the
students raise one of 2 cards a O/W (one way), or R/T (round trip). A
few kids are picked and asked to explain their choice of answers. |
The Students: |
The Staff: This program is implemented by the French for Beginners Exploratory teacher. |
What You Need: The library provides many of
the resources. Embassies, Peace Corps, Travel Agencies, and other
business entities can enhance the program with many extras.
Outside Resources
None needed, even though many could be used to enhance. |
Overall Value: The program has been in place
and successful for a couple of years. Part of its success is due to the
fact that it stretches the walls of the kids' worlds and makes them
aware of other cultures. The continent they study often echoes places
students have heard of, had interest in or studied about in Social
Studies. With this course their perspective of these countries is
changed from the historical often biased view to one that is more
cultural, accepting and tolerant. Past students have come back to share
with current ones how their learning has helped to shape their
understanding of others, and embrace a more global attitude when it
comes to many issues. |
Standards: |
Around the World with Flat Stanley |
Category: Global Education |
Grades: 3 to 4 |
How It Works: "Around the World with Flat
Stanley" was a wonderful way to incorporate reading and letter writing
into a geography unit. Students listened to the story of Flat Stanley
by Jeff Brown. They made a picture of Stanley and sent their own
Stanley to a friend, family member, or Chamber of Commerce. Excitement
built as the students waited for their Stanley to return. Stanley's
adventures were charted on a large map. During this unit, students
learned how to write a letter and studied the landforms and cultures
from countries around the world. |
The Students: Twenty-eight students from the
second grade participated in this project. This project could be used in
any classroom with any number of students. |
The Staff: Monica Denowski has been teaching for three years. This is the second year of this successful project. |
What You Need: Jeff Brown's book, Flat
Stanley.After the book was read, an information sheet was sent to
parents which described the project. The children wrote a letter to
their families and sent it along with their own picture of Stanley.
|
Overall Value: : Sending a "Flat Stanley"
around the world is an excellent way for students to practice letter
writing while learning about the world. The excitement builds as "Flat
Stanleys" are received daily. Who could it be from? Where has Stanley
traveled? |
Standards: |
Art and Architecture |
Category: English/Language Arts |
Grades: 3 to 14 |
How It Works: Art and Architecture: Creating
an Island Community is an integrated learning experience in which the
students gain an understanding of aesthetic valuing, how their homes and
communities affect the world around them, and are influenced by the
environment in which they live. To begin the unit a parent, who is an
architect, comes to speak about his/her job, explaining the different
stages of house-building and how homes directly affect, and are affected
by, the environment in which they are built. Students read and discuss
The House That I Live In, which exposes them to different styles of
architecture in the United States. Then they design shoebox-top houses
in various styles for a "neighborhood" bulletin board display. The
environmental impacts of a community's growth are explored through
reading Window and The Little House. Students create a poetry book
based on the Little House's feelings about each of its environments:
country, suburbs, and city. Using The House That Bob Built and other
books, the children explore architectural and design vocabulary. Math
is integrated throughout the unit as students learn about measurement,
coordinates, angles, lines and shapes using rulers, compasses, and
protractors. Piet Mondrian's art is presented to the students as an
example of how fine art influences architecture. The students then
create a piece of Mondrian-style art. As a culminating activity, the
class cooperatively creates an island community jigsaw puzzle on
plywood. Using the information from previous lessons, the students
design a self-contained community that works with the environment and
takes into consideration the types and styles of buildings that would
fit in the different climates and terrain of the island. The students
also finish a cumulative story called the "Island That Room ___
Imagined" which takes them on a tour of their island and names specific
places. The student's ability to verbalize and carry through a building
design and the island community is a measure of the unit's success.
This unit was taught over a two-month period, but could be extended or
adapted to any grade level, historical era or geographic location. Our
interest in art and architecture as an integration tool stems from our
belief that students need to understand their cultural and historical
heritage. State Frameworks: The History/Social Science Framework
emphasizes the need for a better understanding of students'
relationships within their community and the effect of humans on the
environment. The Visual/Performing Arts Framework recommends that
students gain knowledge of how "art reflects, records, and shapes
history and plays a role in every culture." The Students: Forty-two
first grade students, including 10 limited English speakers,
participated during 1992-93. By using all of the learning modalities Ñ
kinesthetic, visual, auditory, and tactile Ñ students are completely and
successfully involved in the learning experience. |
The Students: |
The Staff: Julia has been teaching first
grade for two years. Karen has taught Grades K-3 for 18 years, with
emphasis on Grade 1. She was selected to attend a National Gallery of
Art Institute in Washington, D.C. in 1993. |
What You Need: Facilities and Materials: Most
materials are available in a school supply room, except for the plywood
(4'x4') or heavy-duty cardboard for the jigsaw, matboard for the
Mondrians, shoebox tops and trade books. Outside Resources: We visited a
home under construction, walked through our town, and had an architect
visit the class. |
Overall Value: |
Standards: |
Art as Science |
Category: Social Studies |
Grades: 8 to 14 |
How It Works: The Idea and Its Value, Art as
ScienceÑThe Chemistry of Pre-Columbian Middle America will, help
students realize the essence of science: keen observation gathering of
substances to experiment with, trying new ideas manipulating material
substances and using combustion. This unit, of descriptive chemistry
discovers properties of elements and, compounds used by ancient
Americans from their environment. In, addition it tells the early
history of chemical technology as, ideas and skills developed
integrating it with the history and, culture from the Mayans, Aztecs and
Incans. It is advantageous to teach the early roots of science
because it, seems less austere and academic to the student than modern,
science. Early science was very concrete in an educational sense, since
ancient Americans experimented with matter found in their, environment.
From these natural resources manipulated by a trial, and error approach,
early Americans discovered and created clay, vessels, metallic objects,
dyes and pigments and medicines to, make their lives more productive,
satisfying and safe. These, technological developments from elements,
compounds and mixtures, found naturally are the science of chemistry. In
essence, this, unit teaches a multicultural descriptive chemistry
integrating it, with earth science and biology. It allows rediscovery of
these, early science and art activities. The idea incorporates a
group of labs that enable students to, learn observation,
characteristics of metals, crystal structure, of solids, colors of
compounds, methods of smelting metals from, ores and extracting pigments
from plants and dyeing. This unit, allows the great scientific
contributions from other cultures to, be highlighted and discussed,
bringing life to these ancient, peoples. It allows all students the
opportunity to succeed at, science and experiment with easily obtainable
materials. It also, helps students respect the past and place it in
context. Combining history, art and science with alternative
assessments, such as comparative lab analysis of crystals by
cooperative, groups, this exciting unit allows for critical thinking and
an, integrated study of native cultures. This unit of investigations
emphasizes the processes of science Ñ, observing, classifying, etc. as
well as meeting the Science, Framework idea of thematic instruction. In
addition, these labs, and accompanying materials integrate all the
disciplines of, science. Writing about science is developed in all labs.
Over 300 fifth-tenth graders have used this program over the last, two
years, in addition to 30 Science Project fellows. |
The Students: |
The Staff: I have taught grades 2-12 for 10
years. I have been awarded, numerous grants and am currently co-director
of the California, Science Project at UCSB. |
What You Need: A normal science classroom
would be ideal, but all activities can, be performed in any classroom.
The 11 labs require commonly, available science materials. The teacher
packet covers all, aspects of the unit. Parents or slides from the
regions studied help bring the lessons, to life. Art and language arts
teachers often come in to speak. |
Overall Value: |
Standards: |
Art Exposure - Primary And Beyond |
Category: Arts |
Grades: 2 to 5 |
How It Works: This project exposes young
children to a variety of art media and the topics of line, image and
space or shape. Enjoyable hands-on activities use a variety of
techniques and materials. Line is explored through pen and ink
drawings, charcoal drawings, egg carton prints and rope ink prints.
Image is investigated, by creating photographic collages, solargraphic
paper prints and Polaroid photos. Shape and space are examined by
creating sculptures with, toothpicks, styrofoam,"popcorn" and a variety
of clay techniques. Students: This project can be adapted for
students of all ages and abilities. |
The Students: |
The Staff: Pat Williams holds a BA from the
College of St. Francis in Joliet, Illinois and has taken numerous art
courses. She has taught a variety of art classes to children in
recreational facilities in Berwyn and River Forest. In addition to her
teaching responsibilities at George Leland School, she teaches pottery
to children at both Art Works in Oak Park and the Park District of Oak
Park. |
What You Need: Materials And Facilities:
Projects can be completed in a regular classroom using a large, wide
roll of paper or vinyl tablecloths to cover work areas. Lists of
necessary art materials for each project are available. Outside
Resources: A kiln is necessary for fired clay projects. A local
pottery or ceramics shop can provide firing for a small fee. |
Overall Value: This project expands art
instruction beyond the basic color, cut and glue experience. Children
are introduced to art terms and techniques. They develop feelings of
joy and self-worth by expressing themselves creatively. |
Standards: |
Arthur "Readers" Take Home Packets |
Category: English/Language Arts |
Grades: 1 to 3 |
How It Works: The purpose of the Arthur
"READERS" take home packets was to reinforce a positive parent/child
relationship while strengthening listening skills and role playing with
puppets. Students demonstrated sequential order, and various writing
skills. As a classroom activity, students identified the beginning,
middle and end of a story by putting sentence strips in sequential
order. Parental involvement to help use the learning packets was
utilized as well as cooperative learning techniques |
The Students: Students in the first grades,
aged six and seven were involved in this project. However, the packets
could be used for any level of achievement. The packets could go home
for a 2-3 day period in which all the activities would be completed, or
the activities could be completed in class with small or large group
instruction. |
The Staff: Joy Goodenow and Karen Lamm have
been ESEA Title I Tutors for two years. No other special assistance is
needed to implement the program.
|
What You Need: CD-ROMs were used to integrate
the program.Materials used consisted of sentence strips, Arthur books,
pencils, crayons, journals, two pocket folders per student, puppets and a
cassette tape player
|
Overall Value: : The goal of the packets is
to enlist the child's parent in his/her education. All children should
experience the joy or reading with love and encouragement from their
family. |
Standards: |
Artist's Life And Times - In Person! |
Category: Arts |
Grades: 2 to 10 |
How It Works: This art program provides
students with information on selected artists, art styles, techniques
and information on the artists' lives and times. With this learning,
students,"get under the skin" of each artist, developing an
understanding of the creative juices needed - inspirations, subject
matter and more - to produce artwork. Students: learn vocabulary and
art history through conversation, visuals, reference books, filmstrips,
videos. master techniques and skills by sketching from work by an
artist, discussing these drawings using art vocabulary. produce their
own art in that artist's style, commenting on and interpreting their
work display their artwork along with their own comments. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
ATTACKING THE GENDER GAP: GROUPING GIRLS FOR SUCCESS |
Category: Instructional Inquiry |
Grades: 8 to 10 |
How It Works: This study asks "How are the
process skills of girls, especially gifted girls, affected by different
groupings within a heterogeneous seventh grade science class?" The
research team will compare the girls' performance when they are in
single sex groups with their performance when they are in coed groups.
They will also compare performance of groups with heterogeneous ability
levels with that of gifted groups. They will keep data on four
specific behaviors: observing, measuring, organizing data, and
analyzing data. They will also conduct informal interviews with girls to
see if they are aware of trends in their performance.
Students This study will involve 250 seventh grade science students. |
The Students: |
The Staff: The science department chair will
supervise the science research in her own classes with the help of
another teacher on the team. The enrichment specialist will help in
data gathering, background research, and computer programming for data
collection. Parent volunteers may be used to help with data collection.
|
What You Need: Failing at Fairness and How to
Encourage Girls in Math and Science are useful resources. The team
will use existing school facilities.
Outside Resources The team has discussed the research question with
professors at the University of Connecticut and the University of
Virginia. |
Overall Value: The research team hopes that
this study will provide information that will enable them to decrease
the gender gap. When alternative grouping is not available, the
teachers hope to meet the needs of girls in heterogeneous groups by
equipping them with coping skills and strategies for achieving
excellence. They also hope the girls will come away with an awareness
of their own habits, a willingness to challenge traditional roles, and a
tendency to take higher level courses in the future. |
Standards: |
AustraliaÑDown Under |
Category: Global Education |
Grades: 3 to 3 |
How It Works: This program exposes the
students to the different cultures found on the continent of Australia.
Objectives were developed into a thematic unit. The unit spanned the
entire school year with specific activities that covered the geography,
animal and plant life, native people, immigrants, languages, and the
history of Australia. The content subject areas covered in this unit
were social studies, language arts, math, and science. The program
culminated at the end of the year with a phone link. The phone link was
established with St. Augustine School (School of the Air), located in
the city of Adelaide, in the province of South Australia. Throughout
the school year, letters, pictures, and videos were exchanged between
students at the two schools. Students: The student population
consisted of all the first grade students in the school (approximately
125 children). All are minority students. |
The Students: |
The Staff: The staff included all of the
first grade teachers and the Department of Communications of Houston
Community College which provided cameras, videotape equipment, and
two-way speaker phones for the students to use for the phone link. |
What You Need: Materials: Art supplies for
games, masks, book making; writing suppliesÑwriting paper, tag
board, markers, etc.; books, video or film on Australia, video tape,
film. Outside Resources: No outside resources are required. |
Overall Value: This year-long thematic unit
on Australia along with the culminating phone-link activity provided
both our students and the Australian students with a unique experience.
This opportunity allowed them to become more globally aware, culturally
tolerant, and appreciative of different people in a world of
diversities. |
Standards: |
Auteur-Auteur! |
Category: English/Language Arts |
Grades: 7 to 7 |
How It Works: In this project older students
write and illustrate a simple original children's book in a foreign
language, in this case French. Samples of story books in the foreign
language are examined. The class brainstorms to develop plot ideas for
their stories. As each student's book is completed, it is read to a
younger child who has some knowledge of the foreign language. The
student asks the younger child simple questions about the book in the
target language. Authors gain experience in writing stories and
reading aloud. They learn to formulate simple questions. Listeners
have to focus on comprehending the story and communicating their ideas
in French. Students: In this project fifth grade students wrote
the books and first and second graders listened. All have studied
French since kindergarten; LaSalle School is a language academy. The
project can be adapted for all language arts classes. It will be
appropriate for foreign language, bilingual, and ESL classes. |
The Students: |
The Staff: Karen Waheed earned an MA in
Education from St. Xavier University in 1990. She has taught French and
German in kindergarten through eighth grade for five years. |
What You Need: Materials And Facilities:
Sample children's books in the target language are needed. Blank books
and colored markers or pencils allow students to give the books a
professional appearance. Outside Resources: Volunteers who speak
the target language can augment the project by reading stories and
helping the older students correct their work. The public library may
have books in the target language. |
Overall Value: Students gain a great sense of
accomplishment -- the older children from writing a book in another
language and the younger children from understanding the story that's
read to them. |
Standards: |
Authentic Assessment: HyperCard in the Classroom |
Category: Classroom Management/Intergroup |
Grades: 3 to 10 |
How It Works: The Program HyperCard in the
Classroom is capable of bridging the gap between traditional assessment
practices and new views of assessment by engaging teachers and students
in a collaborative/reflective partnership at the classroom level.
Students first learn keyboarding skills and the use of HyperCard. They
research an academic unit and create a storyboard that mimics the
HyperCard stack. After identifying the associative links among pieces
of information on the storyboard, students create their own HyperCard
stacks complete with text, graphics, and sound. Students then make
revisions on printed stacks and finalize the projects. The stack is an
artifact which allows the teacher and student to reflect upon and judge
the extent of learning transfer. The student navigates the teacher
through the stack, which is a cognitive map or blueprint of the
student's thinking process. HyperCard has proven to be unlike any other
vehicle for wedding instruction and assessment; moreover, it makes it
possible for students to sift through information, construct hypotheses,
and reach conclusions - to externalize a depth of understanding of the
subject matter. Actively involving the student in the process of
creating, accessing and manipulating information, this project is
capable of bridging the gap between traditional assessment practices and
new views of assessment in which students and teachers collaborate in a
reflective partnership. The Students: The original program involved
twenty-one heterogeneously grouped sixth graders with four to five
students in each group. The project is appropriate, however, for any
age students capable of learning keyboarding skills. |
The Students: |
The Staff: |
What You Need: Materials Needed: The program
requires a Macintosh computer, HyperCard 2.0, and a printer. An
overhead projector and an LCD panel are optional. Several guides for
using HyperCard are also helpful. Overall Value: A learning environment
based on HyperCard allows the student to access knowledge from multiple
perspectives for various purposes using different learning strategies.
This program creates an opportunity for students to make sense of their
work and judge their own success in virtually any content area. It
offers teachers the opportunity to change the traditional assessment
question of "Did you get it?" into "What did you get?" |
Overall Value: |
Standards: |
Authentic Data Collection for Field Experiences |
Category: Science |
Grades: 1 to 8 |
How It Works: The local playground, pond,
woods or beach provides the setting for children to develop scientific
inquiry skills. Students repeatedly visit an environmental site in their
community and learn to pose questions, use scientific tools, gather
data and make observations about their world. On the first visit,
students become acquainted with the area and its systems. On subsequent
visits, students make observations focused on a question they have
posed. They gather and record data at the site, and bring it back to the
classroom for organization. The students compare the data following
each visit and use this information to answer their original question.
Assessment of student learning is embedded in the tasks, reflecting the
authenticity of the process. Throughout the project learners observe,
record, tally, graph and report their findings back to the group.
Teachers can design rubrics relevant to each of these phases. Teachers
observe the students actually using the tools (quadrats and transects)
and note whether scientific protocols have been met. Students are also
responsible for generating a final presentation and designing a rubric
by which to assess it. Most importantly, the students are able to look
back on their original list of brainstormed questions and decide whether
they found their answers... or not! Guiding Principles: #1 Students
understand the nature of math and science #7 Students attain and apply
essential knowledge and skills of mathematics and science
Content Standards 1A: Students use scientific inquiry to provide
insight into, and comprehension of, the world around them. P1 Make
accurate observations using appropriate tools and units of measure. P2
Ask questions and propose strategies and materials to use in seeking
answers to questions. 7.1C: Students understand and apply concepts of
data analysis. P1 Formulate and solve problems by collecting, arranging
and interpreting data. P2 Make tallies and graphs of information
gathered from the immediate surroundings. I1 Make generalizations and
draw conclusions using various types of graphs, charts and tables.
7.2A: Students understand that there are similarities within the
diversity of all living things. P1 Identify the differences between
living and non-living things. P2 Describe characteristics of different
living things. 7.2B: Students understand how living things depend on
one another and non-living aspects of the environment. P1 Identify ways
that organisms depend on their environment. |
The Students: |
The Staff: |
What You Need: Library books and CD-ROMs on
the system being studied are essential. Recruiting local people as guest
speakers involve interested community members and enliven the project.
Professional development such as MMSA's Summer Academy offer educators
skills in learning how true scientists use authentic data collection
methods. MMSA's 1995 Academy inspired the creation of kits which contain
resources necessary for the classroom exploration of scientific
inquiry. This project uses science tools and technology for teaching and
learning. |
Overall Value: Learners encounter many uses
for data collection in their lives. Learning these techniques now
provides a valuable foundation for further inquiry. This project adds an
unusual component to field experiences, allowing children to be true
scientists trained in authentic data collection techniques. Students use
quadrats and transects, which provide a focus for their observations.
These tools are used by the scientific community for assessing
populations. Repeated use of scientific instruments and frequent visits
to the same community site leads to comfort and trust for students. This
fosters an environment in which risk-taking thrives. Problems arise in
any project, encouraging students to develop flexibility. Students seek
solutions from each other, their teacher, parents and other resources.
The kits and training in how to use them are available for use by other
schools. AUTHENTIC DATA COLLECTION challenges students to apply
scientific knowledge, requires mathematical skill and leads to
understanding. Students practice process skills which they can use
throughout their lives. Data collection skills, once learned, are
readily transferred and not easily forgotten. In the final projects,
students communicate their learning to school and community members as
well as to each other. |
Standards: |
Awesome Apples |
Category: Mathematics |
Grades: 2 to 4 |
How It Works: This unit will provide students
with opportunities to enhance predicting, observing, recording and
comparing skills by using apples. By using a hands-on approach all
children will be able to touch, taste, smell, and actually see first
hand how apples are used in our everyday lives. To "kick-off" the
study of apples the students go to a local apple orchard to discover
how apples grow, the important role of the honey bee, and the different
machinery used in processing the apples.
Some of the activities that can be done range from graphing and
weighing the apples purchased at the store, performing science
experiments dealing with dehydrating and cooking the apples, as well
as "surfing the net" for recipes and other ideas. Books, poems, and
songs can be used, charts and stories can be written and murals can be
painted and displayed for the school to enjoy. The children will be
excited each day when arriving to school because of the "hand-on
experiments" that are ongoing in the classroom and will discover new
ways to experiment with the apples. |
The Students: Used with all learning
abilities ranging from inclusion
to gifted students. |
The Staff: Classroom teacher |
What You Need: Any type
of classroom;
apples; various
cooking equipment; a selection
of fiction and
non-fiction books
on apples. |
Overall Value: This learning experience is
easily integrated with all curriculum. It is possible with this topic
to take a student's idea and further develop it. This gives the
students ownership of the project. Doing hands-on projects that have
ownership and meaning to the student enables them to draw conclusions
and communicate to others their ideas and discoveries. The students
show development of higher level thinking skills and enjoy eating the
products of their learning experiments. |
Standards: |
B.R.I.C.K.S. -- Bringing Real Interdisciplinary Curriculum To Kids In Schools |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: Through interdisciplinary
studies, students learn the concepts of, simple machines, gear ratios
and problem solving using the popular, building bricks manufactured by
LEGO. Students work in cooperative, groups to solve problems and build
models such as eggbeaters with, gears and cranes with pulleys. Students
keep inventor's notebooks, that include schematic drawings and parts
inventories and follow, the scientific process to arrive at conclusions
to difficult, topics. Using LEGO building bricks students are
provided with unlimited, opportunities for hands-on learning. As
students progress through, the project, they encounter important
concepts from math, physics robotics and engineering. In addition,
they participate in the, important processes of problem solving and
cooperative learning. Students involved in this project will be
gearing up for learning. DCPS Major System Priorities:
Achievement, Critical Thinking, Intergroup Relations Blueprint 2000
Goals: Student Performance, Learning Environment The Students:
Computer Application students in grades six, seven and eight, including
ESOL and ESE students, (LD, EH, SLD and Gifted) have, participated in
B.R.I.C.K.S. The project also has been presented, to elementary
students. |
The Students: |
The Staff: Lottie Simms is a 14-year teaching
veteran with an educational, specialist degree in Computer Science
Education. She is the 1992, State of Florida Instructional Computing
Teacher of the Year. She, teaches computer technology classes and is an
Adjunct Instructor, for Barry University's School of Education. She is
also the Middle, School Coordinator at Miami Lakes Middle School, a
teacher trainer, for LEGO educational products, an advocate of
interdisciplinary, instruction and a cooperative learning instructor.
She is the, recipient of two Teacher Mini-Grants and is a 1990-1991
IMPACT II, Developer. |
What You Need: Materials and Facilities:
The project can be implemented in the traditional classroom. LEGO,
kits, (Technic I and Technic II) are needed to fulfill the project,
objective. Outside Resources: A teacher-made video showing
students at work accomplishing the, stated objectives can be shown.
LEGO produced lesson plans and, ideas for implementation also can be
utilized. |
Overall Value: Students enjoy coming to class
to play with LEGO toys. However they don't realize that the toys
they are playing with have, outstanding education value. Through this
project, students, develop an enthusiasm for school as well as
developing team skills, by working in cooperative pairs. Students are
rewarded with self-, gratification by accomplishing some difficult tasks
in a, cooperative, social setting. |
Standards: |
Bacteria Unit: A Collaboration of Experts |
Category: Science |
Grades: 5 to 8 |
How It Works: Guiding Principles: #1
Students understand the nature of mathematics and science #2 Students
communicate effectively in mathematics and science #7 Students attain
and apply essential knowledge and skills of mathematics and science
Content Standards 1A: Students use scientific inquiry to provide
insight into and comprehension of the world around them. P1 Make
accurate observations using appropriate tools and units of measure. P2
Ask questions and propose strategies and materials to use in seeking
answers to questions. 2B: Students construct knowledge through
reflection, evaluation and refocusing. I1 Reflect on work in science
and mathematics using such activities as discussions, journals and self
assessments. 2F: Individually and collaboratively students use
effective communication techniques. P2 Interact in groups of various
sizes. I1 Function effectively in groups within various assigned roles.
7.1C: Students understand and apply concepts of data analysis. P2
Make tallies and graphs of information gathered from immediate
surroundings. 7.2B: Students understand how living things depend on one
another and non-living aspects of the environment. P1 Identify ways
that organisms depend on their environment. 7.2C: Students understand
that cells are the basic units of life that can reproduce themselves.
P2 Demonstrate an understanding that plants and animals need food, water
and gases to survive. P3 Explore magnifying devices and how they
enable individuals to see in more detail. P4 Provide examples of
causes of diseases.
The Approach In the BACTERIA UNIT: A COLLECTION OF EXPERTS, a
laboratory scientist works with students and their teachers to transform
classrooms into active laboratories. Teams of students actively search
for bacteria in their classroom and surrounding environment. Through an
integrated curriculum, scientific methods and language are introduced to
students. Students discuss what bacteria actually are, where and what
they require to live, and the useful and harmful things bacteria do.
They also learn the techniques necessary to study bacteria. Teachers and
scientists guide students to develop hypotheses and protocols, which
they then investigate in teams. Language arts, math, science, art and
cooperative learning are incorporated into this curriculum, taking full
advantage of the unique experience. A variety of teaching strategies
and assessments are used to insure student success throughout the week.
Student brainstorming activities provide a baseline through their
demonstration of prior knowledge (preassessment). Students learn how to
inoculate petri dishes the right and wrong way through live
demonstration and instructional video. In daily science journals
students record their activities, predictions, and observations.
Students apply knowledge learned in early experiments and make
inferences based on previous conclusions established through data
analysis. Collective data are displayed in several ways. A student
generated classroom map entitled,"Where can we find bacteria?," displays
hand-dawn pictures. Students place actual petri dishes, which serve as
data points, on a large floor graph. This allows comparative data
analysis and discussion at the whole class level. Teachers use pre and
post unit student interviews and student journals to assess learning
throughout the period. Pre-test, post-test and five month follow-up
interviews with stratified sample students in the BACTERIA UNIT revealed
strong durable comprehension of the unit's basic concepts.
Additionally, students interviewed demonstrated facility with designing
experiments, including the importance of an experimental control, and
were able to interpret graphic data displays. In the coming year,
assessment strategies will include a student designed quiz with answer
key for inter-classroom exchange, a cartoon depiction of the week's
activities, fill in the caption student exercise and "design your own
experiment." |
The Students: |
The Staff: |
What You Need: This project requires
pertinent scientific tools including: agar, petri dishes, test tubes,
sterile swabs, sterile gloves and an incubator. Petri dishes with agar
are the only necessary materials unique to this unit. They are
commercially available, pre-made for $0.30 each. All other materials can
be obtained from existing supplies. A cardboard box and lamp serve well
as an incubator. Q-tips are a realistic substitute for sterile swabs
and a plastic sandwich bag can be substituted for a test tube. A
magnifying glass offers the close up view required for observations. A
scientist-expert guides students experimentation, ensuring scientific
accuracy, in the design of learning experiences. Because a
scientist-expert is not always available, we have produced a training
video to demonstrate techniques to student-scientists. Teacher-experts
nurture student conceptual growth and oversee class management concerns.
|
Overall Value: This project, which focuses on
learning about germs in personally relevant studies, addresses the need
to interest rural students in science and mathematics. It offers them
free access to scientists from the community, introducing them to local
role models in non-traditional fields. This investigation into the world
of bacteriology links science to students' worlds, in an easy to
implement format. The COLLABORATION OF EXPERTS has been active for three
successive years, involved two laboratory scientists, reached one
hundred eighty second grade students and resulted in a document
submitted for publication. Students, parents, teachers and scientists
describe this unit as exciting, innovative and adaptable to many
settings. |
Standards: |
Bagging Up Alphabet Fun |
Category: English/Language Arts |
Grades: 1 to 3 |
How It Works: This daily program gave
children an opportunity to relate letter sounds they were learning to
objects they had at home that began with each alphabet letter. Each
child had a chance to take home a duffel bag and find three to five
items that began with the weekly alphabet study. The sharing child gave
a clue to an item that had been brought in and classmates tried to
guess the item, answering in a complete sentence. If the item was not
guessed in three tries, the student showed the object. When the child
was finished, another child was picked to fill the duffel bag the
following day. Children loved guessing and then seeing the items as
well as being in the spotlight. Each child was given an equal chance to
excel. This project helped many shy children overcome their fear of
speaking to the class because they were holding onto their props. |
The Students: This year 29 students in a
team-teaching classroom used two bags per day. This program could be
done with first graders or special education classes and in small or
whole class settings |
The Staff: Susan Bussan has taught 16 years.
She has taught second grade, tutored in kindergarten and is currently
teaching kindergarten. She has received two IMPACT Grants in past
years. |
What You Need: Children, with parental help,
searched their homes for ideas. Some children brought in favorite tapes
and books beginning with the letter study. A few students have even
copied pictures they have found on the Internet.Children sit on the
floor with the sharing child holding the duffel bag standing in front of
them. The duffel bag also contained a stuffed animal or puppet that
the child could play with when the bag was taken home for the evening. |
Overall Value: Children love the chance to be
"teacher". They enjoy giving clues and choosing the child to guess
which objects they have in the bag. Children develop good listening
skills and practice effective speaking. This helps build
self-confidence and pride. "Bagging Up Alphabet Fun" helps children
remember the letters and sounds which they are learning each week.
Children learn and retain from their peers. |
Standards: |
BALEEN OR NOT BALEEN? THAT IS THE QUESTION |
Category: Science |
Grades: 2 to 7 |
How It Works: This interdisciplinary project
was designed for students to acquire knowledge, gain understanding, and
develop an appreciation for whales and their environment. Integrated
activities incorporated language arts, math, science, social studies,
art, music, and technology. Students not only took pride in their
expertise but also gained an awareness of the delicate balance of nature
in the oceans. An exciting component of the project was the opportunity
for the students to become graphic artists. Each student selected a
whale, researched its attributes, and created a free-hand drawing on a
computer. On the class field trip to the Mystic Marine Life Aquarium,
all sixty-six third grade students wore their personally- designed
shirts. This trip culminated in an in-depth study conducted in the
classroom that included individual research reports, whale stories, a
presentation by a marine naturalist, math lessons, project folders,
videos, computer lab activities, art room projects, and whaling songs.
It provided an opportunity for students to demonstrate their knowledge
to the aquarium staff and to better appreciate the live exhibits they
encountered. This project incorporated activities that encompassed the
seven Multiple Intelligences, as described by Dr. Howard Gardner,
addressing varied abilities, interests, and learning styles. Students
measured and drew three life-sized whales on the school parking lot.
|
The Students: |
The Staff: Julie Kuja, Avery Morgan, Joan Seaman and Mary Stehle |
What You Need: Measuring tools and music tapes. |
Overall Value: This project capitalized on
students' natural interest in whales. Students synthesized information
and developed an awareness of and appreciation for whales and their
environment. Open-ended activities enabled students to effectively use
reasoning and problem solving strategies. Students were able to answer
the following essential questions about whales: What are the
distinguishing characteristics of whales; Why do whales migrate; How has
humankind disturbed the delicate balance of nature in the oceans?
|
Standards: Intellectual Curiosity Reasoning and Problem Solving |
Bathroom Beautification |
Category: Arts |
Grades: 4 to 10 |
How It Works: In this project, students lead
their learning community by replacing bathroom graffiti with attractive
student-made art. Eighth graders first analyze instances of graffiti or
vandalism in the school's bathrooms, using the mean, mode, and median
to describe their findings.
Meanwhile, the eighth graders serve as mentors to a second grade class.
The mentors create weekly lesson plans for their "students," and
measure their progress. The students co-plan the layout and design for
themes in the bathrooms, then paint the bathroom stalls and walls.
Their student-made product is safe from future vandalism because they
designed and created it!
|
The Students: Sixty second grade students and
60 eighth grade students participated in this highly successful
project. The students represented a broad range of ability levels. |
The Staff: Erin Roche is a bilingual language
arts teacher who has taught for four years in the CPS. Ushma Shah is a
CASA Art Teacher and has taught for seven years. Gabriel Angomas, a
bilingual eighth grade math teacher, and Guillermo Delgado, a
professional artist who has worked with the CPS for five years, assisted
Mr. Roche. |
What You Need: The following materials are
needed to implement this project: paint; brushes; paper towels; plastic
cups; plastic squeeze bottles; a floor covering (e.g. a tarpaulin). |
Overall Value: Students are highly motivated
to complete math assignments, interpret statistical assumptions and
meanings, write and reflect on lesson plans, lead their second grade
students, and even come to school early to help prepare! All students
are fully engaged and participatory, and the school gains
student-created artwork they can point to with pride! |
Standards: The project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Goal #6; Goal #7; Goal #10; Goal #25A.2d and 3d; Goal #26 Bj.2d; Goal
#27 A.2a. and State Application of Learning: Working on Teams, p.79 of
state arts standards booklet. |
Batter Up! |
Category: English/Language Arts |
Grades: 5 to 14 |
How It Works: Batter Up! is an
interdisciplinary unit of study focusing on baseball. Students use
their research skills to gain knowledge of the teams in Major League
Baseball while sharpening their skills in mathematics, geography,
language arts, and science, as well as learning new skills needed for
today's information age.
One example of Batter Up! is the lesson where students search the
internet to learn about the origin of the teams in Major League baseball
and create a timeline of the dates the teams entered the league.
Students grasp the history of the teams while learning about the other
historical events that happened during the time period.
During this unit, students will create graphs, design baseball uniforms,
create baseball cards and even learn about rumming a baseball
franchise. " " America's favorite pasttime is an exciting focus
to motivate students to learn how to gather, organize, synthesize and
communicate information in all subject areas."
|
The Students: This unit can be successful
with students of varying ability levels. I have taught this unit to 6th
graders but can also work with students older as well as younger. Any
group of students interested in using the internet and having some
interest in baseball or learning about baseball can be successful. Some
lessons can be taken out of the main unit and completed as stand-alone
lessons.
|
The Staff: Lottie J. Simms teaches at Lawton Chiles Middle School in Miami Lakes, Florida. She is also a TeachNet Web Mentor
|
What You Need: "10 or more" "Internet connection
An integrated software package - word processor, data base, spreadsheet, presentation tool.
|
Overall Value: This unit of study creatively
and effectively uses technology to motivate students to achieve. It is
high interest and innovative, thus contributing to student achievement
strategies. It is easily adapted to all grade levels and interest
levels.
|
Standards: |
Batter Up! |
Category: English/Language Arts |
Grades: 5 to 14 |
How It Works: Batter Up! is an
interdisciplinary unit of study focusing on baseball. Students use
their research skills to gain knowledge of the teams in Major League
Baseball while sharpening their skills in mathematics, geography,
language arts, and science, as well as learning new skills needed for
today's information age.
One example of Batter Up! is the lesson where students search the
internet to learn about the origin of the teams in Major League baseball
and create a timeline of the dates the teams entered the league.
Students grasp the history of the teams while learning about the other
historical events that happened during the time period.
During this unit, students will create graphs, design baseball uniforms,
create baseball cards and even learn about rumming a baseball
franchise. " " America's favorite pasttime is an exciting focus
to motivate students to learn how to gather, organize, synthesize and
communicate information in all subject areas."
|
The Students: This unit can be successful
with students of varying ability levels. I have taught this unit to 6th
graders but can also work with students older as well as younger. Any
group of students interested in using the internet and having some
interest in baseball or learning about baseball can be successful. Some
lessons can be taken out of the main unit and completed as stand-alone
lessons.
|
The Staff: Lottie J. Simms teaches at Lawton Chiles Middle School in Miami Lakes, Florida. She is also a TeachNet Web Mentor
|
What You Need: "10 or more" "Internet connection
An integrated software package - word processor, data base, spreadsheet, presentation tool.
|
Overall Value: This unit of study creatively
and effectively uses technology to motivate students to achieve. It is
high interest and innovative, thus contributing to student achievement
strategies. It is easily adapted to all grade levels and interest
levels.
|
Standards: |
Be All That You Can Be |
Category: Relations |
Grades: 3 to 14 |
How It Works: "Be All You Can Be" is an
enrichment curriculum to increase self-esteem, to encourage students to
get the best education possible to achieve their career goals in life,
and to make the community aware of the school mission statement and
motto. Community resource speakers are utilized through assemblies,
group discussions, and interactions to enlighten students on the various
educational choices and alternatives they may choose to achieve their
career goals. A full week or more of activities is set aside to
implement this program. Speakers, representing all the ethnic groups of
the school, are invited to boost the students' self-esteem and to talk
about their success regardless of their race or socioeconomic
background. Each day has a theme (Monday: Hats Off to a Great
Education Ñ everyone wears a hat). Each classroom designs a banner
about success, education, achievement, or the school motto. The banners
are displayed in the school for the remainder of the year. Student
athletes from the neighboring universities speak to, small groups of
students on the importance of college and the desire to succeed.
Other speakers show educational alternatives such as vocational trade
schools and junior, college. The importance of a high, school education
is stressed to the students. Each student colors and makes a badge
with an education slogan on it, i.e. Education is the Key to Your
Future; Education, Education, Education: Don't Take a Vacation from
Education. Students read poems during the program each day about the
importance of education. For the finale at the end of the week, a pep
rally is held with skits stressing the importance of an education and
cheers including S-U-C-C-E-S-S and other cheers that the students have
made up with their classes. The grand finale is a Be All That You Can
Be Sock Hop on Friday after school with door prizes donated by local
merchants. The Student: All students in the school can participate in
this program, and it can, be adapted for middle school and high school. |
The Students: |
The Staff: At least a couple of energetic,
teachers or VIPS are needed to coordinate the week of activities.
Cooperation with the faculty and staff is necessary to carry out the
activities. Volunteers are needed to help with the after-school dance. |
What You Need: Materials: Badge (one for
every student), paper to make badge inserts, ribbons with the school
motto printed on them, poster board, markers, art supplies, and computer
banners. Outside Resources: The Houston Independent School District
Community Resource Speakers catalogue was used to obtain most of the
speakers. Other speakers were obtained through personal contact with
teachers at the school. For this program to be successful, you do need
to incorporate outside speakers. |
Overall Value: Materials: Badge (one for
every student), paper to make badge inserts, ribbons with the school
motto printed on them, poster board, markers, art supplies, and computer
banners. Outside Resources: The Houston Independent School District
Community Resource Speakers catalogue was used to obtain most of the
speakers. Other speakers were obtained through personal contact with
teachers at the school. For this program to be successful, you do need
to incorporate outside speakers. |
Standards: |
BE YOUR OWN BOSS |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: An empty store is available for
lease in a the local mall. Student groups must wear the hats of
entrepreneurs and decide if they will sign the lease and open their own
retail stores. Before making their decisions, a number of factors must
be considered, a great deal of planning must occur, and choices must be
made - and this is what propels the students through the unit. In the
end, students must decide if signing the lease is a wise decision. This
project integrates many skills. Students construct graphs of data they
have gathered from the survey, interview real mall store managers,
measure and diagram an empty store, determine area, calculate inventory
and remodeling costs, design store logos and advertisements, create
spreadsheets, evaluate data, and write essays explaining their
decisions. By centering the theme on a shopping mall, the unit
capitalizes on the middle school students' interests and social
tendencies while providing a motivating backdrop that focuses on skill
development in a realistic environment. The majority of the unit
occurs in the mathematics classroom, but the students use the computer
lab at optimal points when both the classroom teacher and the computer
teacher are available to help students with their numerous project
components. |
The Students: "Be Your Own Boss" is used with
Pre Algebra, General Math and Remedial Math students in grade 8 but it
also suitable for students in grades 7 and 9. The project could be
modified by increasing or decreasing the amount of computer work or by
changing the complexity of the tasks.
|
The Staff: Joyce Jones and Elizabeth Smith Leonard J. Tyl Middle School, Oakdale |
What You Need: Shopping mall field trip, 50' tape measure, clipboards, graph paper, computers. |
Overall Value: "Be Your Own Boss" was
designed to address student weaknesses on the Connecticut Mastery Test
as well as prepare students for the Connecticut Academic Performance
Test. During the three to four weeks of the project, students work from
the concrete to the abstract. Reasoning, measuring, computation,
communication, and problem solving are all involved, just as auditory,
visual, and hands-on learning styles are addressed. Students get to
integrate their math and computer skills while also working
cooperatively with fellow students in a real world situation.
|
Standards: Motivation and Persistence
Interpersonal Relations Reasoning and Problem Solving Quantitative
Skills Speaking, Listening and Viewing
|
Because - We Want Results |
Category: English/Language Arts |
Grades: 12 to 12 |
How It Works: "Because - We Want Results"
combines the State Assessment skill of cause and effect with writing to
turn students into advertising executives who,,"because" of their
newly-discovered powers, get the,"results" they want! The project's
strength lies in the critical thinking involved in recognizing cause and
effect in relationships. This basic skill comes alive when students
share over a dozen examples from their own experiences, using
cause/effect vocabulary. The teacher can easily teach the accompanying,
writing skills, specifically comma usage for introductory dependent
clauses. A construction-paper paired activity is used to check
application. Students then examine ads to find directly-stated or
implied cause/effect relationships. Further activities include
developing group products and ads, reading literary selections to
analyze cause/effect, and writing expository essays structured by this
skill. This project inverts the English teacher's usual approach of
literature-skill-writing-evaluation and, instead asks young people to
search their own lives for examples, express them in writing, generalize
the application of the skill and recognize it in reading, both
functionally and creatively. It is important, to understand
that,"Because We Want Results" can be a one-day to two or three week
activity, depending on curricular needs. Some classes benefit from just
the examples, vocabulary, and paired activity, while other courses
connect the ad writing to consumer propaganda or mass-media units to
increase the students' learning experience. DCPS Major System
Priorities: Critical Thinking, Job Preparedness, Standard English,
Intergroup Relations. The Students: This project has been used in
several skills level tenth-grade classrooms. The project can be easily
adapted to any level, from Kindergarten to accelerated. Other
disciplines packed with cause/effect relationship--such as health,
science (especially, physics) and social studies--lend themselves well
to many of the activities found in,"Because - We Want Results". |
The Students: |
The Staff: Chris Kirchner has developed SSAT
teaching techniques as her school's testing coordinator for the past
three years. She has taught inner-city high school students for over
seven years, and has won acclaim for involving these young people in the
social problems that face the community through JACKSON ACTION. She was
recently a finalist for Dade County Teacher of the Year. |
What You Need: Materials and Facilities: A
normal classroom setting, overhead projector, writing skill
transparencies, construction or colored paper, magazines. Outside
Resources: Students can study case/effect relationships at Miami's
Museum of Science. A list of speakers from local ad agencies is
available. |
Overall Value: Students have a great time
teaching themselves the basic skills as they gain insight into
advertising techniques through their study of cause and effect. The
ability to recognize relationships in what they hear, see and read
develops critical thinking skills valuable to the conscientious
consumers of the 21st century. |
Standards: |
Becoming That Scientist! |
Category: English/Language Arts |
Grades: 5 to 14 |
How It Works: Becoming That Scientist, is an
exciting interdisciplinary, hands-on unit that enables students to learn
about, demonstrate, the acquired knowledge, and,"step into the shoes"
of the, scientist of their choice. This unit expands science into,
history, writing, art, and mathematics giving the student, knowledge of
the tools a given scientist must use. Becoming That Scientist
captures and strengthens the scientific, curiosity and interest of the
whole class, motivating students to, research and demonstrate the life
and science of their special, chosen scientist. Students begin by
brainstroming the question,,"What is a, Scientist?" Students then begin
gathering facts and resources, about scientists and inventors,
eventually narrowing their, research report down to one favorite person.
Student-created, journals, reflective writings, diary page collections
interviews, timelines (pictorial and written), science fair, entries
and the culminating minidramas are outlined and scheduled, by the
teacher throughout this science unit. Teacher assessments include:
final projects, tests, assignment, checklists, and videotaped
minidramas. Students use higher level, critical thinking skills and
problem solving when comparing their, scientist to their own lives.
Students' written and oral, reflections along with parent, staff, and
community comment are, also used in assessing this unit. Photographs and
video, recordings are collected periodically throughout the unit, and,
viewed by the class, parents, and community, in class and during, Open
House/Science Fair night. Parent comments included,"I'm glad, to see a
strong student interest in science," and,"We're all, learning about
Benjamin Franklin!" This idea could be, successfully adapted to any
famous individual of history literature, music, or art. This unit
teaches process skills such as observing, ordering, and, categorizing.
It communicates ideas to others, while experiencing, history in rich
detail and as a story well told, which are all, recommended by the
Science and History/Social Scienc Frameworks. The Science Framework
stresses hands-on lessons and instilling in, students the joy of science
through enjoyable, expanding, activities and experiences. Also
recommended is writing across, the curriculum and integrating with other
areas of study. Sixty-six sixth graders, including ESL and special
education, students, participated in the 1993-94 school year. All
students, successfully completed the key areas of the unit. Adaptations
to, individual learning levels included teaming students and,
modifications of assignments. |
The Students: |
The Staff: I have taught sixth grade for 19
years, the last seven years at, Solvang. I have also taught
kindergarten, grades 3-4, and 7-8. |
What You Need: This unit can be done in any
normal classroom setting. Resources, from the County Education Office
Library and the school library, should be planned ahead. Camera and
video equipment is helpful, but not necessary. Guest scientists are very
effective during this unit. Class, visits and field trips to medical
labs and hospitals are helpful. When applied to in writing, NASA and
other national science, agencies can often supply materials and
photographs. |
Overall Value: |
Standards: |
Before 911 |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: Before 911, is designed to
teach students first aid skills emphasizing hands-on emergency
experiences in a fun but, educational manner. People encounter medical
emergency situations, requiring first aid knowledge daily. An initial
assessment of, first aid skills identifies areas where each one needs
more work. During the unit, they individually investigate and learn
these, skills. Curriculum includes, but is not limited to, discussion
role play of minor cuts, burns, sprains, broken bones, seizure,
reactions, severe bleeding situations, and sports accidents. After
class discussion of a variety of community emergency, situations,
experts come in to speak to the class. Next, students, are divided into
groups of two or three to role play emergencies, and demonstrate their
knowledge of appropriate reactions while, being videotaped by another
student. Videotapes are then reviewed, by the class, which stimulates
additional discussion on reaction, options. Using students as the actors
and camera operators is an, effective teaching tool since peer image is
so important at the, high school level. Videotaping also provides an
effective means, of evaluation. Before 911, promotes
critical/reflective thinking skills and, problem solving for high-stress
emergency situations. Students, learn that panic reactions are not
conducive to clear thinking. By remaining calm and having knowledge of
first aid, students, experience increased self-esteem. They are proud of
themselves, for being able to help others. State Framework, This
curriculum fits the English/Language Arts and History/Social, Science
frameworks by integrating listening, speaking, thinking self-esteem
building and community involvement in a meaningful, context. The Science
Framework is addressed with hands-on, learning and understanding of
essential body functions, and also, the teaching of process skills such
as observation and, categorizing priorities. Before 911 was implemented
with students who were identified as, learning and severely
developmentally disabled. It was designed, to address the needs of all
learners in the classroom. Ten, students, grades 9-12, ages 14-22,
participated successfully. |
The Students: |
The Staff: I have taught home economics and health for six years and have, been a Learning Handicapped teacher for three years. |
What You Need: Materials are taken from a
variety of sources, including first, aid books and films. Role play
activities use materials which are, commonly available: sticks or
magazines for splints; clothing or, sheets for bandages. A video camera
is also necessary. Professional speakers are valuable resources.
Possible speakers, include representatives from the Red Cross, the
Mobile Life, Support Unit, and the Fire Department. |
Overall Value: |
Standards: |
Behavior Of Mealworms |
Category: Science |
Grades: 4 to 7 |
How It Works: This project involves students
in caring for and observing the behavior of mealworms. Mealworms are
the larvae of the darkling beetle. This project evolves with the
interest level of the students. It is possible to study just the
mealworms, but if interest remains high, it is even more satisfying for
students to adopt a mealworm and observe it as it passes from the larvae
stage to the pupa stage, then see its,"pet" as an adult, and even
witness the next generation of mealworms as the eggs left by the adult
beetles mature into mealworms. Activities include observing mealworms,
thinking about their likes and dislikes--and wondering about them.
Students become concerned about their pets and want to name them and
devise ways to improve the quality of their lives. Children use their
own ingenuity to create equipment to test their hunches con concerning
their mealworms'-abilities and likes and dislikes. Children quickly
learn that a lowly little creature has definite likes and dislikes--and
this creature can show its preferences when given choices. Children
record their findings in science journals. Evaluation is on-going. As
children work alone or with partners studying their mealworms and/or
designing equipment to test their theories, much sharing and
brainstorming occurs. Teachers may also monitor the activities and use
reflective questioning as a strategy to get the pupils to work through
their theories. The quality and quantity of responses in the science
journals are also helpful in evaluating the quality of student learning.
One particularly revealing assignment I have given is to ask the
students to write a letter to their mealworms describing all the things
that he were able to learn from their meal worms. |
The Students: |
The Staff: |
What You Need: Mealworms, Containers, Cereal,
Science Journals, (reproducibles for science journal are in project
package) Cardboard, Q-tips,Blocks, Paperclips, Cotton Balls (any items
students want to use to create equipment for their mealworm experiments.
|
Overall Value: When students are working with
live creatures they are in the unique position of having the
opportunity to learn directly from them. With this project, the teacher
is the facilitator monitoring student activities, checking for
understanding, making available supplies needed by children who are
creating equipment, or observing their mealworms. The mealworm itself,
is the teacher, and the student participates actively trying to come up
with ways to help the mealworm reveal its preferences. In this regard
it is a most unusual experience for young children. I have found that
this sort of hands-on activity holds student interest and serves as a
springboard to generate much language. I have also found that the
experience of working with mealworms and following the life cycle of the
darkling beetle cultivated a respect for living creatures. Appropriate
vocabulary such as segment",,"larvae",,"life cycle","pupa" and habitat
become a part of the students' everyday speaking vocabulary. |
Standards: |
Berlin's Choice: The Soviet Union or the West? |
Category: Social Studies |
Grades: 12 to 14 |
How It Works: Students analyze the relative
merits of capitalism and communism by assuming the roles of post-WWII
steel workers in the ruined city of Berlin. Using primary source
documents, they stage a debate in which a fictitious labor union, eager
to rebuild, will decide to invite either the backing of communist Soviet
Union or the capitalist West.
The lesson plan is four anticipatory sets followed by a mock debate.
Set 1) Students view slides of art and photos from 1930s and 40s Berlin.
They see Expressionistic art and listen to jazz music, then see photos
of Nazi Berlin while listening to Ode to Joy. Finally, they see slides
of Berlin in ruins. Each student creates an art triptych in response to
these three stages of Berlin. Set 2) Students participate in "jump-in
reading" and create found poetry about Berlin using George Marshall's
1947 Harvard University address. Set 3) Students, seated before a
projected image of Churchill, Stalin and FDR at the Yalta Conference,
read excerpts from "Declaration of a Liberated Europe." Set 4) As
American foreign correspondents in post-war Berlin, they synthesize
learning into a column for the paper back home.
For the debate, the class becomes the United Steel Workers of Berlin
Labor Union, committed to having a say in the future of Berlin. Students
are divided into two teams. Team 1 is given primary source documents
which paint an optimistic picture of communism. Team 2 is given primary
source documents which favor capitalism and the West. Once both teams
analyze the documents and prepare their cases, three elected speakers
begin the debate. |
The Students: 1997-98: 60 grade 10 World Cultures students, 35 teachers (at the California History/Social Science Project). |
The Staff: Chris has taught World History and Latin for two years. He is a UCSB California History/Social Science Project fellow. |
What You Need: Teacher packet with primary
source documents, images of Berlin photography and art, period music,
and overhead of the Yalta Conference photo. |
Overall Value: Students step back in time and
view the promise of communism vs. democracy rather than communism's
harsh totalitarian outcome. They are challenged to address society's
concept of civic rights, values and responsibilities. They also
strengthen their historical, ethical, cultural, geographic, economic and
sociopolitical literacy. By interpreting and re-teaching primary source
documents, they hone their participation, critical thinking and basic
study skills.
Students receive credit for completing drawings, poetry and newspaper
articles. Journal entries are evaluated for student understanding of
history and for personal effort and awareness of the process. The
California History/Social Science Framework recommends teaching the
results of World War II, The Marshall Plan, and the Truman Doctrine. A
final test on totalitarianism includes this material. |
Standards: |
Beyond Happily Ever After |
Category: English/Language Arts |
Grades: 6 to 6 |
How It Works: "Beyond Happily Ever After" is
an integrated language arts/social studies unit in which students study a
wide variety of literature featuring strong female protagonists and
examine their own stereotypical thinking. As they study traditional vs.
feminist fairy tales, they practice the skills necessary for success in
writing a compare/contrast essay, as well as writing their own parodies
of traditional tales. After studying shorter literary forms, they move
on to novels, focusing on the works of Lynn Reid Banks, Katherine
Peterson, and Patricia C. Wrede. After analyzing their treatment of
characters in their works, excerpts from the novels are transformed into
puppet shows, with the students creating scripts, puppets, and scenery.
While this is going on, students are studying Herstory, or the
contributions that women have made to our society, and applying what
they have learned to the choices that they must make in their own lives.
The unit concludes with a Famous Females program. The Student: The
program was implemented with two classes of Vanguard fourth graders who
meet daily for integrated language arts instruction. Student's, reading
levels ranged from about one year below level to three to four, years
above grade level. Books were chosen to meet their individual reading
needs, while whole-group instruction was aimed at specific TAAS reading
and writing targets. |
The Students: |
The Staff: "Beyond Happily Ever After" is
used by a classroom teacher with interest and experience in both the
language and performing arts. No other staff members are needed,
although ancillary teachers can contribute a great deal to the quality
of the finished products. The program has enjoyed the enthusiastic
support of the administration and parents. |
What You Need: Materials: Copies of fairy
tales on transparencies, an overhead projector, art materials for
puppets (Styrofoam, wooden dowels, yarn, felt, acrylic paints), and
enough copies of novels by the featured authors for the children to read
are all that is necessary. Additional audio-visual equipment, such as a
cassette/CD player, keyboard, or video camera would enhance the quality
of the performances. Outside Resources: The library is an excellent
source for single copies of the necessary books. Multiple copies can
be, purchased inexpensively from school book clubs (such as Scholastic)
or at a significant discount from Richardson's Books. |
Overall Value: This project is a valuable one
for several reasons; first, students are able to practice important
reading, writing, and interpersonal skills within a very meaningful
context. In addition, they are able to learn more about the half of the
population that history books have for so long neglected, as well as
being able to make the connection that history was made by real people
like themselves. Finally, they are able to examine the stereotypical
thinking, both in literature and on the playground, that has limited
their choices in the past so that they may avoid those traps in the
future. |
Standards: |
Beyond the Earth and You |
Category: Mathematics |
Grades: 9 to 11 |
How It Works: Beyond The Earth And You is
designed to teach,"at-risk" and reluctant learners different aspects of
our solar system using hands-on, exciting activities. The purpose is to
show students that there are many things that are far larger than
themselves and the world in which they live. To begin this unit of
study, students are first introduced to terms that form a base for
discovering their solar system. Students then begin to build on this
knowledge by researching information on the planets and other celestial
objects within our solar system. The students share information with
their peers to create their own individual books on and illustrations of
the solar system. The students continue with a field activity in which
the students must, using mathematics and a team approach, determine a
scale they can use to show the distance of each planet from the sun. The
students then use this scale to create a "human picture" of the
universe with each student representing a planet. Next, students
construct models of the solar system using their gained knowledge and
applied math. The final activities involve a "night-sky discovery" and
construction of a mini-planetarium. These activities provide the
students with an opportunity to share their knowledge with other
students within the school and with the community. DCPS Major System
Priorities, Achievement, Critical Thinking, Parental Involvement,
Intergroup Relations, Blueprint 2000 Goals, Student Performance,
Learning Environment, The Students: This program has been used with
students with varying exceptionalities in grades seven through nine.
Beyond The Earth And You may be adapted to meet the needs of students of
all levels and skills. This project is centered around cooperative
learning and may be used with large or small groups of students. |
The Students: |
The Staff: DaJuana Prater holds a bachelor of
arts in education and is a beginning teacher. She graduated at the top
of her class at Florida Atlantic University. Her field of specialization
is exceptional student education. Ms. Prater currently teaches science
and math to students of varying exceptionalities at North Dade Middle
School. |
What You Need: This program uses various art
materials, a telescope of average magnification and supplies needed to
construct a mini-planetarium. A classroom of virtually any size may be
used when implementing this project. Outside Resources: Parents are
the most valuable outside resource for providing volunteer support and
materials. Other sources include the school's PTA and student service
organizations. |
Overall Value: Beyond The Earth And You
furnishes both teachers and students with the opportunity to discover,
in an exciting and innovative environment, more about their world and
other celestial bodies beyond that world. |
Standards: |
Beyond the Shadow of a Doubt |
Category: Science |
Grades: 8 to 8 |
How It Works: This program uses the
observation of shadows in all its forms to teach science, art, language,
and math. Some social studies is woven into several of the activities.
The students were first taken to the Museum of Fine Arts to observe
the use of shade and shadow. They were encouraged to make observations
on the work of the various,"masters" and to comment on the effectiveness
of their use of shadows. If this field trip is not possible, it may be
replaced by a display of reproductions of various sketches and
paintings. Questions such as the position of the source of light and
the possible effect of shifting the object/light source were used to
trigger discussion about the relationship between the tested variables.
The class used the resulting formula to calculate and predict the size
of the shadow using different variables. They also applied their
knowledge of the formation of shadows to the formation of eclipses.
This led to a discussion of how light travels and the conclusion that
light must travel in a straight line otherwise shadows would not be
formed. An extension of this activity was a discussion of the things
that shadows are used for, e.g. sun dials. The second activity was
introduced by the placement of various objects on a table in the middle
of the room with a light shining down on them. The students were
positioned around the room with sketch pad and pencils in hand. Each
student sketched the object from his perspective. The sketches were
placed on a grid map of the classroom. Each student was also asked to
write a description to go with his sketch. As an extension of this
activity, I mixed up the pictures and asked students to attempt to
identify which description went with which sketch. The third activity
involved the reading of Macbeth (either the whole play as we did, or one
of the many speeches, that deal with light, darkness, and shadow, e.g.
"Out, out brief candle, life is but a walking shadow" followed by a
group discussion about the true meaning of this speech and the students'
understand of how uncertainty can be portrayed as a shadow. They were
then encouraged to write their own poems using and metaphors about
shadows. Each student or group of students read their poems to the
class but did not explain them. Other members of the class took turns
explaining the poems; and after everyone who wanted to attempt an
interpretation had done so, the authors explained their poem,
culminating discussion about differences in interpretation. The
students were also allowed to listen to different types of music and
discuss which parts were equivalent to bright light and darkness and
which they would consider shadowy. The students were challenged to
interview friends and family and do research to find myths, legends,
traditions, and/or superstitions involving shadows e.g. Ground Hog Day.
They were allowed to share their discovery with others. As an
extension of this activity, the students were encouraged to create their
own myths. The Student: The students involved in this program were
sixth graders, although it can be scaled up or down to other grade
levels. This program can either take place in a single integrated
middle school or upper elementary classroom, or be part of a
team-teaching system. |
The Students: |
The Staff: The only staff needed is the classroom teacher. |
What You Need: Materials: The materials
needed for this program were: paintings, light, objects, sketch pads,
pencils, music, player, graph paper, encyclopedia, books on myths and
legends Macbeth or any other work of literature that uses shadows.
Outside Resources: The school library and art museum are needed as
outside resources. |
Overall Value: The brainstorming,
observation, and group work allow the hands-on, minds-on environment
that enables students to construct their own understanding and synthesis
of knowledge. Furthermore, this program required very few materials
and was, therefore, inexpensive. |
Standards: |
BEYOND THE TIMBERLINE |
Category: Social Studies |
Grades: 2 to 10 |
How It Works: Through the creation of their
puppets, theaters, and scripts, students embark on a multi-cultural
journey that crosses four continents. "Beyond the Timberline" increases
and their understanding and appreciation of diversity and allows
students to become active learners through speaking, listening, and
viewing while creating their own style of presenting. The Alps,
Appalachian, Fuji, Himalayas, Andes, and Rocky Mountain regions are
represented. Enthusiastic parent volunteers assisted the groups. For
example, a Fuji mom taught the children how to make "Sadako's cranes".
Students research many aspects of the region's culture, jobs, religious
customs, and recreation and demonstrate the geography of the regions by
locating the mountains and drawing maps of the continents built to
scale. The children incorporate their newly acquired knowledge in the
writing of puppets' scripts which is shared in the excitement when the
"families" come to life on authentic stages. Intellectual curiosity
emerges and is satisfied in unexpected ways. For example, the Andes'
puppets speak Spanish. Japanese puppets educate the children about
Hiroshima and Peace Day and the Himalayas discover Chinese letters.
Through the use of a variety of instructional methods and assessments,
many learning styles are addressed. In addition to primary sources,
tapes, and videos are also available for eager learners. Performance
based assessment is used by the teachers resulting in the
self-reflections written piece upon completion of projects. |
The Students: Forty-one fourth grade students
of various ability and backgrounds have participated. This unit is
appropriate for grades four through eight.
At the culminating presentation and feast, the excitement of the
students is contagious. All involved, including parents and other
invited guests, truly became witnesses of students who are stretching
Beyond the Timberline. As a result, each child increases his/ her
self-confidence and self-esteem- the foundations for lifelong learning.
|
The Staff: Anita Greco and Kimberly Porto Ridge Road School, North Haven |
What You Need: Literature about Mountain Cultures, computers, art supplies, cassette players, videos (camcorder,VCR) |
Overall Value: The mountain project
demonstrates the students' abilities to acquire listening, speaking, and
visual expressions asking not only did they enjoy the freedom to
develop their region, but they also acquire a deeper sensitivity and
respect for people of diverse cultures. The uniqueness of this project
is in its design. The teachers provide the impetus, but the students
cooperatively and creatively write, direct, and create the scripts,
puppets, and stages.
|
Standards: Intellectual Curiosity Speaking, Listening, & Viewing
|
Birds of Multicolor Feather Can Fly Together |
Category: Social Studies |
Grades: 1 to 8 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials required include
drawing paper, scissors, oaktag, paste or glue, markers and crayons in a
wide range of colors, multicultural skin-tone crayons or markers, a
variety of multicultural reading materials, and videos of various
peoples and their cultures. |
Overall Value: Disseminator Sela Zellman
states that this project fulfills the need for children to understand
how important it is to respect diversity in people. "The students tell
me that they understand more about different ethnic groups," says
Zellman. "They see that although the colors of the feathers of the
birds are all different, the birds are the same underneath. I began to
see the students treating each other better in just a short time. The
children have expressed that being different is nice. If we were all
the same it would be boring." |
Standards: |
BLASTING OFF INTO THE TWENTY-FIRST CENTURY |
Category: Science |
Grades: 2 to 5 |
How It Works: Children learn about our solar
system by creating a "wall of planets" and playing "musical planets"
with this project. They are introduced to astronauts and NASA missions
with films and books. Children eat "space" food, publish their own
ABC's of Space Travel Big Book, keep logs of their explorations, and
even design their own space suits and create space ships for journeys to
the moon and planets! |
The Students: The project was developed for
two half-day kindergarten classes; it can be easily adapted for
different ages and ability levels. |
The Staff: Mary Ann Mangano has taught
kindergarten at Cameron School since 1970. Her BS is from Loyola
University, Chicago, and she holds a masters degree from the University
of Illinois, Champaign-Urbana. |
What You Need: The following are needed:
trade books and video(s) about space exploration and astronauts; solar
system floor puzzle; sunflower seeds and dried fruit; garbage bags;
silver paper; large cardboard boxes; notebooks and/or bookmaking
supplies. |
Overall Value: Blasting Off Into the
Twenty-First Century lets students look at the past, examine the
present, and develop ideas and inventions that will prepare them for the
next century. They learn to value team effort and group planning,
think critically, and improve their communication skills. |
Standards: |
Book Battle |
Category: English/Language Arts |
Grades: 6 to 7 |
How It Works: Students at two neighboring
elementary schools first read the same specified titles from their media
centers, and then are chosen to be members of their school's,"Book
Battle" teams. They compete orally by answering questions (developed by
the Media Specialists) about their books, whose titles are specified by
the Sunshine State Young Reader's Award (SSYRA) program, sponsored
annually by the School Library Services Office of the Florida Department
of Education. Twenty fiction books are nominated and any educator in
the district with third through eighth grade students can choose to have
their school participate. Three years ago, the developers expanded the
state program to add more excitement and incentives for their students
to be SSYRA readers. Each year, these Media Specialist write questions
for each nominated book and advertise the program. All students who
want to try out for their school's team read the books and answer
written questions. Students with the highest scores on the written
tests are chosen as the,"Book Battle" team. The whole program culminates
with an oral competition between the two schools, with everyone
involved wearing,"Book Battle" tee-shirts. Trophies are awarded and
refreshments are served. DCPS Major System Priorities: Achievement,
Critical Thinking, Intergroup Relations. The Students: The SSYRA program
is intended for students in the third through eighth grades. However,
the two schools at which this project is implemented are elementary
schools. In the,"Book Battle" each team is limited to fourth and fifth
grade students, any of whom can take the written qualifying test to
seek a place on the team. Several Learning Disabled students have
become members of the teams. The project could easily be adapted to any
grade level, any books, or any number of schools! |
The Students: |
The Staff: Jean Worley has taught in several
capacities for Dade County Schools for 18 years and has been the Media
Specialist at Redland Elementary School for ten years. She is actively
involved in many activities, including SchoolBased Management Council,
The Dade County Media Specialists Associations, and the AFT's
Educational Research and Dissemination program (as a TeacherResearch
Linker). Marcia Pitt has been teaching in Dade County for 22 years, and
has been the Media Specialist at Avocado the past ten. She has been
chosen Avocado's Teacher of the Year and has been honored by the
Homestead/Florida City Chamber of Commerce in 1987. She has served as a
board member on professional and county Media Specialists'
organizations. |
What You Need: Materials and Facilities: Any
size Media Center or classroom could be a site for of this, project. The
newly-nominated paperback books, tee-shirts, trophies, and refreshments
are the needed components. The,"Book Battle" guidelines and a planning
calendar have been compiled by the Developers to enable any teacher to
easily adapt this program. Outside Resources: A large room with a podium
and microphone lends importance to the,"Book Battle" for the students
and their parents. |
Overall Value: The SSYRA Book Battle is a
program that has everything a teacher can want: a highly motivational,
easy-to-implement, inexpensive, not timeconsuming, short-term and
long-term program in which all levels of students can participate and,
most importantly, have fun! The school spirit generated by the
competition runs as high as for sports activities. Parents express
great pride in their children participating in such a wonderful program.
|
Standards: |
Book Battle |
Category: English/Language Arts |
Grades: 5 to 10 |
How It Works: Students at two neighboring
elementary schools first read the same specified titles from their media
centers, and then are chosen to be members of their school's,"Book
Battle" teams. They compete orally by answering questions (developed by
the Media Specialists) about their books, whose titles are specified by
the Sunshine State Young Reader's Award (SSYRA) program, sponsored
annually by the School Library Services Office of the Florida Department
of Education. Twenty fiction books are nominated and any educator in
the district with third through eighth grade students can choose to have
their school participate. Three years ago, the developers expanded the
state program to add more excitement and incentives for their students
to be SSYRA readers. Each year, these Media Specialist write questions
for each nominated book and advertise the program. All students who
want to try out for their school's team read the books and answer
written questions. Students with the highest scores on the written
tests are chosen as the,"Book Battle" team. The whole program culminates
with an oral competition between the two schools, with everyone
involved wearing,"Book Battle" tee-shirts. Trophies are awarded and
refreshments are served. DCPS Major System Priorities: Achievement,
Critical Thinking, Intergroup Relations. The Students: The SSYRA
program is intended for students in the third through eighth grades.
However, the two schools at which this project is implemented are
elementary schools. In the,"Book Battle" each team is limited to
fourth and fifth grade students, any of whom can take the written
qualifying test to seek a place on the team. Several Learning Disabled
students have become members of the teams. The project could easily be
adapted to any grade level, any books, or any number of schools! |
The Students: |
The Staff: Jean Worley has taught in several
capacities for Dade County Schools for 18 years and has been the Media
Specialist at Redland Elementary School for ten years. She is actively
involved in many activities, including SchoolBased Management Council,
The Dade County Media Specialists Associations, and the AFT's
Educational Research and Dissemination program (as a TeacherResearch
Linker). Marcia Pitt has been teaching in Dade County for 22 years, and
has been the Media Specialist at Avocado the past ten. She has been
chosen Avocado's Teacher of the Year and has been honored by the
Homestead/Florida City Chamber of Commerce in 1987. She has served as a
board member on professional and county Media Specialists'
organizations. |
What You Need: Materials and Facilities: Any
size Media Center or classroom could be a site for of this, project.
The newly-nominated paperback books, tee-shirts, trophies, and
refreshments are the needed components. The,"Book Battle" guidelines
and a planning calendar have been compiled by the Developers to enable
any teacher to easily adapt this program. Outside Resources: A large
room with a podium and microphone lends importance to the,"Book Battle"
for the students and their parents. |
Overall Value: The SSYRA Book Battle is a
program that has everything a teacher can want: a highly motivational,
easy-to-implement, inexpensive, not timeconsuming, short-term and
long-term program in which all levels of students can participate and,
most importantly, have fun! The school spirit generated by, the
competition runs as high as for sports activities. Parents express
great pride in their children participating in such a wonderful program.
|
Standards: |
BOOKMAKING: AN INVITATION TO WRITE |
Category: English/Language Arts |
Grades: 1 to 8 |
How It Works: Bookmaking: An Invitation to
Write provides classroom teachers with writing prompts that extend the
lesson and integrate art into the curriculum. This approach to teaching
art and writing links how an artist expresses an idea with how an
author expresses an idea and inspires students to write poems and
stories by creating books. The results of the project are shared at the
school's Writers' Celebration. The construction of the books ranges
from simple to complex and can adapt to many subjects and art materials.
Students explore the art elements of design--shape, line, color,
texture, and positive and negative space-and technical
properties-materials and techniques. They also examine books and
observe the relationship between illustrations and stories. They try
out the artists' and authors' techniques and processes by creating
individual books to share with family and friends. The art projects
enable all children to participate, and they take into account diverse
learning styles by linking verbal and visual modes of expression.
Students All students are involved in the program. |
The Students: |
The Staff: The art teacher works with the entire school community to implement the program. |
What You Need: Materials and Facilities
Picture This by Ellen Matter, Looking at Picture Books by John Stewing,
Poetry Fun by the Ton With Jack Prelutsky and Poetry Galore and More
With Shel Silvestein both by Cheryl Potts are excellent resources. Also
needed are bookmaking supplies including ingredients for paste,
textured papers for covers, binding combs, glue sticks, and a book
stapler. Outside Resources Authors and illustrators from the community
help carry out the program. |
Overall Value: Students learn best when they
are active, when they have choices, and when the learning is relevant to
their lives. This program encourages students to use words and drawing
to express their ideas and to view their work in a positive way. The
books can be kept as treasures and read and enjoyed for many years. |
Standards: |
BOOKS OR BYTES AT LAST CHANCE HIGH |
Category: Instructional Inquiry |
Grades: 11 to 14 |
How It Works: This study seeks to answer the
question: Which mode of study is the best to prepare a student to pass
the General Educational Development (GED) exam: book, computer, or a
combination of book and computer? Books and related reading and
writing materials are currently used in preparing students to pass the
GED test. Since most of our students are enrolled short-term and are
visual and kinesthetic learners, they need the most friendly and
time-efficient method of preparation.
Data will be gathered by comparing test scores from the 1st day and the
15th day of the study. The class will be divided into three groups:
students preparing with book-related materials, students preparing with
the computer program, and students using both. Data will also include a
comparison of student academic and technical competencies through a
computerized self-assessment Leikert scale questionnaire administered on
the 1st and 15th days of the study.
The Fairfax County Juvenile Court detained the students participating in
this inquiry. Their average stay is 21 days. The GED population
consists of 16 and 17 year-old students who have a few high school
credits toward graduation. These at-risk students do not plan to return
to high school and need GED preparation in order to obtain a viable job
and become successful adults. |
The Students: |
The Staff: Two teachers, one specialist, five
volunteers, and 24 facility staff members who monitor the classroom
will conduct the research. The two teachers will implement and manage
the group matching and statistics while the specialist directs, guides,
and supports the inquiry. |
What You Need: This program requires the use
of the GED 2000 GED computer Preparation Course, Levels 8-12. No
special facilities are needed.
The Fairfax County GED program coordinator, the Virginia Department of
Education GED specialist, and the Washington, D.C., GED testing service
irector will advise the research team during this study. |
Overall Value: The following outcomes are
expected: Students will successfully complete the GED exam. Study
habits and time on task will improve through the use of different study
methods. Use of the most time-efficient method for GED preparation
will enhance student initiative and self-discipline. |
Standards: |
Books To Go |
Category: Foreign Language |
Grades: to |
How It Works: Books to Go provides a
different perspective from the original program It's in the Bag With
Books (see IMPACT II catalog 1989-1990) in that it reaches out to
students with learning disabilities (LD) and students for whom English
is a second language (ESL). The students take a small tape player home
with a book and an audiotape, affording them the opportunity to listen
repeatedly to good literature and to science trade books. In addition,
this adaptation enables grade one and grade two students to use the tape
player independently, allowing them to choose from a variety of
appropriate responses. Students' self-esteem, reading vocabulary,
comprehension skills, and background knowledge improve as a result of
this program. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Bouncing Book Bag |
Category: English/Language Arts |
Grades: 6 to 6 |
How It Works: A child-parent team is hard to
beat when they work together to acquire English literacy. Using a class
library of books that are at or below students' reading level, the
teacher first reads the books to the class. Students discuss the books,
using innovative discussion methods such as: · the fish bowl ·
picture walks · one minute commercials Or students may create mini
books, flip books, accordion books, even a video book.
Students next select a book to take home to read to their parents. At
home, parent and child read and discuss the book together, then record
their reaction to the book in a special diary, using their choice of
words or drawings. The bag goes back to school and the cycle repeats.
Students are encouraged to voluntarily share their diaries with the
class.
A child-parent team is hard to beat when they work together to acquire
English literacy. Using a class library of books that are at or below
students' reading level, the teacher first reads the books to the class.
Students discuss the books, using innovative discussion methods such
as: · the fish bowl · picture walks · one minute commercials Or
students may create mini books, flip books, accordion books, even a
video book.
Students next select a book to take home to read to their parents. At
home, parent and child read and discuss the book together, then record
their reaction to the book in a special diary, using their choice of
words or drawings. The bag goes back to school and the cycle repeats.
Students are encouraged to voluntarily share their diaries with the
class.
A child-parent team is hard to beat when they work together to acquire
English literacy. Using a class library of books that are at or below
students' reading level, the teacher first reads the books to the class.
Students discuss the books, using innovative discussion methods such
as: · the fish bowl · picture walks · one minute commercials Or
students may create mini books, flip books, accordion books, even a
video book.
Students next select a book to take home to read to their parents. At
home, parent and child read and discuss the book together, then record
their reaction to the book in a special diary, using their choice of
words or drawings. The bag goes back to school and the cycle repeats.
Students are encouraged to voluntarily share their diaries with the
class.
|
The Students: Twenty-five fourth grade
bilingual students participated in this three-month-long project. The
project can be adapted for grades one through six, with any size group. |
The Staff: Luis Soria has taught for seven
years. He holds a Type 03 teaching certificate for grades K-9, with
bilingual and ESL certification. |
What You Need: The following items are needed
for this project: children's literature books, library envelopes and
borrower cards, sturdy storage bags, copy paper, 3-clasp folders. |
Overall Value: This project builds literacy
through a home/school partnership, creating a family of learners.
Children rapidly improve their ability to read and speak English. |
Standards: This project builds literacy
through a home/school partnership, creating a family of learners.
Children rapidly improve their ability to read and speak English. |
Bouncing Bubbles |
Category: Science |
Grades: 1 to 3 |
How It Works: Children can't resist the
allure of bubbles. They love to blow bubbles and to observe bubbles in
nature or in their own bathtub. This interdisciplinary, year-long
project includes the following "bubble activities:" · creating an
interactive bulletin board · finding bubbles in lollipops and bubble
gum · measuring liquids and mixing bubble solutions · making bubble
wands · reading stories and poems about bubbles · writing stories
about bubbles · charting the size of bubbles |
The Students: Thirty-two
heterogeneously-grouped first graders participated. The project can be
adapted for other ages and can be implemented for larger or smaller
groups.
|
The Staff: Beth Yaccino holds a BS in
Elementary Education from Northern Illinois University and an MA from
Northeastern Illinois University. She has taught first grade for seven
years.
|
What You Need: There are several books for
teachers with information about bubbles, and bubble-themed books for
children, such as Tomie de Paola's The Bubble Factory, add to the fun.
In addition to common classroom supplies, the following are needed:
measuring cups; dish detergent; glycerin; rubber bands; straws; funnels;
clear and plastic cups; bubble gum; lollipops; balloons; pipe cleaners;
sponges; strawberry baskets; pipe cleaners.
|
Overall Value: Children have fun as they acquire a variety of skills in hands-on activities revolving around bubbles. |
Standards: This project addresses the
following Illinois State Learning Goals and Chicago Academic Standards
(CAS): Science Goals #11, A1 & C1; #12, B2 & C2; #13, D1. |
BOUND TO READ, BOUND TO SUCCEED |
Category: English/Language Arts |
Grades: 3 to 6 |
How It Works: Best Practices for Teaching
Reading recommends having children write and publish for real audiences.
This project lets children do just that as they create a daily class
newsletter full of world, national, and local news, jokes and
brainteasers, a weather report, and upcoming school events.
A copy of the newsletter goes home at the end of the day to be shared
with parents. The teacher includes in the newsletter homework tasks
such as correcting intentional misspellings and grammatical errors, or
supplying missing illustrations. The following day, the class reads and
edits the letter; at the end of the month the newsletters are bound
into booklets. Children and their parents treasure this permanent
record of the school year. |
The Students: The project was developed with a
first grade class. (Most of the children used English as a second
language and had limited English vocabularies.) The project is
adaptable for first through fourth grade students of various ability
levels. |
The Staff: Rita Nicky is a first grade teacher at Rachel Carson School and hold a MS in Education. She has taught for 22 years. |
What You Need: The following are needed for
this project: a chart tablet or overhead projector; paper and access to a
photocopier; a book of riddle or brainteasers; binding supplies. |
Overall Value: The newsletter increases
parent and child literacy levels as they see writing done for a purpose.
Parents are kept well informed of school events, and the bound
newsletter are valued as keepsakes and learning tools. |
Standards: |
Bringing The News To Life |
Category: English/Language Arts |
Grades: 8 to 11 |
How It Works: In Bringing The News To Life
students enter the complex world of, mass media and use their language
skills to produce a news video. They analyze the format of a local TV
news broadcast to classify, news items, identify the sequence of
presentations and describe, transitions. Each student selects an area
of personal interest finds a related article in The Miami Herald to
analyze and, synthesize orally and in writing. Written reports are
prepared individually, but oral reports are, rehearsed in pairs and
small groups. In addition, each student, coordinates with the anchors
to create an introduction for the, report. Students may work
individually or in groups to, prepare, visual aids and commercials. The
project is video taped and, critiqued in class. DCPS Major System
Priorities: Standard English, Critical Thinking, Intergroup Relations
Achievement Blueprint 2000 Goals: Adult Literacy, Learning
Environment, Graduation Rate and Readiness, for Postsecondary Education
and Employment The Students: This project has been used with 25
adult students in advanced ESOL, classes. It can be easily adapted to
other class sizes, age groups, or achievement levels. In addition, it
can be adapted to regular, English classes, foreign language classes,
history or social, studies classes. |
The Students: |
The Staff: Carol Antunano has been teaching
ESOL at The English Center since joining the Dade County Public
Schools in 1982. She has a master's, degree in TESOL from Florida
International University. In 1990 she received a Teacher Mini-Grant,
and was a 1991-1992 IMPACT II, Adapter. She has been BRINGING THE NEWS
TO LIFE for five years. The English Center media specialist has
provided valuable technical, assistance in implementing this project. |
What You Need: Materials and Facilities:
The project can be used in any classroom. Newspapers, maps posters
and art supplies are needed to prepare the reports, logo weather
symbols, commercial and visual aids. A video camera and, cassette
recorder add an exciting dimension of reality to the news, broadcasts
but are not essential to the success of the project. Outside
Resources: Although no outside resources are required, a field trip
to a local, newspaper or television station would enhance the project. |
Overall Value: In Bringing The News To Life
students become familiar with the news, media, improve language skills
and develop critical thinking, skills. By actively reporting the news,
students become better, informed and gain self-confidence. As members
of a team, students, increase their appreciation of cultural diversity
in the classroom. As members of a culturally diverse society, students
become, empowered to participate actively in community affairs and
really, bring the news to life. |
Standards: |
Bubble Gum Mania |
Category: Classroom Management/Intergroup |
Grades: 9 to 9 |
How It Works: Bubble Gum Mania is an
interdisciplinary unit for middle school students that provides them
with hands-on learning. Math and science concepts are connected to the
social studies, language arts, and the elective curricula. In
science, students use the stretchability and sugar content of bubble gum
to learn experimental design methods. In math, students work with
percentages, measurement of central tendency, correlation analysis, and
statistical analysis of data gathered through scientific
experimentation. In English classrooms, students are involved in
collaborative writing, while investigating the Vietnam era in social
studies. The arts are involved through the creation of bubble gum
collages and the study of,"bubble gum" music popular during the Vietnam
War. Students also develop the cooperative learning skills of
encouraging listening, using soft voices, helping others, and staying on
task. The Students: One hundred students in the seventh grade
participate in the program. This program is designed to run
concurrently over a period of one to two weeks in all core subject
classrooms on a middle school team. Students develop a positive
attitude toward learning and increase their understanding of math and
science concepts. The program can be used in a variety of educational
settings and adapted to a large group activity. |
The Students: |
The Staff: A middle school core team composed
of science, math, social studies, and language arts teachers implement
the program. The elective teachers are involved with the development of
visual arts projects that enhance the unit. |
What You Need: The facilities necessary for
the activities consist of a middle school science lab; math, English,
and social studies classrooms; and a Macintosh computer lab. Materials
such as assorted bubble gum brands, meter sticks, and triple beam
balances are also needed. The science and math curriculum specialists in
the Department of Instructional Services helped in developing this
program. |
Overall Value: Bubble Gum Mania creates an
exciting atmosphere for learning, while facilitating the integration of
subjects. Students demonstrate that learning has taken place in math
and science through the successful completion of individual response
sheets, entry of data on a computer spreadsheet, and general feelings of
accomplishment. |
Standards: |
Building Blocks for Reading, Writing and Character |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Building Blocks for Reading,
Writing and Character is a writing activity that fosters success in
writing and teaches important character education lessons. Using an
agenda on a character-related theme, students construct a one- to
two-page well-organized composition each week, while engaging in
discussions about developing values and building character. Theme
examples are: Finding Money (Honesty); Elderly Character
(Compassion/Respect) and Solving Personal Conflicts (Cooperation).
The teacher introduces the theme at the beginning of the week by
giving students an agenda that states the theme and a writing prompt for
each day. The teacher leads a discussion each day to generate
brainstorming ideas, and reinforce the specific idea within each unit.
Students then write a five- or six-sentence paragraph each night as
homework, and revise the previous night's homework. The next day,
students and teacher revise their new paragraphs. This is repeated each
day until Friday, when they do final copies in the computer lab, engage
in summative discussion and presentation of their completed work. |
The Students: 1997-98: nineteen seventh grade special day class students. |
The Staff: John taught junior high special
education for nine years, and will teach art in 1998-99. He has taught
art for the Music and Arts Conservatory. Prior to teaching, he was a
partner in a commercial/residential interior design firm. |
What You Need: Teacher packet with writing
prompts; poster of the STAR Basic Life Skills; a chart that displays
daily points and weekly totals so students can monitor their success;
clipboard for teacher recording; weekly access to a computer lab; the
STAR Program Workbook, or other character education-related materials,
which include videos on character-building topics. |
Overall Value: This project reinforces the
California Language Arts Framework recommendations by providing daily
writing. Improvements in writing ability in terms of grammar, spelling,
inclusion of topic sentence, and sentence structure have been
documented. Communication skills are strengthened through discussion
where students teach other about issues like honesty, respect,
responsibility, and good judgment.
Student self-esteem is increased by daily success points for
completing their homework, bringing their agendas, re-copying the
previous day's final draft, and contributing to class discussions.
Positive changes in student behavior results in improved citizenship
grades and increased adherence to classroom, school and district rules
and expectations. |
Standards: |
Building Bridges to the World Through the Arts |
Category: Arts |
Grades: 6 to 6 |
How It Works: These are multicultural,
interdisciplinary units celebrating the countries (Africa and Russia) of
our world, using the arts as a foundation for learning and
understanding. The arts have always played a major role in our
acquiring knowledge of past and present cultures and civilizations.
There are several goals involved: to insure that as much academic
knowledge as possible, in the areas of language arts, history,
geography, science, social studies, theater, current events, social
issues, politics, and in art and music appreciation, is learned about
each country; that students, through ethnic singing, dancing, playing
instruments and art, gain an awareness of the arts as universal
languages, that can bridge gaps between nations; to unite a school and
community in a common goal; to provide direct, positive relationships
and experiences for our students with those of other nations; to promote
growth in skills and knowledge in the arts, according to their
curriculums; to provide, an example of how special subject teachers.s
can work cooperatively to enhance the educational experience for all;
and to encourage appreciation and gratitude for life in the United
States. Initially, our goals are twofold: to establish rapport with the
and support the staff; and to ignite enthusiasm for the project from
staff and students. These goals are achieved by: (1) making a
presentation to the staff, which, includes a complete written outline of
all phases of the project, our goals and objectives, how they will be
carried out, a comprehensive list of activities/suggestions for each
subject area, that can be implemented in the classroom, and a
bibliography of the mini libraries set up in our classrooms for their
use; and (2) establishing direct, personal contact with the country.
This creates incredible enthusiam, a ripe environment and excitement for
learning. In the case of Russia, penpals are arranged for older
students and books, about life in our country (favorite toys, seasons of
the year, etc.) were created and exchanged with younger students. For
Africa, involvement with the Peace Corps Partnership program began
immediatley with very many fundraising projects, the outcome of which
was the building of a small school in rural Africa. Having established
and to continue rapport, support, and enthusiasm, general instruction
begins with he arts team which includes: introductory videos, guest
artists and speakers, field, trips to museums and concerts, current
events boards, the use of common words and phrases in native languages,
discussion of customs and social issues, the reading of fairy tales, art
and artifacts displays, etc. And, although much instruction is proved
by the art team, the classroom teacher has an unlimited opportunity, to
contribute, to instruction, and to devise innovative ways to incorporate
units into the curriculum. Forexample, one teacher orchestrates
an,"African Jeopardy" game between classes, another teacher presents a
theatrical adaptation of a Russian fairy tale; and still another
teacher, arranges to be a guest lecturer on geography. The enthusiasm
of a, few tends to become infectious. As for the development, of skill
within special subject areas, all lessons are designed to met
curriculum, standards, as well as, understanding knowledge and
appreciation of each country. For example, in art, while learning
factual information on life in the Serengheti, students were also
learning how to mix colors as they painted animals for a mural of the
Serengheti. In music, using the Kodaly method of instruction of in
many, folksongs were learned with accompaniments on Orff instruments.
All elements.s of music were emphasized and discussion of lyrics
provided knowledge of life in another country. In physical education,
students were taught several ethnic folk dances with rhythmic motor
ability, auditory integration, locomotor skills, and cooperation as some
of the objectives. Methods of assessment included: self assessment
from videos of performances; student assessment from verbal responses
and increased enthusiasm for and knowledge of the arts; written and
verbal assessments from parents, teachers, administrators, community,
and news media; and Professional assessment from a renowned
ethnomusicologist and professor of music education who (1) made a
presentation of our programs at the national association of
ethnomusicologists, (2) wrote two articles on our programs for
professional journals, (3) sent a Fulbright scholar from Japan to assess
our programs for use in her country, and (4) made the videos of our
programs mandatory viewing for music education students. In conclusion,
this project requires energy, teamwork, and preparation. Its uniqueness
stems from students bonding in some special way with individuals of
other nations. It is designed for educators who are concerned with not
only the academic knowledge a child acquires, but also with moral and
ethical character development. This project represents a mosaic from
which any of the parts can be removed. THE STUDENTS: All students,
K-12, could benefit; 280 students, including special needs students
participated in our school; frequency of class meetings per week = art,
one, one-hour session, music, two, one half-hour sessions, and physical
education, three, one half-hour sessions; achievement levels have no
boundaries; project can be undertaken within a range of one classroom to
entire school. |
The Students: |
The Staff: Music, Art, and Physical Education teachers are the foundation; all staff can contribute. |
What You Need: Necessary materials are:
instruments, piano, music, books, records, tapes, videos, stereo system,
basic art supplies for projects, costumes, and scenery; recommended
facilities are: stage and/or all purpose room for performance, regular
classrooms and/or arts rooms for practice; outside resources include:
museums, parents, P.T.O. community, university personnel and students,
guest speakers and artists, and news media; other outside resources
include: names and addresses of contact people in Russia, Africa, and
Peace Corps, resource books bibliography, format instructions,
videotapes of performances and art exhibits, written presentations for
staff, song, listening, and dance repertories, lists of art projects,
lists of classroom activities, etc. Enough research has been done and
materials acquired to make it easier for other schools to participate. |
Overall Value: Using the universal languages
of the arts as a foundation for gaining knowledge of other countries,
students become keenly aware that,"its a small world, after all" that
people everywhere are more a like than different, that they are most
fortunate to live in the United States, and that knowledge, compassion
and understanding are ingredients to mains a better world. Through
direct contact with students from other nations, it is hoped that our
student will develop some temporary and lifelong friendshipships, that
will free them from future prejudice. Hopefully, as future leaders of
our country, they will make a difference in world peace. |
Standards: |
Building Language And Life Skills With Photography And Video |
Category: Foreign Language |
Grades: 7 to 7 |
How It Works: Building Language and Life
Skills With Photography and Video explores ways of using multimedia to
motivate, acculturate, and teach students who have had little formal
schooling and who have limited proficiency in English. Students gain in
self-esteem and acquire school survival skills as they participate in
activities with real-life relevance such as making a school orientation
video for other,"newcomers," developing photo books to teach language
concepts to younger,"buddies," and using photography and video to record
daily events and concepts across the curriculum. Students develop
receptive and expressive language skills as well as critical-thinking
skills as they plan, write, film, edit, and evaluate multimedia products
such as videos, photo books, and storyboards. The Students:
Approximately 20 fifth grade English as a second language (ESL) students
participate, sharing the multimedia products with first
grade,"buddies," fifth grade peers, and other newcomers to the school.
The activities can be used successfully with students of all language
levels at various grade levels. |
The Students: |
The Staff: An ESL teacher who works as part
of the fifth grade instructional team developed the program. Various
staff members help in producing the school orientation video. Most of
the activities can be implemented by one teacher working with a group of
12 or fewer students. |
What You Need: Materials needed include
several Polaroid cameras (preferably one camera for every two students),
Polaroid film, a camcorder, and videotape. Cameras can be borrowed for
the program from other staff members and parents. Materials also
include a bibliography of resources related to photography and video and
a video response form with instructions. Parents are invited to
view the school orientation video and to give feedback on its content.
Students share photo books with their families and are encouraged to
bring in photographs and videos of their families and countries. The
staff at Chapel Square Center helped edit the school orientation video. |
Overall Value: Students gain in self-esteem
and acquire new language skills as they participate in the program.
Students who can barely communicate in English discover a new medium for
self-expression and move from visual to verbal literacy, from passive
outsiders to active members of the school community. |
Standards: |
Building The International Space Station |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Bulbs, Birds, Butterflies and Beyond |
Category: Science |
Grades: 3 to 5 |
How It Works: "Bulbs, Birds, Butterflies and
Beyond" was an exciting program which not only developed an outdoor
classroom, but also fostered relationships between home, school and
community. Students learned about the interdependence of communities -
plant, animal, insect, an human - by creating a garden on school
property. With the help of parent and community volunteers, students
planted small bushes, trees, and flowers that attract butterflies, other
insects and birds. Students also provided and maintained nesting
houses, bird feeders and birdbaths in the garden. A small indoor
butterfly hatchery could be added to the classroom. Students
participated in design, observation, journaling, research, and inquiry
activities. |
The Students: During the 1999-2000 school
year, 33 second grade students participated in the project. The
students met daily and were at varied levels of achievement including a
number of IEP students. The project could be adapted to any age level
or achievement level and could also be used with individual, small or
large groups. |
The Staff: Tracy Piatt and Lois Bates have a
combined 57 years of teaching experience plus numerous awards including
NEOEA Positive Image Award, East Ohio Gas Good Neighbor Award, Phoebe
Apperson Hearst Outstanding Educator Award, Outstanding young Educator -
Stow Schools, Outstanding Educator - Fishcreek Elementary School, and
Honorary Life Membership PTA.
|
What You Need: A wide variety of resources
ranging from library books to the National Wildlife Federation website
were used in this program. Classroom speakers included an
environmentalist and the owners of a local nursery and wildlife store.
Parent and community volunteers helped to prepare soil, build birdhouses
and maintain the garden area.A small grassy area with at least one tree
was needed to begin the garden project. Flowering shrubs, perennials,
assorted birdfeeders, and a birdbath were added to attract a variety of
birds and other wildlife. |
Overall Value: This project fosters
independence, responsibility, caring, and and accomplishment in all
students. By involving parent and community volunteers, the project
increases communication between home and school. The project is easily
adapted to all ages and most curriculum areas. Students are encouraged
to care for and protect our environment. |
Standards: |
Bunny=Usogi: Discovering What We Have in Common with Our Japanese Pen Pals |
Category: Foreign Language |
Grades: 1 to 14 |
How It Works: : Through prolonged exchanges
of photos and letters, children from two countries learned about one
another and about themselves! The program began as children identified a
partner class from another country and initiated the relationship
through the exchange of photos of themselves working or playing at a
favorite activity along with a brief autobiography. The program was
extended as children identified events, celebrations and classroom
activities that they would like to share with their partners. These
were documented with photographs and then captioned with brief
explanations. Foreign Language students were enlisted to complete
translations. What students discovered from thousands of miles away by
using different languages, having different face and clothes, they were
sharing the same interests and activities while exhibiting the same
curiosity, cooperation and verve as other children when they explored
their learning. |
The Students: There were 31 American
kindergarten and first graders and 45 American fifth graders from
Japanese language classes. From Japan, there were 22 first grade
students and 35 ninth grade English language students. All children
participated actively and constantly. This project could be adapted to
any grade level, group size or country, |
The Staff: Sheri Leafgren teaches at the
Downtown Primary School. She has been a Jennings Scholar, a recipient
of a Fulbright Memorial Fund Scholarship to Japan, a building Teacher of
the Year and received a PTA Outstanding Educator award. She has
presented at local and national teacher inservice.
|
What You Need: The project began when the
teacher went to Japan, but could be initiated with any foreign country
classroom. Resources could include foreign language teachers,
university personnel, specialists in Japanese culture, or visitors from
Japan. Local libraries and computer websites were an additionaThe
classes went about their normal learning activities and used 35 mm and
digital cameras to document their work and play. As photos were
prepared, the students composed explanatory captions for the pictures
and then enlisted the expertise of 5th grade students taking Japanese.
Picture books were gathered that were written in Japanese with English
translations as well as Fairy Tales.l source to gather information about
the country and its people. |
Overall Value: Children are children
everywhere!! Through this project, children actually see themselves:
their friendships, their enthusiasm for learning, their love of animals
and their wonderment for the world in the words and faces of their
friends from across the sea.
|
Standards: |
Butterflies Emerge: Cycles of Life |
Category: Science |
Grades: 3 to 10 |
How It Works: In this project students do
more than observe and study the life cycle of the Painted Lady
butterfly. Besides obvious science lessons, students become better
writers when they: · keep a butterfly journal · estimate and measure
caterpillars as they grow · discover symmetry through art and
mathematics · develop a keener concept of time as they tally the number
of days it takes for a butterfly to emerge
|
The Students: This team project involved 90
students in first and fourth grades, an intermediate special education
class, and an upper grade special education |
The Staff: Sue Sessler holds a BA from
Carthage College, an MAT from National-Louis University, and has taught
for three years. Kerry Maloney has an MSEd in Special Education and has
tauAnn-Louise Murray holds a BA from Lawrence University and an MFA
from Northeastern Illinois University; she's taught for 14 years. Anne
Pandyra, with 20 years of experience, is a trilingual teacher. ght in
cross-categorical classrooms for 11 years. |
What You Need: The following are needed for
this project: a butterfly nursery with 3-5 caterpillars, Life Cycle
stamps, handheld magnifiers, many books about butterflies, a
caterpillar-to-butterfly puppet. |
Overall Value: Children develop a new respect
for life and the environment when they help raise and observe real
butterflies fluttering in the classroom. |
Standards: This project addresses Chicago Academic Standards in Science, Language Arts, Math, Drama and Music.
|
C.A.N.E. -- Creating A Natural Environment |
Category: Mathematics |
Grades: 4 to 4 |
How It Works: Preserving our natural
environment is extremely important to the, well-being of future
generations. Project C.A.N.E. was designed, specifically to educate and
encourage young students to see the, importance our environment plays
in our day-to-day existence. Project C.A.N.E. builds knowledge,
fosters appreciation and, promotes active involvement in the creation of
a natural biome. The students receive hands-on experiences in
researching, planning creating and maintaining a South Florida
hardwood hammock. The hammock affords the students the opportunity
to feel a sense of, pride and accomplishment through actively
participating in the, maintenance of a fragile part of the South Florida
environment. Project C.A.N.E. allows students the opportunity to see
and feel a, unique South Florida environment first-hand. Classes from
many, grade levels use the hammock for outside projects and learning,
experiences. DCPS Major System Priorities: Achievement, Parental
Involvement, Intergroup Relations Blueprint 2000 Goals: Student
Performance, Learning Environment The Students: Twenty-five
second-grade TEAM students (Teaching Enrichment, Activities to Minority
Students) participated in all aspects of the, project. The project can
be easily adapted to all age levels and, can be accomplished with
smaller or larger groups. |
The Students: |
The Staff: Ken Kronheim has been teaching in
Dade County for nine years. He, has a master's degree in Urban
Education from Florida International, University. He has been teaching
Academic Excellence and TEAM, students for the past five years and is
very involved in the, Critical Thinking movement. Mr. Kronheim
volunteers his time at, Tropical Audubon Society, where he serves on the
education, committee. |
What You Need: Materials and Facilities: A
plot of land on the school property is needed. Native plants can, be
obtained from a nursery specializing in such plants. It is, helpful to
have a consultant willing, to assist in the selection of, native plants
that will work well on a particular project site. Outside Resources:
Books from school Media Centers and public libraries are needed.
Parent volunteers play an integral part not only in the planting, but in
obtaining equipment needed, such as: shovels, rakes backhoe,
tillers, etc. Environmental speakers are helpful but not, necessary to
plan and implement the project successfully. |
Overall Value: The best education is one in
which the students are totally, involved and they take ownership of what
they have accomplished. This project not only does that but also
allows students to connect, a part of their education to the real world.
Students work, alongside adults, sometimes their own parents, which
allows them to, see the importance of cooperation between the
generations. The best education is one in which the students are
totally, involved and they take ownership of what they have
accomplished. This project not only does that but also allows students
to connect, a part of their education to the real world. Students
work, alongside adults, sometimes their own parents, which allows them
to, see the importance of cooperation between the generations. |
Standards: |
C.A.R.S.: Caring About Raising Self-Esteem |
Category: Arts |
Grades: 8 to 10 |
How It Works: Some children continually take a
back seat as they watch more capable students gain good grades, honors,
and recognition. C.A.R.S. provides a hands-on way for at-risk children
to gain self-esteem through building model cars. The high-interest,
structured activity holds students' attention, and the success they
experience motivates them to improve their academic, interpersonal, and
social skills |
The Students: Twelve boys and girls in grades
six through eight took part. Students were divided into two groups;
each group met once a week after school. The program can be adapted for
at-risk children in grades 4-8.
|
The Staff: Jan Fiedland is the counselor at
De La Cruz Academy; she taught for 14 years before becoming a counselor.
Robert Hrad, the assistant principal at De La Cruz, has 22 years of
teaching experience. Frankie Matos is the School-Community
Representative at De La Cruz. He is an avid model builder and a
collector of real 1960's Chevrolets |
What You Need: An art room with adjacent
storage is ideal. The following materials are needed: plastic models;
glue; a paint chart, paint and thinner; sand paper; utility blades;
soap, paper towels and water for clean-up; newspapers; rags.
|
Overall Value: C.A.R.S. attacks the difficult
problem of promoting self-esteem in at-risk students. The project has
proved to be an effective way to keep these children present and
motivated toward achieving tangible goals. |
Standards: This project addresses the
following Illinois State Standards and Chicago Academic Standards (CAS):
Goal #1,CAS A; Goal #2, CAS A; Goal #3, CAS D; Goal #4, CAS A. |
C.E.L.E.B.R.A.T.E. (Culturally Enriched Learning Endeavors Blend Relationships And Traditional Experiences) |
Category: Social Studies |
Grades: 3 to 7 |
How It Works: C.E.L.E.B.R.A.T.E. is a program
developed in an attempt to bridge, cultural gaps through our
traditional celebrations. It is designed, to serve as a multi-cultural
education unit that will maximize, awareness of cultural diversity,
enhance learning and instill a, sense of pride in one's uniqueness.
Students will learn, researching (critical thinking skills),
interviewing, writing public speaking and production skills.
Students, as interviewers will develop questions to use to interview
parents, relatives, or, members of various ethnic groups. As
presenters, the students will, discuss their own cultural celebrations
with the class. Through this innovative program, students have the
opportunity to, learn about their heritage while educating their peers
and their, teacher. The teacher not only becomes culturally sensitive
to his, or her students but will develop more effective teaching tools
to, meet each student's cultural needs. DCPS Major System Priorities:
Achievement, Standard English, Bilingualism, Critical Thinking
Blueprint 2000 Goals: Student Performance, Learning Environment
The Students: Approximately 60 gifted students, grades first through
fifth participated in C.E.L.E.B.R.A.T.E. during the 1991-1992 school,
year. Students in regular classrooms, grades first through fifth can
benefit from this project as well. |
The Students: |
The Staff: Ana Maria Vega is a second-year
Academic Excellence gifted program, teacher. She has a bachelor's
degree from Florida International, University and is presently working
toward a master's degree in, School Counseling. She was nominated
Beginning Teacher of the Year, for 1991-1992. Ms. Vega works closely
with two volunteers, Silvia, Samalea and Ileana Noda, to implement the
project, |
What You Need: Materials and Facilities:
This project can be carried out in any classroom. A VHS Camcorder, is
helpful but not necessary. Outside Resources: Libraries, travel
agencies, Bureau of Tourism and Travel, cultural, federations or
organizations, videos and guest speakers can be used, as resources. |
Overall Value: Many students are not aware of
their heritage and hold, preconceptions about members of cultures that
may differ from their, own. C.E.L.E.B.R.A.T.E. educates students, as
well as teachers about different cultures, customs, traditions and
beliefs. The, teacher not only becomes culturally sensitive to his or
her, students but also develops more effective teaching tools.
Students, develop pride in their own heritage and respect for cultural,
differences. |
Standards: |
C.H.A.T.S. - Community History: Adults, Teens, Senior |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: One of the greatest hindrances
to the study of history is our ability to ask our predecessors to
explain just why they did something that way or what effect n important
event had on them personally. With this project, we tapped -he
richest resource that a community has, Its citizens, in order to create a
living text on recent history in our community. he vehicle for this
centered on the creation of student-adult discussion groups which met
informally in order to gain better insight into what it was like to live
in our community during the past 50 years. Adult participants were
asked to bring along pictures and momentos to supplement their
recollections. Guests and students viewed newsreel tapes to help spark
and to focus discussion groups. Students tape-recoded discussions to be
saved as part of our city's oral history. In between group meetings,
students examined old high school yearbooks, magazines and newspapers in
order to collect data on fashions, foods, fads, new products, music,
media etc. In so doing, students learned how to use newspapers,
magazines, photographs, letters and other artifacts as prime sources in
the study o history. They came to gain a clearer view of history as a
story of people's lives. It was most rewarding lo see a unique
community-school relations}lip grow which helped students to develop a
great:greater pride in our community as they came lo know its people not
only across age gaps but cross cultures too. Students developed good
questioning techniques and improved their communication skills. They
became more discerning as viewer.s, readers and listeners. they gained a
good understanding Or bias and began to question sources. they became
more aware of the value Or every day things.s as resources. With each
community contact, they gained more self-confidence as they entered,
into real dialogue with adults. The students also came to see that
history cannot be isolated from life. They came to appreciate the fact
that history is literature, theater music, art, science and technology,
business & finance. It is life itself. Our students were pre and
post tested on l:heir knowledge of the eras studied. The end result was a
student published booklet which captured the essence of each decade
could provided students with a practical application of their computer
skills. he The Students: The project has been used with four classes of
students of ah ability levels in a non-graded high school. It would
easily be adaptable to middle & upper elementary school classes by
adjusting the depth of inquiry into the period studied. |
The Students: |
The Staff: The program was developed &
implemented by regular classroom teachers as part of an
interdisciplinary curriculum. We enlisted the support of our local
senior center, Historical Society as well as staff, parents &
friends. |
What You Need: Students used books,
magazines, microfilm and video and audio tapes as well as artifacts that
had been gathered kindness of our human resources. The depth &
variety of outside resources can go any way that is practical. The
Important part is the communication & analysis that takes place. |
Overall Value: This project- created a
thinking classroom environment;lent. Interdisciplinary approaches to the
project made students more aware of the need to learn and understand
the information: analyze it to understand the relationship of the parts
to other parts; and synthesize, it or create something new using
divergent thinking. They used criteria hat they had developed allowing
hem to exercise an essential higher-level thinking skill.
(''think-pair-share'' method) Involvement in the decades project focused
on students becoming more active in their own learning. Most
importantly, they are functioning s they would in the workplace/real
world by gaining: planning, interpersonal, leadership, information,
technology, communication, listening, team, building technologies
competencies. (Common Core Of Learning) This is a highly motivating
alternative to the usual class report. |
Standards: |
CAFE - Food for Thought |
Category: English/Language Arts |
Grades: 3 to 8 |
How It Works: Combine: Cups of creative
cooking experiences and tablespoons of teacher questioning. Add: A
dash of diversity, desire and determination. Mix well with eager
students willing to hypothesize, inquire, discover, analyze and
evaluate. Enjoy! Yields: Gallons of Great Thinkers! The project's
purpose: to develop students' basic skills in reading, writing,
language arts, the content areas, mathematics and the fine arts. As the
students read, write, speak and think about their experiences with
foods, they are using their senses. Sensory activities make learning
meaningful and aid in the retention of basic skills. Recipes feature a
variety of foods that appeal to the multi-cultural tastes of our
community. Cooking is perceived as an adult activity, and students find
working with foods both motivational and satisfying. DCPS Major System
Priorities: Critical Thinking, Achievement. |
The Students: |
The Staff: Marti Milberg McLean has taught
Kindergarten at Williams Jennings Bryan Elementary School for five
years. She has completed an M.S. in Early Childhood Education from
Florida International University. Mrs. McLean is associated with the
DCPS/UTD Critical Thinking Skills Project. Deborah Mink has been
teaching at John G. DuPuis Elementary for ten years, previously serving
as a music teacher at Miami Gardens Elementary School. She has traveled
throughout the United States collecting ethnic recipes. Mrs. Mink loves
to cook herself and had fun writing the cookbook and adapting the
recipes for the classroom. (In contrast, Mrs. McLean hates to cook at
home, but loves the results she gets cooking with her students!) |
What You Need: Materials and Facilities: A
regular self-contained classroom with access to running water and soap
is all that is needed to begin a cooking program. The teachers have
written a cookbook full of recipes that have been classroom-tested by
the children. Outside Resources: Children's cookbooks are valuable
resources. Field trips to restaurants, grocery stores and food-service
businesses provide learning experiences. Guest chefs and parents who
share favorite recipes also add to a successful program. |
Overall Value: "CAFE - Food for Thought"
increases attendance, improves student achievement and helps children
think critically as they develop life skills. Students rarely miss a
cooking day at school. Through teachers' questioning, students
develop skills such as sequencing, seriation, part-to-whole
relationships, measuring capacities and observing changes in the foods,
skills which build a knowledge base for reading and math. |
Standards: |
Cafeteria ABC's |
Category: Classroom Management/Intergroup |
Grades: 7 to 7 |
How It Works: What's the conduct like in your
school cafeteria?, How can you help to make it better?,,"Cafeteria
ABCs" was designed as a service project for older students to assist
younger children, sometimes in school for the first time, to learn
proper behavior in a school cafeteria. The project enabled the older
students to become successful writers, sensitive to language and its
effect. These students were able to utilize their computer skills in
the production of a professional-looking book which could then be read
to other classes. Higher-level thinking skills were called on to
achieve the objective. The project also allowed students to experience
how cooperation with others created something of value that one person
would have difficulty achieving alone. The approval of others as they
read and reread the students' work was a great bonus for their self
esteem. Each fifth grade student began by choosing a letter of the
alphabet for his/her page of our book. It was necessary for them to
relate the letter to cafeteria behavior and to incorporate an
illustration which they thought would appeal to their audience to help
them to remember the advice or admonition being given. Alphabet letters
left over after everyone had chosen their letter were written first
as a class project under teacher guidance and served as samples for the
project as a whole. Students worked together to find varied ways to
present text and graphics. Pages were assembled and bound. The final
stage was reading the book to the kindergarteners. The pages of the
book were also used as a bulletin board display in the main hall that
was much read. The Student: Two classes of fifth graders originally
participated. All types of students, ESL, SIGHTS, Resource Room, were
involved. They met for two 45-minute classes weekly. Four classes of
kindergartens were originally visited. Requests for repeat visits and
from other classes were honored. |
The Students: |
The Staff: The teacher technologist developed
and implemented this project. Consent to read to the classes is needed
from all classrooms visited. |
What You Need: Materials: Although,"Cafeteria
ABCs" was written and illustrated in a computer lab, basic school
supplies are all that is really required to implement this project. A
binder for the pages is really nice although brads could be used if
needed. Outside Resources: None required, although a review of ABC
books could be helpful to the students to assist them in evaluation. |
Overall Value: Materials: Although,"Cafeteria
ABCs" was written and illustrated in a computer lab, basic school
supplies are all that is really required to implement this project. A
binder for the pages is really nice although brads could be used if
needed. Outside Resources: None required, although a review of ABC
books could be helpful to the students to assist them in evaluation. |
Standards: |
Calculating Some Great Trips |
Category: Mathematics |
Grades: 6 to 9 |
How It Works: How much vacation will $10,000
buy for you and three companions if you venture outside the U.S.A.?
Students find out when they plan a memorable three-week vacation abroad.
Working in teams, students research currency and plan an itinerary.
Students gather information using the library, the Internet, even
personal recommendations from school staff members. Students display
materials related to their destination country, mathematically analyze
its flag, and investigate the geometric features of locales in their
selected country. The project culminates with 5-minute team
presentations of the planned trips. Classmates use calculators during
the presentation to monitor those $10,000 budgets! |
The Students: This project has been used with
a math class of 15 sixth and seventh graders, and with 18 fourth and
fifth grade students who were studying in-depth library research
methods. It is adaptable for upper grade classes, and for larger or
smaller groups
|
The Staff: Regina Biros holds a bachelor's
degree in Elementary Education from St. Xavier College and a master's
degree in Mathematics Education. She has taught at Kellogg School for
five years.
|
What You Need: Much of the research for this
project was done on the Internet. The following items are also needed:
encyclopedias; travel sections of newspapers; folders/scrapbooks; travel
brochures; calculators.
|
Overall Value: This "real-world" math project
incorporates language arts and social studies, resulting in students
who realize that math skills learned at school will be useful throughout
their lives.
|
Standards: This project addresses these
Illinois State Goals and Chicago Academic Standards (CAS): Goal#7, CAS
A-2; Goal#8, CAS D-1; Goal#9, CAS C-1. |
Calculating Some Great Trips |
Category: Mathematics |
Grades: 6 to 9 |
How It Works: How much vacation will $10,000
buy for you and three companions if you venture outside the U.S.A.?
Students find out when they plan a memorable three-week vacation abroad.
Working in teams, students research currency and plan an itinerary.
Students gather information using the library, the Internet, even
personal recommendations from school staff members. Students display
materials related to their destination country, mathematically analyze
its flag, and investigate the geometric features of locales in their
selected country. The project culminates with 5-minute team
presentations of the planned trips. Classmates use calculators during
the presentation to monitor those $10,000 budgets! |
The Students: This project has been used with
a math class of 15 sixth and seventh graders, and with 18 fourth and
fifth grade students who were studying in-depth library research
methods. It is adaptable for upper grade classes, and for larger or
smaller groups
|
The Staff: Regina Biros holds a bachelor's
degree in Elementary Education from St. Xavier College and a master's
degree in Mathematics Education. She has taught at Kellogg School for
five years.
|
What You Need: Much of the research for this
project was done on the Internet. The following items are also needed:
encyclopedias; travel sections of newspapers; folders/scrapbooks; travel
brochures; calculators.
|
Overall Value: This "real-world" math project
incorporates language arts and social studies, resulting in students
who realize that math skills learned at school will be useful throughout
their lives.
|
Standards: This project addresses these
Illinois State Goals and Chicago Academic Standards (CAS): Goal#7, CAS
A-2; Goal#8, CAS D-1; Goal#9, CAS C-1. |
Cambodia in the 1970s: Communism and the Khmer Rouge |
Category: Social Studies |
Grades: 12 to 14 |
How It Works: Cambodia in the 1970s:
Communism and the Khmer Rouge is an interdisciplinary unit which uses
writing and literature to help students understand how communism played
out in the genocide of Cambodia. (In 1975 the Khmer Rouge, the communist
Cambodian jungle group led by Pol Pot, took control, with the goal of
building an agrarian Cambodia based on Pol Pot's view of communism.)
Students learn the history and geography of Cambodia. We move on to the
specific history of Pol Pot, his rise to power and success despite his
ruthlessness. To supplement the notes, I show students Cambodian
clothing and we discuss the differences between Khmer Rouge members and
non-Khmer Rouge people (they draw sensory figures of both). After a
reading and discussion of Khmer Rouge song lyrics and survivor stories,
students write "found" poems using these primary sources. In the final
phase students write a position paper as if they are advisors to
President Carter telling him how the international community should deal
with Pol Pot and the Khmer Rouge. Once we have discussed their ideas, I
show the students the July 1997 ABC Nightline segment on the "trial" of
Pol Pot.
My inspiration for this unit was twofold. I spent two weeks in
Cambodia in the summer of 1997 and was struck by the effect of the Khmer
Rouge on current-day Cambodians. A week after my trip I was a
participant in the California History-Social Science Project at UCSB
where the topic was "Civic Values, Rights, and Responsibilities From
Ancient Times to the Present." I realized that the information I had
gathered in Cambodia fit this topic perfectly. |
The Students: 1997-1998: three teachers and 240 students (heterogeneously grouped, containing gifted, resource, and ESL students). |
The Staff: Helen has taught world history for four years, and is a California History/Social Science Project fellow. |
What You Need: Teacher packet with
bibliography; a basic history of Cambodia; slides or photographs of
Angkor temples, Pol Pot, prisoners, and the Killing Fields; Khmer Rouge
song lyrics and survivor stories; photographic books and magazines;
video of "The Killing Fields" (rated R). |
Overall Value: The California History/Social
Science Framework recommends study of nationalism and genocide. Two
journal homework assignments, sensory figure drawings, and a unit test
are assessed. In World History classes, the Holocaust is often the only
example of genocide given. As a result of this unit, students know quite
a bit about Cambodia and understand that the Holocaust was not an
isolated incident. |
Standards: |
CAMPUS LANDSCAPING WITH A PURPOSE! |
Category: Science |
Grades: 11 to 14 |
How It Works: Students often feel as if they
have little control over what goes on in their school, but by
introducing landscaping as a way of learning plant biology, students can
provide great input into the appearance of their school. This project
is designed to allow students in academic and honors biology to use the
knowledge they've gained not only this year, but over the last three
years, to aid the administration in upgrading and improving the
landscaping of the campus.
Students are required to select a specific location on the school
grounds which they feel needs improvement. Throughout the duration of
the project they will be visiting this site on a regular basis. Students
collect soil samples and measure environmental data at the site. They
also brainstorm ways to improve the location.
Students then contact local garden centers or do research in landscaping
journals in order to learn which plants would provide the most
successful alternative to current landscaping features. Next, students
design and carry out an experiment to test whether or not their
suggested improvements will be successful.
|
The Students: In the meantime, they must
create two scaled maps of the area, both before and after their
suggested changes. Students carefully evaluate the costs of making the
changes and estimate the amount of maintenance required to sustain them.
Finally, students propose their changes in a letter to the principal,
which includes the maps, the results of their research, and the
projected costs.
|
The Staff: Louis F. Ungemach Housatonic Valley Regional High School, Region #1, Falls Village |
What You Need: Landscaping journals and
garden books, basic gardening supplies, tape measures, pH test kits, and
other miscellaneous lab equipment are needed.
|
Overall Value: The holistic nature of this
project makes it a great end-of-year venture. Students not only practice
proper scientific method, but also demonstrate creative thinking,
artistic ability, good writing, and verbal communication skills.
The project appeals to students of all learning styles, and they work
mostly at the upper levels of Bloom's taxonomy. Students are motivated
by the idea that they are directly contributing to their school, as well
as by the freedom of choosing where they want to work and how they want
to do it. The best part is that students really care about their work
because they hope to see it realized when they return to school in the
fall!
|
Standards: |
Cantando, We Learn! |
Category: English/Language Arts |
Grades: 3 to 7 |
How It Works: Cantando, We Learn! uses music
to teach students a foreign language. The students learn nouns,
adjectives and grammar functions with the help of music. For example,
the students learn the numbers by singing them. Using popular music,
traditional nursery rhymes or rap music makes it easier for students to
identify new words. The songs can be introduced before each unit's
vocabulary or after the unit to create excitement for the new words the
children have learned. And, in December, students can learn holiday
songs in Spanish, which they can share with the entire school. Soon
every one will be singing. Cantando, we learn!, DCPS MAJOR SYSTEM
PRIORITIES, Bilingualism, Intergroup Relations, Achievement, BLUEPRINT
2000 GOALS, Student Performance, Learning Environment The Students,
Cantando, We Learn! has been used successfully with first- to
fifth-grade students. The project is easily adaptable to all grade
levels and to students of different learning abilities. |
The Students: |
The Staff: Dr. Gemma Santos was named Dade
County Social Studies Teacher of the Year in 1992. She has presented
numerous workshops at the Florida TESOL Conference, Florida Social
Studies Council and Florida Geographic Alliance. She has received
several Teacher MiniGrants and is a 1991-1992 IMPACT II Adapter. Ms.
Isabel Santos has been teaching for more than 25 years, the last five
with Dade County Public Schools. She was the recipient of a 1991-1992
Citibank Success Fund grant to implement this idea. |
What You Need: Materials And Facilities,
Cantando, We Learn! uses a cassette player, songs in foreign language,
worksheets and other teacher created materials. This project can be used
to complement the existing curriculum in any classroom setting.
Outside Resources, Students can be encouraged to bring in foreign
language music to share with their classmates. |
Overall Value: The students in this project
will not have a problem learning another language. They will sing their
way to foreign language proficiency while they are having fun. |
Standards: |
CAREER CHRONICLES |
Category: Arts |
Grades: 10 to 11 |
How It Works: Career Chronicles documents a
series of visits to artists in their natural habitats--studios,
workshops, offices, museums, retail establishments and factories. Small
groups of students travel by public transportation (to enhance the real
life/real work experience) to the places artists work. There they
learn about the many ways in which creative people can and do earn a
living, most of which students never before imagined. |
The Students: This project involved 150
eighth grade students, 15 at a time, for 10 days of on-site visits,
"working lunches," discussions, and writing follow-up letters and
reports. It could be adapted for other grades and other career areas. |
The Staff: Cheryl Gold holds a BA from the University of Illinois; she has taught for 16 years. |
What You Need: Few materials are required to
get the project up and running. Clipboards for students to carry during
visits are helpful, as is stationery for thank you's and follow-up
letters. Money for CTA fares and brown bag lunches are needed. With
access to a computer, Career Chronicles can be documented and shared
with others. |
Overall Value: Career Chronicles exposes
students to the possibility of earning a living doing something you
love. All work is not tedious or routine. Many resourceful individuals
work in creative endeavors that provide more than just money--their
work provides satisfaction, as well. That lesson can be the most
life-enhancing of all. |
Standards: |
Caring Communications |
Category: Classroom Management/Intergroup |
Grades: 5 to 8 |
How It Works: CARING COMMUNICATIONS provides a
format to teach a range of skills intended to increase students'
abilities to communicate effectively. Other important objectives of the
program include building self-esteem, developing self-awareness,
creating friendships and learning peace-making skills. The children are
taught attentive/reflective listening skills, to establish and maintain
eye-contact, to use,"I" messages and to express feelings. One
CARING COMMUNICATIONS activity is Heart Talks, in which a child whose
turn it is to speak holds a red velour heart while the other children
are asked to listen with their ears and hearts knowing they, too, will
have a chance to be heard. Another activity is The Heart Seat, in which
the class reads Claude Steiner's The Warm Fuzzy Tale, discusses the
concepts of warm fuzzies, and then participates in giving each other
warm fuzzies. Hand Dancing, in which children are seated in pairs in
order to dance together with just their hands while maintaining eye
contact with each other, is one of the other many activities in this
CARING COMMUNICATIONS project. Through these activities, children are
encouraged by their own successes in supporting each other and
themselves. They learn they are all winners. There are no losers in this
process only caring communications. DCPS MAJOR SYSTEM PRIORITIES,
Intergroup Relations, Achievement, BLUEPRINT 2000 GOALS, Learning
Environment, Student Performance, THE STUDENTS, This program has been
used with kindergarten, first and second graders since 1981. Many of the
activities also were adapted for use in third through sixth grades. |
The Students: |
The Staff: Shirah Penn has a master's of
education and is currently completing her 33rd year teaching in Dade
County. She was named the Grace Contrino Abrams Peace Teacher of the
Year for 1984. She was awarded a plaque for her work in self-esteem
education. She is currently a member of the National Council for
Self-Esteem. |
What You Need: MATERIALS AND FACILITIES, The
project can be implemented with the following: a Cliff Durfee's red
velour pillow, a "Li'l Luvvy" puppet and song, reproducible worksheets,
and a "feelings" doll (suggested). OUTSIDE RESOURCES, Many books and
records on self-esteem have been collected. A listing of these is
included in the bibliography of the CARING COMMUNICATIONS Idea Packet. |
Overall Value: Spending just one-half hour
weekly in this program frees the teacher from more time-consuming and
temporary control measures. The students learn self-discipline and
caring, which they will carry throughout their lives. These activities
also enable teachers to refocus their energy in a more positive,
accepting and tranquil manner creating a classroom climate of mutual
support. |
Standards: |
Carmen San Diego is in Your Classroom |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: The software package,"Where in
the USA is Carmen San Diego" lends itself well to applying knowledge of
data base use, review of USA geography, development of critical thinking
skills and the utilization of cooperative learning. The students
complete maps on the states and their capitals, and areas of their
criminal pursuit. The cooperative grouping allows for an exchange of
information between students and sharing of techniques. The final day
of,"the Games," scores are tallied and the winning team from each class
is rewarded with certificates of achievement. DCPS MAJOR SYSTEM
PRIORITIES: Achievement, Critical Thinking Skills, Cooperative
Learning. THE STUDENTS: Computer Application students were composed of
mixed sixth, seventh, and eighth graders. These groups were of varying
ability from ESOL to gifted. |
The Students: |
The Staff: Valen Mayland is an 11-year
teaching veteran, who has a master's degree in Computer Science and
teaches Computer Education classes. She is a member of the Clinical
Teacher Program at the University of Miami and is Chairperson of the
SBM/SDM cadre at Miami Lakes Middle School. |
What You Need: MATERIALS AND FACILITIES: The
project has been used in a computer lab with eight computers, but can
be used with a larger group and less computers. Each computer team has a
copy of,"Where in the USA is Carmen San Diego?" (Broaderbund) and a
package of materials that include maps and worksheets developed to
enhance geographical skills and logical approaches to thinking skills. A
class set of World Almanacs, a World Atlas, and a large USA map are
helpful. OUTSIDE RESOURCES: Ms. Mayland begins this unit with a trip to
the Media Center where the Media Specialist gives a lesson on how to
use the Almanac and Atlas. The previous lessons are on developing a
data base on the states. |
Overall Value: Students develop team skills
and learning on several levels. They reinforce geography skills, learn
to share ideas, and find a solution to a problem in a cooperative
environment. They also develop pride in their accomplishments. |
Standards: |
CARTONS OF CARE |
Category: Special Education |
Grades: 7 to 10 |
How It Works: In "Cartons of Care," a team of
middle school students targets homelessness as a critical community
problem. Through the project, they develop and execute a plan to "make a
difference" through specific community service.
Although inquiry, brainstorming, and character education begin in the
social studies class, all other academic disciplines become involved as
students expand their knowledge of this major crisis in our society
through videos, newspaper articles, and true-life experiences.
Throughout the unit, students work cooperatively, employing a variety of
learning methods to create posters, bumper stickers, essays, and graphs
that demonstrated concepts and facts related to homelessness.
They research the problem on local, state, and national levels and write
letters to agencies as they request speakers. Letters to families and
friends about "Cartons of Care" send out the message that everyone can
help and that we all can make a difference. During a closing evening
program, at which each audience member donates a food article to the
project, guest speakers from state homeless shelters also address the
audience of students, parents, school personnel, and community leaders.
|
The Students: |
The Staff: Tracy Andersen, Angela Capozzi,
Deborah DePierro, Susan Lance, Jacqueline Partridge, and Mimi Seperack
David Wooster Middle School, Stratford |
What You Need: Videotapes, newspapers, art
supplies, collection bins, and guest speakers from area homeless
shelters and government agencies are used.
|
Overall Value: Both the community and
students benefit from "Cartons of Care." The project strengthens the
role of the middle-schooler as a community resource and promotes
positive changes in peer relations. Students also use problem-solving
skills to meet their goals. Through the interdisciplinary model,
students improve research and writing skills while they gain an
understanding of statistics and an overview of social and legal
regulations. Students realize that they have the power to improve our
community and our world. While empowering themselves "to right a wrong,"
they also learn a lifetime lesson that individually and cooperatively
they can "make a difference" through continued community service.
Our students set and then tripled their goal of 1,000 food and toiletry
items that they collected, sorted, graphed, packaged, and delivered to
local homeless shelters. As students take up the cause of community
service, there will be positive changes in peer relations, in your
school, in your town, and in your world.
|
Standards: |
Casting Creative Characters |
Category: English/Language Arts |
Grades: 5 to 8 |
How It Works: The children are involved in an
intensive short-term writing project which enables them to create plays
using both cooperative problem solving and process writing skills. Two
to six students, work cooperatively to write an original play. They
use role playing to help create their characters and plots. Groups
revise and edit their plays during share sessions. The project ends
with a dramatic reading or presentation of the new works. The success
of the project may be assessed through a review of the completed plays.
The teacher begins with language lessons that emphasize the format of a
play. We discuss how the author includes stage directions and
character descriptions. The students learn to recognize that the name
of the character appears each time he/ she speaks. The children's
imaginations are tantalized by asking them to combine two fictional
characters that they've never seen paired before in a unique situation,
like ÔCatwoman and Cinderella going bowling'. The students brainstorm a
list of possibilities. They enjoy this activity and are anxious to
begin writing. After choosing titles that interest them, they begin
forming their writing groups. Each group works as an independent unit.
They establish the parts each member will play in the writing process,
e.g. the recorder. Their initial task is to write a short description
of the characters, and a story map. The groups usually decide to role
play in order to create the characters' dialogues. 2 Students give
readings of their unfinished plays for the other groups to critique
during share meetings. They receive constructive criticism and
suggestions. The teacher takes notes for the group while the share
meeting is taking place. They use the notes in the next writing
session, as they feel necessary. This process continues until the groups
are satisfied with their plays. Sometimes the students need the
teacher to help refocus their writing. Finally, they type their plays
on the word processor and edit them as a group. They print their play
and design a cover. Each group then prepares and presents a dramatic
reading. The children delight in listening to other plays as much as
they do presenting their own. The Students: This project has been
successfully implemented with both third and fourth grades. The classes
of approximately twenty-six students were grouped heterogeneously.
This project could easily be adapted to groups in third to sixth grades.
The students meet three time a week for an hour to an hour and a half
at a time. The entire process can be completed in three to four weeks.
The intensity of the time and the shortness of the span encourages great
work. This process really asks students to be creative and to pool
their talents. Every student is successful in this endeavor. |
The Students: |
The Staff: This project was implemented by a
classroom teacher. The project may be enhanced by a drama teacher and
the help of parent volunteers to assist with typing and editing. |
What You Need: No additional materials are necessary. It was very helpful to have word processors for a Ôfinished', product. |
Overall Value: Students work together to
successfully write a play, as they improve their communication and
problem solving skills. Through the use of cooperative learning and
process writing techniques every child enhances their self-esteem. My
classes have won a local play writing contest for the last five years
using this process. Everyone becomes a successful playwright. This
project belongs to the students. The teacher's role is to set it up,
and provide the proper learning environment. It is important to keep
the, writing period to three or four weeks while making sure that each
period is from an hour to an hour and a half in duration. This sets the
stage for an intensity that sweeps the children off their
feet.ÊÊCoupling cooperative learning and the writing process, makes the
process familiar and safe. The following is a list of steps you might
follow to replicate this project. Since the onus of the project belongs
to the students the list you actually end up following will be
different depending on the needs and abilities of your class. |
Standards: |
Catch Me Doing Something Right |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: We all like to read good things
about ourselves but seldom get a chance. This flexible project
celebrates children's diversity, making them feel special. After
reading The Tenth Good Thing About Barney and I'll Always Love You,
students make lists of ten good things about each other and staff
members. The lists are discussed and expanded. To gather more
information children conduct interviews with staff or exchange lists
with their parents. A final list of 10 Good Things and a photograph
or illustration of each person is displayed in the school and eventually
bound into a book for the school library. Students: This project
is appropriate for all ages and abilities, including bilingual classes.
It can be conducted as a one day, week-long or all-year project. |
The Students: |
The Staff: Mary Ellen Ziegler earned her
degree at Chicago State Teachers College. She has taught primary grades
in Chicago Public schools for twenty years. She is a grant winner and a
teacher/consultant with the Chicago Area Writers Project. |
What You Need: Materials And Facilities:
This project requires writing materials and classroom art supplies.
Photographs of the students are needed or,"portraits" drawn by the
children themselves can be used. Outside Resources: Laminating
adds a finished, professional quality to the final piece. Crossing
guards, parents, lunchroom, custodial and office staff can all be
included in the project. |
Overall Value: This project builds
self-esteem in students, staff and family. Reading, writing and
thinking skills are used in a positive, reinforcing activity. |
Standards: |
CATS - A PRACTICAL VIEW VIA T.S. ELIOT |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: "Cats - A Practical View Via
T.S. Eliot" is designed to introduce a group of sixth grade special
education students to poetry and theatre by reading T.S. Eliot's book
Old Possum's Book of Practical Cats and seeing the Broadway musical
"Cats." The students see the play as a culmination of several
interdisciplinary units involving language arts, social studies, music
and art. This is accomplished through lessons which address different
learning styles and incorporate the goals in a cooperative learning
environment.
The goals are as follows: To help students grasp the concept of the
different "cat personalities" described in T.S. Eliot's poem; to have
students write their own animal poems; to develop research skills and
successful interaction among students by having them report on the
different breeds of cats; in social studies, to help students understand
the importance of cats in the ancient Egyptians' lives; to familiarize
students with the music; after seeing the musical, to have students
write about and recreate their favorite cats by making large puppets and
videotaping the students with their cats. The activities address a
variety of learning styles through written, spoken, visual, kinesthetic
and performing experiences. In addition, students develop critical
thinking skills and use computer technology to write their stories and
poems. Methods of instruction are teacher- and student-directed through
reading, discussion and poetry writing. Students also work individually
on their cat projects and stories.
|
The Students: Assessment during this activity
is ongoing and multifaceted. Through oral and written quizzes, the
quality of students' work in relation to individual abilities and
student performance in a jeopardy-type game; however, the most important
assessment is ongoing teacher observation of students' enthusiasm
during the various activities. Six students to eleven students have
participated in this project each year. It can be adapted for use with
fifth grade through high school students and with regular education
students.
|
The Staff: Lillian M. Wright Turn of the River Middle School, Stamford |
What You Need: Books, tapes, camcorder, standard art supplies and cotton batting.
|
Overall Value: Through an interdisciplinary
approach, students gain a more positive attitude and understanding of
poetry and theatre. Students are empowered to create, communicate,
listen, make decisions, and interact socially. They interact with the
community by writing letters of thanks to the Chamber of Commerce
members for the grant money and by sharing their projects with them at
the culmination of the unit. In addition to the variety of activities,
they experience a live Broadway production. They are also permitted to
go on stage to examine the sets and see one of the characters. For
students, the whole experience proves to be THE CAT'S MEOW!
|
Standards: Sense of Community Interpersonal Relations Speaking, Listening and Viewing Reading Writing
|
CELEBRATE OUR MULTICULTURAL HERITAGE! |
Category: English/Language Arts |
Grades: 3 to 7 |
How It Works: It is a well established fact
that the people of our world are moving towards a global community.
Although, unlike other countries, we are truly a nation of immigrants,
we have long cherished the ideal of the "melting pot" philosophy.
Fortunately, we are beginning to shift this viewpoint of our nation from
an egalitarian to a pluralistic society. By teaching our children to be
culturally aware, we can strive towards a global community that accepts
and appreciates the contributions of each human being.
Through this intergenerational project, students will learn to value and
enjoy diversity, and gain respect for family, school, and the
community. There are three phases to this project.
First, each student completes a family tree with help from various
generations of his/her own family. The purpose is twofold: (1) By
combining information, the class becomes aware of the great variety of
cultures represented in our common heritage, and identifies and graphs
patterns of immigration; (2) Each student identifies the oldest living
family member whom they can later interview.
Second, students more closely explore one country of their heritage by
locating and using a variety of sources of information. They identify
important facts and customs.
The third phase of the project is the interview. Students learn how to
conduct an interview, take effective and efficient notes, and write a
biography.
The excitement and pride build as the various pieces approach completion
and are put together in a beautiful hardcover book which each child
creates (the assessment piece.)
At our culminating Heritage Festival, interviewees are honored and
family members enjoy our mini-museum where we share our books,
artifacts, and foods of many cultures.
|
The Students: |
The Staff: Candis Yimoyines Hine Naubuc Elementary School, Glastonbury |
What You Need: Access to a library-media
center and computers is important. A speaker from your local historical
society can be most helpful and inspirational.
|
Overall Value: During the five years that
this project has been conducted wonderful connections have been promoted
within families across generals and among families across cultures.
Students gain a much broader awareness of other cultures, and begin to
understand and appreciate their own historic and ethnic heritage.
|
Standards: |
CELEBRATING DIFFERENCES: BREAKING THROUGH THE BARRIERS |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: This unit raises awareness of
and respect for differences among people, how differences can be
challenging, and how those challenges can be overcome. Students are
exposed to a variety of activities including small group discussions and
brainstorming, simulations of learning disabilities, physical
disabilities, discrimination, historical research on discrimination in
America, and the writing of a thesis paper about discrimination. The
most inspirational part of this unit occurs when speakers with
disabilities are invited to the school to discuss the problems they have
faced due to their disabilities, but most importantly how they have
overcome those challenges and achieved success.
The activities involved in this unit address the needs of students with
different learning styles. Throughout the course of the unit, students
experience written, verbal, kinesthetic, visual, and auditory
activities, allowing them to find success through their own learning
strengths. Methods of instruction are varied throughout the unit.
Teacher and student directed discussions about differences and
discrimination occur in both large and small group settings. Students
work independently on research, writing, and during some simulations.
Other simulations require work in pairs or small groups.
Each activity in this unit has its own assessment piece including
teacher or student led discussions, the completion of individual
evaluation forms to self assess frustrations associated with the
simulations, and self editing of written work. Teachers assess student
learning through observation and discussion, and by reviewing the
written evaluations with the students.
|
The Students: Approximately two hundred
seventh grade students have participated in this unit each year. The
unit is appropriate for grades six through eight. Three special
educators, one study skills teacher, and eight classroom teachers have
implemented this unit. Other personnel involved include the school
physical therapist and an enrichment teacher.
|
The Staff: Cynthia Buch Dias, Jill M. Dymczyk, Celeste Higgins and Kristen Marshello Har-Bur Middle School, Burlington |
What You Need: Wheelchairs, communication boards, blindfolds, leg and arm braces, sign language cards.
|
Overall Value: This unit provides the
opportunity for students to explore and understand differences among
people, but more importantly the similarities shared by everyone. The
Common Core of Learning states that all students should be able to
respect differences among people, recognize the pluralistic nature of
United States society, and recognize characteristics common to all
people. This is the purpose of the unit and all activities in the unit
are designed to achieve this goal The expected outcome of this unit is
that students develop a sensitivity to and an understanding of the
needs, opinions, concerns, and customs of others.
|
Standards: Interpersonal Relations, Sense of Community Speaking, Listening and Viewing |
Celebrating Diversity-Cinco de Mayo |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Celebrating Diversity--Cinco de
Mayo integrates science, math, music, and language arts and features
art in the culminating projects. The students learn the historical
background of Cinco de Mayo and compare it to celebrations they have
experienced, such as Labor Day and Independence Day. The students
examine authentic Mexican artifacts and locate their origins on a map.
The students learn Spanish songs and Mexican dances, videotape the
process, and perform at a celebration. Students experience the
connection between visual art and scientific observation in projects,
such as creating a radial-design ceramic sol and recording the weight
and size of the clay when it is in three stages: wet, greenware, and
bisque. They also prepare ethnic foods, using math skills as they
compare prices, estimate the amount of ingredients, and measure the
ingredients.They practice language arts skills by reading fiction about
aspects of Mexican life, writing stories, and recording observations in
their response journals.StudentsOne hundred students in the first and
second grades participate. |
The Students: |
The Staff: The art teacher works with the
entire school community to implement the program. Materials and
Facilities Picture This by Ellen Matter, Looking at Picture Books by
John Stewing, Poetry Fun by the Ton With Jack Prelutsky and Poetry
Galore and More With Shel Silvestein both by Cheryl Potts are excellent
resources. Also needed are bookmaking supplies including ingredients
for paste, textured papers for covers, binding combs, glue sticks, and a
book stapler. Outside Resources Authors and illustrators from the
community help carry out the program. |
What You Need: Art supplies include clay
suns, pinatas, tea candles for luminaries, tissue paper, rug yarn, and
silver foil. Also needed are books about Mexico and the video Cinco de
Mayo. The program takes place in classrooms, hallways, and the art
room.Art supplies include clay suns, pinatas, tea candles for
luminaries, tissue paper, rug yarn, and silver foil. Also needed are
books about Mexico and the video Cinco de Mayo. The program takes place
in classrooms, hallways, and the art room. |
Overall Value: The program effects changes in
students' self-concepts, cross-cultural appreciation, attainment of
second language skills, and their understanding of connections that link
the processes of creative writing, the arts, and scientific
investigation |
Standards: |
Celebration Time: Cultures of the World |
Category: Social Studies |
Grades: 11 to 11 |
How It Works: This program is designed to
introduce ninth-grade English students to the diverse cultures in the
United States. The students are placed into small groups, and each
group selects a culture to research the customs, literature, music, art,
and architecture. Students will collect information from library
reference books, travel books, newspapers, and magazines. The students
will write a written report and create a poster or a collage. Since
this is an English class, students must include in the written report a
myth or legend and a short story based on their selected culture.
Students may produce tapes of their myths, legends, or short stories for
presentations to other English classes. Each group must find a movie
that is based on their particular culture. Each student will view the
movie and write a movie review. The groups will present the movie
review with their oral, visual, and written presentations. Each group
will present the projects to the entire class and to visiting, English
classes during a special week designated for cultural awareness.
The Student: The students are enrolled in regular and honors ninth-grade
English classes. In the past, the students have thoroughly enjoyed
discovering different cultures as they used their primary source,
National Geographic. This program has enhanced the students' skills as
researchers and investigators. In addition, the students have taken
great pride in sharing information on a subject that most of their
classmates have not known. |
The Students: |
The Staff: The developer, the librarians, and the Spanish teacher will be involved in the implementation of this project. |
What You Need: Materials: National
Geographic, library reference books, and twenty copies of Multicultural
Perspectives are the materials needed for this project. Outside
Resources: Guest speakers from various cultures have been
invited to share with the students. |
Overall Value: Sometimes the problems of the
world are caused by people who wear intellectual and psychological
blinders. This program provides an avenue for broadening students'
vision of the diverse, colorful, and creative cultures of this earth.
By exploring music, art, and literature, the students will gain a
greater appreciation of the unique cultures in this world. The
preparation of this program gives students the opportunity to improve
their reading, writing, and communication skills. |
Standards: |
Challenge Activity Packets (CAP) |
Category: English/Language Arts |
Grades: to |
How It Works: This take-home enrichment
program, an adaptation of It's in the Bag With Books, (see IMPACT II
catalog 1990), enables students to read books and create original,
products, such as dioramas, self-created books, and puppets, which they
can, share at school. Each CAP is a zippered vinyl bag that fits in a
backpack. Each, bag contains a book, a cassette tape of the story, a
parent handbook with pictorial, directions for completing a project, and
supplies for students (scissors, glue crayons, paper, yarn,
construction paper, and writing paper). After reading the, book, a
student can demonstrate his or her understanding of the story by making,
a special project. The program encourages parental involvement in
helping their, children enjoy reading and provides resources to help
their children express their, understanding of story concepts. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Change My Mind |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: Students explore controversial
issues that interest them through various classroom activities, from
writing an essay to a group debate. The essay prewriting is a chart of
the pros and cons of a specific argument related to their issue; this
enhances their ability to argue effectively by anticipating opposing
arguments. They continue through the writing process to a final draft.
Light research is included for some topics, and news articles which
pertain to their issues are discussed in class. Students design a slogan
to convince their readers to agree with their opinions after reading
bumper stickers as they drive, paying close attention to advertisements,
and contemplating visual symbols which could move a reader to be
sympathetic to their side of the argument. Students are grouped randomly
to debate the issues that were explored through the writing process.
This stage is especially validating for the remedial student, who often
has a stronger verbal ability than his or her writing may reflect. The
last phase allows students to see that their voices, when used
effectively, are heard by adults, e.g. parents and teachers. Students
choose an adult in their lives with whom they have a disagreement. The
instructor sends an explanatory letter to the potential recipients of
these persuasive letters requesting their participation. Then students
send a statement of the change they would like considered Recipients
send back a list of objections/justifications for the rule. After
role-playing activities with other students and a drafting process, a
persuasive letter is sent to the recipient, who responds in writing.
Many participants compromised and changed a rule. Those who did not
change provided ample justification for their policies, which helped
students to understand the reasons for them. In both cases, the
students' ideas were validated, and a good-natured, mutual respect for
differences emerged. Change My Mind was inspired in part by a workshop I
attended at UC Berkeley in 1990; I modified the presenter's idea (to
write persuasive letters to parents) to include other adults in the
lives of students. The time frame depends upon the writing process
skills of the individual class. Last year the project took about two and
a half months. This is an innovative approach to teaching persuasive
writing and thinking because students are exposed to several settings in
which to use these skills (writing, bumper stickers, politics,
advertising, debates, and changing adults' minds) rather than merely
writing an argumentative paper. It is student-centered,
student-generated, and process-oriented. Students make connections
between classroom work and their lives. All writing is done on
computers, making the project even more relevant to future positions
they may hold in our workforce. State Framework: The program is
relevant to the California State Framework for Language Arts because it
is a thematic approach to learning involving several levels of critical
thinking. The Students: Approximately 35 students participated in
1992-93. They were remedial Writing Lab students, including non-native
speakers of English, with various writing difficulties. This project is
highly adaptable to other ability levels and ages, especially because
students choose their own issues to examine. |
The Students: |
The Staff: I have taught English for three years at Santa Ynez High School. I am a Bay Area Writing Fellow. |
What You Need: Materials and Facilities:
Paper, pencil, bumper stickers. Computer is desirable. Outside
Resources: No outside resources are required. |
Overall Value: |
Standards: |
Characters Can Come Alive |
Category: English/Language Arts |
Grades: 4 to 4 |
How It Works: Characterization is an
important literary technique for all ages to understand. Round, fully
developed characters are central to good writing and literature.
Students gain insight into character development by creating puppets
based on folk and fairy tale characters. After the class identifies
characters in a shared story, each student chooses a character to
explore. Children create two lists-one of physical traits and one of
personal traits-they believe their characters possess. Then puppet
construction begins.
When the puppets are finished, students explore how movement and voice
could demonstrate personality traits of their character. The project
concludes with either an actual, fully plotted play, or student
monologues in the voices of their puppets, explaining the puppet's point
of view on the story and on other characters.
|
The Students: This project was implemented
with a multicultural second grade class, which contained several ESL and
learning-disabled students. It can be adapted for all elementary
grades and class sizes.
|
The Staff: Lara Pruitt has taught second
grade for three years; prior to that she taught sixth grade. She is the
liaison for a school arts integration grant through LEAP (Lakeview
Education and Arts Partnership). |
What You Need: This project requires the
following: books, puppet materials such as socks, yarn, pom-poms, a glue
gun, pieces of cardboard, plastic eyes, etc. |
Overall Value: Puppets motivate students to
read and to think analytically and creatively. The explanation and
review of character traits develop vocabulary and provide practice in
making inferences, a valuable skill when taking tests.
|
Standards: The project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Goal #1, CAS A, CFS 1 & 7, CAS D, CFS 3; Goal #2, CAS A, CFS 4 &
6. |
Charter of Global Responsibility for the 21st Century |
Category: Global Education |
Grades: 12 to 14 |
How It Works: 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 Students: |
The Staff: 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. |
What You Need: The project used materials
provided by the Foreign Policy Association, including Great Decisions,
magazine and activity book. All the teacher needs is access to a good
school or public library and the ability to direct students in their
research and writing. Access to a video camera is desirable but not
required. |
Overall Value: Through their participation in
Charter of Global, Responsibility for the 21st Century, students learn
that it is not enough simply to have an opinion about significant global
issues; rather, it is the role of a citizen to speak out cogently on
these issues. Students have strongly held opinions and a fervent desire
to make their opinions heard. "The students' attendance was 100% at
every meeting," says Steinmann. "Their charter articles were first
rate, and their performance at the town meeting was excellent." |
Standards: |
Cheap Talk in the Workplace |
Category: Special Education |
Grades: 11 to 14 |
How It Works: The expressive language device,
"Cheap Talk" was incorporated into the work environment for those
students with limited speech or those who were non-verbal. Each student
was seated at his/her own workstation with an assortment of four work
activities. The communicator device had four prerecorded messages
stating their desire to "sort silverware", or to "assemble tool kits",
etc. The student used "Cheap Talk" to express his/her choice of tasks,
cue the teacher that they were beginning to work, had finished the task,
or that they were making a new selection. On each button was a
photocopy picture of the activity choice to reinforce the matching of
symbols and verbal expressions. When students activated their "Cheap
Talks", they enjoyed the humorous expression in the recorded message
that encouraged them to begin working quickly. One of the student's
message choice stated, "Get to work". He acted as the supervisor when
someone was off task and then activated this command. The students had a
good laugh and focused again on their work.
|
The Students: Seven students with multiple
and/or orthopedic handicapping conditions participated three days per
week. These students ranged in age from 16-21 years and were on levels
between ninth and twelfth grade. The use of "Cheap Talk" could be
easily adapted to any grade level or academic setting for this
population of students. Each student used their own "Cheap Talk" in
his/her work area or it could be shared in a small group. "Cheap Talk"
was battery operated and was, therefore, portable and could be used
anywhere. |
The Staff: Deborah Weckerly has been teaching
for 22 in the public schools. She has received several MEOSERRC grants
and has been recognized by MEOSERRC for "Using the Community as a
Classroom." She also has served as a certified vocational evaluator.
|
What You Need: "Cheap Talk" communication
devices were on loan from the school district's lending library.
"Boardmaker" computer program provided pictures for use on the buttons
and activity trays to develop a student's matching skills. Each
student had a workstation complete with pictures of family and friends,
as well as files for collecting data of work production. Located next
to "Cheap Talk" were four vocational activity trays containing all
needed materials for completion of a job activity. Job materials were
both homemade as well as commercially produced. |
Overall Value: Each student has exhibited
increased motivation to begin working without reminders or encouragement
since using their device. Previous to incorporating it into their work
environment, students delayed reporting to their workstations and sat
idle until a staff member attended directly to their needs. Now, they
cannot wait to have a vocational class and begin working on their own.
When students are given the opportunity to make a choice and express
their selection to the teacher, they experience more self-reliance and
independence as well as self-expression. |
Standards: |
Checkbook Behavior Management System |
Category: Mathematics |
Grades: 7 to 8 |
How It Works: Checkbook Behavior Management
System is a creative way for students to learn practical math skills and
gain responsibility in the classroom. It fosters independent decision
making as well as builds self-esteem, as students gain responsibility
and develop group cooperation in the classroom. Each student receives
an application to join the,"class bank." Upon opening his or her
checking account, each student receives a free gift, a checkbook, and a
bank bag. A large chart demonstrates the proper way to write a check
and to enter a deposit or withdrawal into the checkbook register. A
posted sign explains,"ways to earn money,","ways to spend money,"
and,"checkbook rules." Checkbook rules include maintaining an accurate
balance and demonstrating honesty. Each child earns money by holding a
class job and by accumulating points on a daily point sheet. Class
jobs include owning and thereby renting out the bathroom, the drinking
fountain, and the pencil sharpener. Students deposit their earned money
at the end of each day, using a deposit slip. Students spend money
by writing checks to their classmates for using the bathroom, the pencil
sharpener, and the drinking fountain. They may also write checks to
the class kitty for borrowing supplies, not putting things away neatly
in the coat closet, or forgetting to do a job. Funds from the kitty are
given away in a weekly class drawing to students who have gone,"above
and beyond the call of duty." The Students: Eleven fifth and sixth
grade emotionally disabled students have participated in the checkbook
system. This program can be used with students in both regular and
special education classes in grades 4 to 6. |
The Students: |
The Staff: The classroom teacher and assistant are responsible for monitoring student check writing and checkbook balances. |
What You Need: Space to display charts is
helpful but not necessary. Items for the class store and a class
auction are needed. A field trip to a local bank helps students see
firsthand how a bank operates. Parents and other guest speakers, who
join the class to discuss their careers and their management of money,
enhance the program. |
Overall Value: Checkbook Behavior Management
System encourages students to make better behavior choices and
decisions. This, in turn, raises their levels of self-esteem as they
each feel a sense of pride and accomplishment. Students' enthusiasm for
math also grows as they discover a real purpose for using the skills
they are learning. |
Standards: |
Checking Your Battery |
Category: Classroom Management/Intergroup |
Grades: 2 to 14 |
How It Works: Checking Your Battery is
designed to allow students to self-regulate their energy levels. This
program was adopted from "How Does Your Engine Run?" by Sherry
Shellenberger and Mary Sue Williams of Therapy Works, Inc., in
Albuquerque, New Mexico. The purpose of the program is to teach
students how to monitor their own readiness to work, play, listen, and
attend. The students identify and chart their energy levels through
class discussion. The students and staff explore the areas of touch,
movement, listening, and oral-motor and identify those that are
successful for self-regulating a student's energy level or "battery" for
academic work. Items from those areas are made available in the
classroom. Once the teachers and staff are comfortable with a student's
ability to choose an area that is effective for self-regulating his or
her energy level, diagnostic sessions are decreased, and the carry-over
is done on a daily basis by the classroom teacher. |
The Students: The program was initially
implemented in two classes of hearing impaired students. There is no
age-level boundary, but students need to be cognitively aware of their
energy level. This program can be implemented with entire classes or in
small groups |
The Staff: The occupational therapist
oversees the strategies and techniques. The classroom teacher and aide
assist in implementing these strategies on a daily basis in the
classroom. |
What You Need: Materials needed to implement
the program provide sensori-motor experiences in the areas of touch,
oral-motor, movement, auditory, and vestibular skills. Specific
supplies include gymnastic balls, tire tubes, large cushions filled with
scrap pieces of foam, auditory cassette tapes, small toys, and various
food snacks. This program can be managed within the classroom.Parents
may be asked to send in items including specific food snacks. |
Overall Value: The program provides students
with the skill to be responsible for and the strategies to be able to
independently regulate their own energy level not only in school but
also at home. It gives them opportunities to express needs, acceptance,
and respect for others' differences. As a result, self-esteem improves
and the ability to focus academically is enhanced. |
Standards: |
Chess Challengers |
Category: Mathematics |
Grades: 6 to 10 |
How It Works: This chess playing program
develops logical thinking and spatial visualization skills, fosters
self-esteem and cooperation and constructively channels aggressive
impulses through competitive game playing. Innovative instructional
videos teach children how to: -set-up a chessboard and pieces, -the
rules for moving pieces, -the rules of chess competition. Daily
practice sessions let students play, referee, and act as peer tutors.
Daily games evolve into a regional children's chess tournament.
Students: This program was developed for an, intermediate grade level
class of special education students. It can be used with all students,
including those with limited English proficiency and physical
handicaps. At-risk students and gifted and talented children benefit
from this program, too. |
The Students: |
The Staff: Madeline K. Fuertsch holds a BS
from Pennsylvania State University, an MA from Texas Christian
University, an MEd. in Counseling Psychology from North Texas State
University. She is working on an MEd. in Special Education at
Northeastern Illinois University. |
What You Need: Materials And Facilities:
This program requires a VCR, a mix of plain and annotated chessboards,
sets of chess pieces, videos from the U.S. Chess Federation, chess
clocks (for competition) and chess books, magazines and puzzles.
Outside Resources: Materials for instruction are available from The
U.S. Chess Federation. Children gain from visits to observe chess
tournaments at other schools as well as major national and international
tournaments held in Chicago. Masters of national and international
Chess Federations can be invited to speak to the children. |
Overall Value: Children develop logical
thinking skills and cooperation takes the place of aggression. Low
self-esteem is replaced by feelings of accomplishment and pride. |
Standards: |
Chicago Alphabet |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Children learn about twenty-six
famous, and not so famous, places in Chicago with names that follow the
alphabet from A to Z. Locations are photographed; some sites are
studied in the classroom when visits are not feasible. Student draw
their impressions of each location and dictate or write stories and
descriptions. Then photos, pictures and stories are combined to create a
large classroom,"Chicago Alphabet" scrapbook. Students: The
program was developed with an all-day Kindergarten class. It is easily
adaptable for all primary grades, Special Education and bilingual
classes. |
The Students: |
The Staff: Michele Keller holds a BA from the
University of Illinois in Champaign-Urbana and masters degrees in
Reading and Administration from Northeastern Illinois University. She
has been a teacher in Chicago Public Schools from 1965 to 1969 and from
1987 to the present. |
What You Need: Materials And Facilities: A
bulletin board can be the focal point of the program, as well as a
large map of Chicago. As children progress through the alphabet photos,
art work, stories, brochures and maps are displayed on the bulletin
board. Many sites provide free materials. Picture books and videos
help teach about sites visited and studied. Outside Resources: A
number of field trips are essential for the success of this program.
Parents play a key role in helping with the class trips, taking
photographs and assisting with dictation about experiences in the
classroom. |
Overall Value: Children locate sites on a
city map, learn the letters of the alphabet and become experts on their
own city. This program promotes visual perception and language skills.
It introduces maps, directions and geographic terms. Children learn
facts and see memorable places in Chicago. They expand their vision of
the city while sharing special experiences. |
Standards: |
Children Are Architects of the Future |
Category: Global Education |
Grades: 4 to 4 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The project has been a success
largely because of the collaborative efforts of many educators and,
community organizations citywide; these include architects, engineers,
and construction workers who visited the class and junior high students
who served as mentors. Art and construction materials were, provided by
PS 46 and through donations. They include building materials such as
empty milk cartons, wooden blocks, legos, Cuisinair rods, and sand, as
well as paper, markers, rulers and drafting supplies,, glue, and other
items for building and designing structures. |
Overall Value: Children Are Architects of the
Future creates a non-stressful, individualized learning environment in
which at-risk children can learn at their own pace. "I have witnessed
growth in each and every child," says Husted. "They have demonstrated
improvement in self-esteem, attendance, class participation, reading and
math, and critical thinking. The project has provided opportunities
for children to acquire higher order thinking skills such as analysis,
synthesis, and evaluation," he notes. |
Standards: |
Choose It, Read It, Write About It, Talk About It, Enjoy It! |
Category: Classroom Management/Intergroup |
Grades: 8 to 8 |
How It Works: Classroom management and
reading are the focus of this project. This classroom management
technique gives educators the opportunity, to take student attendance
and perform general bookkeeping tasks, while students are reading. The
project is successful and, effective because it utilizes classroom time
constructively. The, project also exposes students to books and to
making choices for, the books they want to read. The project
employs a very simple technique. The students are, required to select a
book and be seated before the class bell, rings. This project promotes
responsibility because the students, know exactly what they are
supposed to be doing and when they are, to do it. This project also
promotes reading because students log, the books they read and the
number of pages they read in each book. Other elements of the project
include: writing book reports answering book questionnaires,
participating in book discussions and presenting oral reports about
the books. An important element of this project is modeling. When
the teacher, has finished taking attendance, he or she is seated and
begins, reading as well. The theory behind this technique is to show,
students that the teacher believes reading is very important--so,
important that the teacher chooses to read and not grade papers or,
perform other activities at this time. DCPS Major System Priorities:
Achievement, Critical Thinking Blueprint 2000 Goals: Student
Performance, Learning Environment The Students: This project has
been implemented successfully with sixth-grade, multi-level students for
four years. The students were actively, involved in silent reading and
occasionally participated in, oral/listening Book Talk activities.
This project can be adapted, easily for all grade levels and in other
areas of curriculum as, well. |
The Students: |
The Staff: Maria Garcia has been teaching for
15 years (12 years in DCPS). Her, experiences include instruction in
ESOL and bilingual content area, classes. Currently she is teaching
grades six through eight at, Homestead Middle School, where in 1989 she
was named Teacher of the, Year. |
What You Need: |
Overall Value: This project provides students
with choices on reading materials, and it provides the teacher with an
excellent management tool. This project also encourages students to
take pleasure in reading, books. |
Standards: |
CIRCLE OF CELEBRATION |
Category: English/Language Arts |
Grades: 4 to 8 |
How It Works: "Circle of Celebrations"
involves students in a year-long investigation of culture and cultural
awareness through the study of holidays celebrated in the United States
and abroad. English Language Learners (ELLs) and regular education
students work together to investigate the influences of all cultures on
celebratory customs. Students discover that their own cultural heritage
often shape holidays and celebrations around the world. This program
supports the ESOL curriculum within the mainstream classroom by
integrating skills needed to acquire the English language in a
meaningful way.
Many curricular areas are integrated within this project as students
investigate how and why people celebrate holidays. Seasons are a vital
part of all celebrations and are used to teach science and math along
with the ties all people have with the earth. Social studies is taught
throughout the year while students study the relationships between
people and their surroundings in a society. Language arts is an
essential component to this unit of study as students read about
holidays and express their ideas and feelings about what they have
learned both orally and in writing.
|
The Students: Learning styles are addressed
as children are provided the opportunity to internalize language and
apply it to everyday situations through performance, visual, auditory,
spoken, kinesthetic and written experiences. Methods of instruction
include small and whole group activities. Students work independently as
they participate in or reflect upon lessons about holidays. Teachers
measure student learning via written and oral responses to the material.
Teachers observe students to assess mastery of performance objectives.
Through reflective journal writing students are given the opportunity to
participate in self-assessment. Nineteen heterogeneously grouped
students (including ELLs and children with varying special needs) have
participated in the program each year. It is appropriate for students in
grades two through six.
|
The Staff: Theresa Palluzzi and Claudia Esposito Jerome Harrison Elementary School, North Branford |
What You Need: Literature and audio tapes about holidays world map, family trees pictures and symbols that represent holidays
|
Overall Value: Students' self worth is
greatly increased as they come to understand that all of us have
cultural backgrounds, which shape the holidays, observed around the
world. ELLs acquire English naturally and are assimilated into the
American culture. All students become more aware of cultural connections
as they speak about their own experiences, listen to stories, and read
and write about the holidays. This program brings students and teachers
full circle as holidays are celebrated throughout the year. Students
learn to value their own uniqueness and, at the same time, respect and
appreciate others in an authentic and meaningful way.
|
Standards: Positive Self-Concept Interpersonal Relations Speaking, Listening and Viewing Reading Writing
|
Circuit City |
Category: Science |
Grades: 6 to 8 |
How It Works: Through a series of hands-on
activities, children learn the basics about electricity by experimenting
with batteries, wires, conductors and magnets. Their basic knowledge
is then expanded into other areas. Student activities include:
collecting and graphing data of their own electrical use, creating an
Electro-Quiz Board to learn multiplication tables, writing fairy tales
in which electricity changes the usual plots, mailing letters to U.S.
battery companies and mapping energy sources The program culminates
with students wiring an entire cardboard house with lights!
Students: The program was developed with a heterogeneous fourth grade
class. It can easily be adapted for older and younger children. |
The Students: |
The Staff: Marianne Poniatowski has a Master's degree in Education from DePaul University. |
What You Need: Materials And Facilities:
Basic electrical supplies necessary include batteries, wire and light
bulbs. Science activities that require more equipment were done
individually at home or in school. There are many resource books with
basic electricity lessons available to enrich or augment this project.
Outside Resources: Students will gain from classroom visits by a
working electrician and a representative from Commonwealth Edison. |
Overall Value: Through hands-on activities
children learn basic concepts about electricity which are then
reinforced through integrated activities. Children enthusiastically
learn, share ideas and work together cooperatively. |
Standards: |
City Tour |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: Working in cooperative groups,
children research some of Chicago's most famous buildings. They then
convert measurements to "human scale" and use large cardboard boxes to
construct replicas of Chicago's well-known architectural landmarks on
the school playground. Once construction is complete, students create a
tour guidebook, send out formal invitations, and at a gala celebration,
lead tours of "Chicago."
|
The Students: City Tour involved 30 fourth
grade students of varying abilities, nine to eleven years old. The
project can be adapted to other age and achievement levels. |
The Staff: Sharon Lawson has taught for eight
years; both her BS and MS are from Chicago State University. Catherine
Tanner has taught for 13 years. She holds a BA from Western Illinois
University and two masters degrees |
What You Need: The following items are
needed: maps, postcards, books of Chicago, measuring devices, a plumb
line, art supplies, a box cutter, fastening devices such as nuts, bolts,
tape, and a glue gun, boxes of all sizes, city T-shirts for students,
lab books. |
Overall Value: Motivation soars when students
become builders of "the city of big shoulders." The math and map
lessons they apply won't be soon forgotten, nor will the pride they
experience as tour guides.
|
Standards: This project addresses the
following Illinois State Learning Goals and Chicago Academic Standards
(CAS): Goal #1, A-C, Goal #3, A-C, Goal #4, A-C, Goal #5, A, Goal #6,
A-D, Goal #7, A & B, Goal #8, B, Goal #9, A-D, Goal #15, D-E, Goal
#16, B-D, Goal #17, A, B, & D, Goal #26, B3d, Goal #27, B3. |
Cityscape |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: The purpose of this project was
to promote students' interest in social studies and to teach
researching skills by exploring and comparing three major U.S. cities.
Using a variety of resources available to them, the students created a
T-shirt, a land area model, and a written report on one of the three
assigned cities. The area models were made as a group using a large,
flat box filled with dirt. Plants were started from seed and put in the
box for landscaping based on what would grow in that climate.
Buildings, land scenes and people were created out of students'
imagination using plastic toys, milk cartons, construction paper and
magazines. A group presentation and comparisons of the qualities of
each city culminated the unit. Graphs were made comparing populations,
weather highs and lows, and land area.
|
The Students: Twenty-four students
participated in this project. They were orthopedic handicapped and
multihandicapped students aged 16-21. They functioned on levels from
ninth grade down to early elementary |
The Staff: Patricia Steinborn-Lee has taught
for 13 years in the multihandicapped classes. She has taught both
elementary and high school levels. She has received four MEOSERRC
grants and two IMPACT grants. |
What You Need: Needed resources were the
school library, public library, the Internet, Akron Auto Club, library
videos and magazines. It was helpful to have volunteers in the
classroom.Tables were needed on which to build and display the models.
Different meeting areas within the room were helpful for the different
groups. Books were needed on each of the states and cities that were
studied. Travel pamphlets and maps were also helpful. |
Overall Value: This project was fun for the
students. They used their own interests to direct their search of
information on their city. As an example, those interested in sports
did research on recreation and leisure activities. Students working
together and putting together all their information to build a model of
what they had learned was the best feature of this project. They made
their research come alive by utilizing group decision-making skills on
items that needed to be accomplished. At some point, every subject
area was incorporated into this project. This project is highly
adaptable to many situations and levels. |
Standards: |
Civil War Alive |
Category: Social Studies |
Grades: 8 to 11 |
How It Works: To better understand the Civil
War, the students are asked to become a general, a soldier or a medic at
one of fifteen battles of the Civil War. Groups, consisting of three
students, join either the Union or Confederate Army and research their
particular battle through this unique perspective. This project is an
excellent year end culminating activity because it requires students to
use their research, written and oral communication skills. The students
first research their assigned battle. They then give a multi-media
presentation which includes: examining and reporting medical,
environmental and technological issues of the Civil War, interpreting
and graphing statistics, writing letters home from their field position,
keeping daily journals from their battlefield, constructing
three-dimensional maps, participating in a question and answer forum,
preparing period food, and listening to period music. The students are
evaluated individually during the course of their research and then are
assessed as a group on the day of the presentation. THE STUDENTS: This
unit is designed for a team of 90-100 eighth grade students, but is
adaptable for grades five through eleven. The students are
heterogeneously grouped into teams of three or four students. In
addition to instruction in individual core classes, there are two full
days of research in the library and two afternoons for group planning of
their presentation and preparation of their backboard. |
The Students: |
The Staff: This unit was designed for a
middle school team consisting of five teachers - English, reading, math,
social studies, and science. This could easily be modified to
accommodate different size teams, or to be used by an individual teacher
using an interdisciplinary approach. |
What You Need: An introductory packet which
explains the entire project is given to each student. One tri-fold
display board is used by each group for their oral presentation. |
Overall Value: The students transfer
knowledge and skills from the classroom as they actively participate in
the learning process and, therefore, show a greater understanding of the
causes and outcomes of the Civil War and its impact on American
history. Because of the personal involvement,,"ownership" and
cooperative group endeavor, students of all ability levels learn. |
Standards: |
Class in a Stream |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: This learning experience uses a
small, nearby stream as a laboratory, by monitoring different
aspects of its quality. At the stream site the students measure the
width, depth, temperature, velocity, pH, nitrates, and ammonia.
Finally, the students spend twenty to thirty minutes collecting macro
invertebrates from the stream bed, grasses, logs, rocks, leaf packs,
and any other debris in the water. The measurements and test results
are recorded on a data sheet. The bugs are classified back in the
classroom and given a pollution tolerance rating. Some concepts are
covered in the classroom prior to going to the stream. Linear
measurement, precision, accuracy, and estimation are developed in the
math and science classes. After the data is collected it is used to
develop the math concepts of statistics, rates, formula development,
creating and interpreting graphs. Chemistry, physical science, and
life science are enhanced with the tests conducted at the stream.
Science processes of observing, analyzing, summarizing, and
classifying are taught. Databases on computer are created and
maintained from year to year. Computer spreadsheets and graphing
calculators can be used to compute statistics and create various
graphs. At the end of the experience, the students use their
communication skills and imagine they are the scientists who write
reports explaining their findings to an individual or agency who has
hypothetically requested them to test the stream quality. |
The Students: The learning
experience was
designed for 7th
and 8th grade inclusion classes
and has been very
successful at
these levels. Advanced 6th
grade involvement could be
possible. |
The Staff: Classroom teacher |
What You Need: A waterway near the school
is
necessary to collect the data.
The other activities can be
completed in the classroom.
Start up expenses can be rather
high but
our students, teachers,
and administrators deemed it
worthwhile. |
Overall Value: Students love being outdoors.
An in-depth study of a stream enhances the curriculum with outdoor
hands on activities. The students develop an appreciation and sense of
stewardship for their environment when they get into it so
completely. The learning experience is a combination of the
Riverwatch learning experience and EPA methods of stream monitoring.
The students experience the laboratory work, data analysis, and
reporting of scientists who work in environmental careers. |
Standards: |
Classy Cookies |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: This project, Classy Cookies,
is a fully operational business, enterprise that is planned, organized
and controlled by students, within their math class. Students follow
all the steps necessary, to start a new business enterprise. They are
responsible for, making the cookies, purchasing and measuring supplies,
preparing, their product and packaging and organizing the sale of their,
product in the most cost effective way possible. Problem solving,
techniques are developed and cooperative learning is needed for the,
company to prosper. Students experience the process of organizing
employee, responsibilities. Parents, the school and the community are
also, involved. The students create Classy Cookies stock certificates,
and sell stock in their company to raise the initial capital, needed.
Each student completes a job application and interviews, for the various
positions within the company. They create the, advertisements and
learn to work within a specific time frame for, the best results.
Each student has the opportunity to open his or her own savings, account
at a local bank with the shared money earned through Classy, Cookies.
All phases of the Applied Math curriculum are utilized, within this
project. DCPS Major System Priorities: Achievement, Job
Preparedness, Intergroup Relations Blueprint 2000 Goals: Student
Performance, Learning Environment The Students: This project
originally was set up for hearing impaired students in, ninth through
twelfth grades, but is easily adapted for all levels, of students. |
The Students: |
The Staff: Barbara Chotiner started her
teaching career in the elementary, grades 12 years ago in Dade County.
Her experiences since then, have included working with physically
disabled adults on the post-, secondary level and doing vocational
counseling for deaf adults. Presently, she is teaching hearing
impaired high school students in, the math and computer content areas,
as well as teaching sign, language to hearing students. |
What You Need: Materials and Facilities:
This project can be used in a regular classroom setting. Access to,
computers can be helpful for creating letters and contracts, as, well as
producing signs, banners and stock certificates. However this is not
necessary for the project to be successful. Cooking, activities
require toaster ovens and other cooking utensils. Outside Resources:
Guest speakers from the business community and cooperation from a,
local bank to waive the start-up fees for the Young Savers Accounts, are
helpful. The bank would also be asked to provide deposit slips, and
new account applications at no charge. |
Overall Value: By guiding and encouraging
students through the creation of their, own business enterprise, the
teacher helps students develop a, clearer understanding of the
connection between what they learn in, the classroom and what they need
to become independent contributing members of society. |
Standards: |
CLICK ON LITERACY: USING CAMERAS IN THE KINDERGARTEN CLASSROOM |
Category: English/Language Arts |
Grades: 2 to 3 |
How It Works: In Click on Literacy: Using
Cameras iin the Kindergarten Classroom kindergarten students create
books that they can read and will want to read. To prepare for the
four-week process, students listen to a variety of trade books that use
photographs to illustrate concepts in language, math, and science.
Assisted by their classroom teacher, they select a topic or concept,
then use Polaroid cameras to photograph four or five pictures depicting
their topic.
The students develop computer skills by composing and printing several
words or sentences for each picture and creating a title page. They
match their pictures with their text and glue them onto 6" x 6" colored,
poster board squares. A cover, title page, and the book pages are
bound with a 5/8" plastic comb binder. Students share their completed
books with the class and keep them in the classroom library where they
can be read and reread until the end of the school year. |
The Students: Three kindergarten classes, a total of 62 students, participate in the activities. |
The Staff: The kindergarten teachers and
their instructional assistants guide the students through the process of
creating their own books. After having introduced the project, the
reading teacher works with each class for an hour a week. |
What You Need: Each classroom needs a
Polaroid camera and enough film for each student to take four or five
pictures. Other supplies include poster board, glue sticks, and plastic
binders. The program takes place in the classroom and adjoining
areas.Parent volunteers work in the classrooms to help students type
their text on the computer and coordinate their pictures with the text. |
Overall Value: Click on Literacy: Using
Cameras in the Kindergarten Classroom helps students understand basic
math and language concepts and makes them proud of themselves as they
master the process of writing and illustrating a book. |
Standards: |
CLONING AROUND WITH THE CLASSICS |
Category: Science |
Grades: 7 to 14 |
How It Works: Transforming ziti macaroni into
a human rib cage while manipulating used beef bones into a human spinal
column only begin to reveal eighth grade students' abilities to think
imaginatively and to perform creatively as they assess their knowledge
and achievement in one of several engaging activities within this unit.
Challenging reading material, both fiction and nonfiction, reinforced
with reading, writing, and critical thinking skills, combine to form a
student-centered, hands-on approach toward learning. Students are
inspired to view learning as a lifelong pursuit.
The primary goals of this unit are to actively engage students in their
own learning while challenging them to perform at high levels and to
experience success. The unit uses the novel, Frankenstein, and the study
of human body systems and genetics as the cornerstones of this creative
extension of language arts, science, health, mathematics, art, social
studies, and reading. Challenging students to connect classical
philosophy and values to twenty-first century technology and human
development produces the spark of life in this unit that arouses a
natural intellectual curiosity in students as they apply their
understanding of classical literature to modern bioethical issues
surrounding genetic engineering.
|
The Students: |
The Staff: Rosemarie O'Brien, Marlene Salvatore, Nancy Salvatore, and Tony Salvatore Har-Bur Middle School, Region #10, Burlington |
What You Need: Teacher-generated worksheets,
rolls of Kraft© paper, anatomy books/charts, large room for drawing
(e.g. cafeteria), library media center.
|
Overall Value: The timelessness of 19th
century classical literature merges with the timeliness of 21st century
genetic technology so that students recognize and confront the potential
and the limitations of human intelligence and of science and technology
in solving problems. Science draws on current articles about genetic
and bioethical issues. Students enhance their learning while monitoring
concrete and abstract thinking, identifying cause and effect
relationships, and applying inductive and deductive reasoning to solve a
scientific query.
Evaluation is consistent, using interdisciplinary rubrics. Discipline
lines blur as students immerse themselves in integrated learning that
nurtures positive self-esteem, critical thinking, and creativity, as
well as mathematical, reading, and writing skills within a scientific
medium.
|
Standards: |
Club 25 |
Category: English/Language Arts |
Grades: 3 to 3 |
How It Works: Club 25 is a "Read With Me"
program in which parents work with their children to instill a love of
reading while spending 10 to 15 minutes per night in the pursuit of
literacy. It follows the standard piece of advice that suggests that
parents act as good role models and read to their children. Club 25 is a
simple, low-maintenance parental involvement program. To implement the
program, the teacher sends home a reading log with 25 lines on it.
Parents are asked to read to their children for 10 to 15 minutes each
day and sign one of the lines to indicate that reading has taken place.
As children begin to read by themselves, they become reading partners
with their parents. When the reading log is full, it is returned to
school and filed and the children are given a second reading log. At
one point per line, they are able to earn certificates worth 25, 50, 75
or 100 points. Children are given pencils, bookmarks and stickers to
mark the completion of each reading log (25 points). A bulletin board
in the classroom also tracks their progress. As a culminating activity,
impressive certificates are presented on an Awards Day. Each child
receives a certificate and one paperback book for each 25 points earned.
It is possible for each child to be the recipient of four books if
this program is conducted during one semester! DCPS MAJOR SYSTEM
PRIORITIES: Achievement, Parental Involvement; correlates directly to
the district-wide reading initiative begun by Superintendent Paul W.
Bell. THE STUDENTS: This project was implemented by a group of 30
first-grade students. It could easily be adapted for kindergarten
through five by using incentives appropriate to the grade level. |
The Students: |
The Staff: Bonnie L. Sheil is a kindergarten
teacher at Bowman Foster Ashe Elementary School. She has six years of
teaching experience in Dade County Public Schools. She has been Teacher
of the Year at Kendale Lakes Elementary for 1988-89 and Mainstreaming
Teacher of the Year at Kendale Lakes Elementary for 1990-91. She has
been awarded a Citibank Success Fund Grant for 1990-91 and a Teacher
Mini-Grant for 1991. No extra school personnel are required to
implement this program. |
What You Need: MATERIALS AND FACILITIES:
Club 25 guidelines have already been developed to enable any teacher to
easily adapt this program. Suggested items for incentives are pencils,
stickers, award certificates and books. The only requirement in the
classroom is a suitable place to display a chart to track progress.
OUTSIDE RESOURCES: Having guest celebrity readers (your principal,
media specialist, parents, Ronald McDonald, etc.) really enhances this
project and imparts the message that adults other than the teacher think
reading is important. |
Overall Value: Educators everywhere are
focusing on ways to promote literacy. Another area of concern in
schools is parental involvement in the educational process. Club 25
addresses both of these issues in a simple, effective and easy-to-manage
program. It places fundamental value on time spent between parent and
child and provides incentives that further enhance literacy. |
Standards: |
Colonel Fabyan's Bridge |
Category: Science |
Grades: 8 to 10 |
How It Works: The learning experience is
presented in the form of an ill-structured problem, during which
students are cast in the roles of environmental/structural engineers and
consultants. They are tasked with the problem of reviewing the need
for, and ultimately recommending, the form of a replacement for a
pedestrian bridge currently in place over the Fox River, at Geneva,
Illinois. An ill-structured problem, students are presented with a
copy of a letter that requests their support in examining the need to
replace the bridge. As the problem progresses, students discover that
ownership, economics, historical significance, environmental impacts,
and levels and types of use, all impact the decision-making process.
Additionally, they become aware of the network of regulations, and
regulatory agencies, that impact and constrain projects of this nature.
During the course of the problem, students are called upon to respond to
formal requests for information, by both the organization that
initiated the project, and the Army Corps of Engineers, the lead
oversight agency on a project like this one.
As a final product, students design, build, and evaluate a model of a
portion of the bridge structure. During this process, they develop a
clearer understanding of the effect of forces and loads as they refine
their designs. |
The Students: This learning experience was designed for middle school level classrooms. |
The Staff: Classroom teacher |
What You Need: Long craft sticks; Elmer's wood glue; waxed paper; cotton string |
Overall Value: This learning experience
incorporates the use of an ill-structured problem as a vehicle to enable
the individual student to advance their level of development in the
area of scientific literacy, as outlined in the Scientific Literacy
Habits of Mind. Additionally, students develop and refine interpersonal
skills as well as improving their abilities to manage projects, and
collect, evaluate, and utilize data in problematic situations |
Standards: |
Colonial Thinking |
Category: Social Studies |
Grades: 7 to 7 |
How It Works: Colonial Thinking exposes
children to,"hands-on" experiences and emphasizes critical thinking.
Students relive and discover our country's early heritage through
exciting learning experiences. They come to think, with greater
awareness of the nation's beginning times. The project's strength is
its flexibility. It provides an interdisciplinary approach, team
teaching, cooperative learning and parental involvement. There is an
endless expansion of possibilities. Instruction includes extensive use
of audiovisuals, printed media materials, antique and replicated vintage
items of Colonial days, related field trips and speakers. During the
culminating week's events, parent volunteers and the teacher, guide the
students in creating colorful quilt squares, churning golden butter,
constructing cornhusk dolls, cranking out delicious ice cream and
dipping wax candles to light while using a quill pen and becoming a
scribe. Models of typical Colonial villages can be a challenge. Role
playing offers infinite opportunities to delve into the government,
arts, businesses, education and all aspects of the early societal
conditions. This in-depth foundation provides a meaningful basis for
learning about subsequent history. Questions from students generate
great research topics. This project expands students' thinking, making
them question history--not just accept it! DCPS MAJOR SYSTEM PRIORITIES:
Achievement, Critical Thinking, Intergroup Relations, Parent
Involvement. THE STUDENTS: "Colonial Thinking" lends itself well to
either elementary or middle school. It is a highly integrated project
using an interdisciplinary approach, which met with great success in
fifth-grade classes. Students' individual levels are accommodated by
individual, small group or total class activities. |
The Students: |
The Staff: Kamela Patton teaches in a
full-time gifted magnet program. Within Ms. Patton's five-year teaching
experience, she has taught mainstream, gifted and adult students. In
addition, she has instructed in the DCPS Pre-College Institute for
Gifted Learners. Ms. Patton has served as faculty sponsor for the drama
and photography interest groups and sponsors Future Educators of
America. |
What You Need: To assist teachers in
implementing this project, numerous compiled lesson plans, activity
sheets, teaching tips, modifying ideas, basic and supplementary
materials are available. A classroom arranged in small groups is
desirable. OUTSIDE RESOURCES: No additional resources are needed for
the project. However, a field trip to Cauley Square or guest speakers
enhance the classroom activities. Donations of supplies for the
students' creations can be provided from area merchants and the school's
PTA. |
Overall Value: This project provides the
opportunity to develop curiosity and enthusiasm among students. They
have an enhanced sense of pride in the results of their efforts. Their
heightened awareness of history gives greater meaning to current events
and whets their appetites for correlated information. This permits an
opportunity to assist children in thinking beyond their textbooks! |
Standards: |
Color Me Green |
Category: English/Language Arts |
Grades: 8 to 9 |
How It Works: Color Me Green is an
environmental coloring book designed and published by sixth and seventh
graders to use in teaching younger children about responsible
environmental practices. Reflecting an emphasis on cooperative learning
and community service, this project provides an opportunity for
pre-teens and teenagers to be positive role models for younger children
while taking pride in a job well done. Students are involved in all
phases of production: through group process, they explore environmental
topics to be illustrated, prepare the artwork, write captions, test
sample pages with younger siblings, solicit bids for printing, and
collate and bind the books. After completing the book, a committee of
students accompanied by a teacher presents it to the principal of a
local elementary school. The class decided to use Color Me Green
in two first grade classes and to include a brief writing excercise for
the first graders. In preparation, the class engaged in discussion and
role-playing about the, behaviors and cognitive abilities of young
children and how to handle a variety of situations that might arise.
The project included maintaining a journal in which students logged
their accomplishments, evaluated their work, and discussed their
problems and successes. Students also submitted a final report, which
was used to assess their learning and performance and provide future
guidance to teachers. |
The Students: |
The Staff: Sara Jane Hardman and Laura Hussey
initiated Color Me Green in 1992. By eliciting students' own ideas for
a project to teach younger children, they were able to generate the
initial enthusiasm that made it successful. |
What You Need: Students will need fine or
medium black markers and blank white paper for drawing and reproduction.
The greatest share of the costs is for reproduction and, if desired, a
binding machine and plastic binders. This last item is not essential,
since the book can be stapled together. It is important to establish a
good relationship with the elementary school in which students will be
working. |
Overall Value: Community service benefits
everyone and is an effective component of the middle school curriculum.
The students developed a sense that what they were doing was important
because of the service that they were providing to younger children.
They produced an exemplary book and their journals reflected the
pleasure and satisfaction that they derived from the project. One
student wrote: "We all got along really well. We were talking,
laughing, and reading together. We also have a wonderful coloring book,
some photos to capture the moment, and thank-you letters from the
little kids." |
Standards: |
Combined Algebra/Physics |
Category: Mathematics |
Grades: 12 to 13 |
How It Works: This is a year-long course for
which students receive credit in both junior algebra and introductory
physics. The two curricula have been combined so that they support each
other--students learn related topics simultaneously and by doing so
learn the subjects in greater depth. Next year will be the third year
that we teach the course and the first time it will be team taught. I
will be joined by math teacher Liggy Chien.
Most of the combinations are natural links, such as linear functions
with basic kinematics or trigonometric functions with physical wave
properties. Many allow me to add depth to the curriculum, such as
adding the Law of Sines and the Law of Cosines to physics units which
usually only allow solutions of problems with right triangles. I am
able to teach much more data analysis than I would teaching either
course separately.
Students write a paper each quarter explaining the history of some of
the concepts or the mathematics and physics behind an activity or
device. For evaluation, I use tests, quizzes, papers, homework
checks, portfolios, and student presentations. Each student is
expected to lead the class for part of a period each quarter. |
The Students: Average ability |
The Staff: Classroom teachers |
What You Need: Typical classroom; resource books. |
Overall Value: The course is for sophomores
and juniors who are in the middle track at New Trier. Students who
take the course benefit from seeing how the different curricula mesh so
well together. They also get a much deeper learning experience; they
are able to handle material which would normally be too difficult for
them mathematically. Many students have said that the course made
math and science interesting and that they felt much more comfortable
taking physics knowing that they would get the math support. The course
does not cost the school more money than teaching the two courses
separately would. |
Standards: |
Coming to America |
Category: Technology |
Grades: 6 to 8 |
How It Works: The purpose of Coming to
America, A Study of Diversity and U.S. Immigration is to develop
research, writing, and word processing skills, while students learn
concepts related to United States immigration and trace their families'
journeys to America. They read If Your Name Was Changed at Ellis
Island by Ellen Levine and view a related CD-ROM that includes
photographs, films, and sound tracks. The students note the immigrants'
countries of origin and the reasons they give for leaving their
homelands. The students interview family members about family history.
Using Maps and Facts by Broderbund and Grolier Multimedia Encyclopedia,
the students trace their families' travels to the United States and
research the countries that their family members left. Students write
stories of their families' journeys here and what life was like upon
their arrival. The stories are illustrated using Borderland's KidPix.
The stories are printed, laminated, and bound into a book. The students
create a bar graph and a pictograph on Tom Snyder's The Graph Club
that depicts the number of families moving from specific countries to
the United States. |
The Students: The students are fourth graders
who come from diverse ethnic backgrounds and vary in their level of
language proficiency. This program may easily be adapted to other grade
levels and may be done in small groups in a classroom as well as
individually. The needs of all learners are addressed, as the students
are able to work at their own pace. |
The Staff: Carolyn Hornik has been a teacher
for 22 years and a computer teacher for the last 10 years. She works as
a teacher trainer for the After School Professional Development
Program and a staff developer in Community School District 21. She was a
winner in the 1993 New York City Desktop Publishing Contest and was
Technology Teacher of the Year in District 21 in 1996. |
What You Need: The technology lab is equipped
with 32 Power Macintosh 54/2400 student stations. An Apple Color Laser
Printer 12/660 PS, and three Hewlett Packard 870CXI color ink jet
printers are extremely useful. Schools with Internet access can arrange
chats between their students and those of other countries to learn
about life in other parts of the world. Chats can be arranged with
recent immigrants to the United States so that students may better
understand the reasons that people leave their homelands and what life
is like for them after their arrival in the United States. Family
members may wish to speak to the children and describe their lives in
other countries as compared to their lives in the United States. Trips
to places such as the Lower East Side Tenement Museum, Ellis Island,
and the Statue of Liberty are worthwhile follow-up activities. |
Overall Value: The topic of United States
immigration combines the fourth grade social studies unit of United
States history and the study of various groups of immigrants. It is
also a study of ethnic diversity as part of United States history. This
activity follows the New York City performance standards by fostering
reading comprehension of informational materials, producing a report of
information, producing a response to literature, producing a narrative
account, preparing and delivering an individual presentation,
demonstrating a basic understanding of the rules of the English
language in written work, analyzing and revising work to improve its
clarity and effectiveness, and responding to nonfiction using
interpretive and critical processes. This program is highly
motivational because it relates to the students' personal lives. An
appreciation for diverse cultures is established. Students achieve a
great sense of accomplishment and self-esteem in being able to do their
own interviewing, research, and writing of their stories on the
computer. |
Standards: |
Coming To America |
Category: Social Studies |
Grades: 9 to 9 |
How It Works: This cooperative learning board
game takes children on an, immigration journey. Children are grouped
together into,"families" struggling to exit Cuba after the rise of
Communism and the Castro, regime in 1959. Using problem-solving and
math skills, families, decide how best to spend their resources, money
and time to get to, America. In their quest to emigrate, families
are faced with problems such, as the possible separation of family
members and monetary setbacks. Students also explore such issues as
human rights and civil, liberties in Cuba. The goal of the game is for
the entire family, to immigrate to America. This project provides
Language Arts skills through reading poetry, and political satires and
through writing petitions to the United, Nations and letters to family
members abroad. In addition geography literacy is improved by
comparing political maps of Cuba, pre- and post- Castro revolution.
DCPS Major System Priorities: Critical Thinking, Achievement,
Intergroup Relations, Bilingualism Blueprint 2000 Goals: Student
Performance, Learning Environment The Students: This project was
effectively implemented in seventh-grade Social, Studies classes during
the 1990-91 school year. From as few as 15, to as many as 48 students
can participate in the game at the same, time. Although the game was
developed for middle school students it can be adapted for elementary
or high school students by, simplifying or elevating the level of
complexity of the issues, explored. The project also could be used with
foreign language, classes. |
The Students: |
The Staff: Keren Greenhauff San Emeterio has
been teaching Social Studies for, three years. She hold a bachelor's
degree in History and Sociology, from Florida International University
and is trained in Global, Awareness. She was the 1989-90 Sally Mae
Beginning Teacher of the, Year at Lake Stevens Middle School. Currently
she is the, Chairperson of the Social Studies Department at North Dade
Middle, where she teaches in the Magnet program in the Center for,
International Studies. Her project was developed for, and, presented
at, the International Social Studies Conference held in, Miami in 1991. |
What You Need: Materials and Facilities:
The game includes a game board, a die, playing pieces, play money, and
information cards. The game materials and interdisciplinary, unit can
be duplicated for easy use in any classroom. Seats should, be
landscaped to form groups. Outside Resources: A field trip to the
Cuban Museum of Arts and Culture is an, excellent activity. Also, a
variety of guest speakers who, emigrated from Cuba are available in Dade
County for preliminary or, follow-up discussions. |
Overall Value: In Dade County, the
immigration experience is not an unusual one. In such a heterogeneous
population, empathy and understanding of, the problems faced by an
emigrating group is essential. This, simulation allows children to
explore the specific problems faced, by Cubans in their exodus by
stepping into their shoes. It also, addresses the general problems
faced by any people deciding to, permanently leave their homeland.
Through direct participation and, role playing, children experience
difficult and complex feelings, and problems. Although implemented in
the form of play, the, seriousness of the issue is not lost, but rather
made more, accessible to children. For children of other nationalities,
the, Cuban culture can be better understood. For children of Cuban,
heritage, a better understanding of their history can be achieved. |
Standards: |
Coming To America, Kaleidoscope of Cultures |
Category: Social Studies |
Grades: 7 to 11 |
How It Works: Coming to America, A
Kaleidoscope of Cultures is an intergrated learning experience which
helps students, gain an appreciation of their cultural heritage and
develop a feeling of pride in it. Students will learn how, millions of
immigrants who came to America at the turn of the century, overcame,
obstacles in an effort to gain the most precious gift, their freedom.
They will understand how the, immigrants were the backbone of our
country and helped to make it strong. Students will also appreciate the
roadblocks facing new immigrants to this country today. This unit
allows the students to display their cultural background and recognize,
commonalities which make us all part of the family of humankind.
Through teacher- directed lessons and simulations in all, content areas,
the students, will study about the immigration experience,, learn
about, health factors which affected immigration, keep an historical
fiction journal narrating an, immigrant's American experience, and
design a three dimensional graph on immigration statistics. In
addition, students will do research on their geneology at home and
construct a, basic family tree. Construction of a giant mural in art
class will depict, a kaleidoscope of shapes and figures from all over
the world. After this initial instruction, students will be involved in
a cooperative learning activities. Our sixth grade, team of 90 students
was broken down into groups of common ancestry to, gather research for a
display on a three-sided board. Group presentations will comprise an
Immigration Fair for the school and parents. Each group will display a
map of their country, which shows the routes that their ancestors, took
to get to America, a flag of their country, pictures, items produced in
their country that we use in America today, heirlooms/artifacts/clothing
, typical food to serve Fair guests,, pictures and facts on, famous
immigrants who have made contributions to America and their math, graph
and journal. Each student, will prepare answers to self- selected
questions about their research to answer orally for development of
public speaking skills. These questions are prominently displayed and
fair-goers are encouraged to ask the students to discuss their answers
in informal conversations. There will be a self evaluation sheet that
the student will complete asking such questions as: What contribution
did you make to the group?, Did you complete the activities you said you
were going to do?,, If not, why?, List 5 things you learned about your
country. What 3 things did you learn about another country?, On a scale
of 1 to 10, what score do you feel you deserve?, The teacher will then
assess the student's performance and give a group and an individual
grade for the project. The Students: This project was done with 90
heterogeneously grouped students but is adaptable to smaller groups.
All special education, students were included. The cooperative learning
groups had approximately 5 to 7 students. This, necessitated more than
one group with common ancestry. Teacher- directed lessons took
approximately three weeks. Additionally, it took 8-10 sessions for
ancestry groups to gather research and prepare the display. This
project is appropriate, for grades 5-9. |
The Students: |
The Staff: Social studies teacher, English teacher, math teacher,, science teacher, art teacher, media specialist. |
What You Need: Each of the core four
classrooms held, 4 or 5 cooperative learning groups. The gymnasium was
used for the final presentation. Guest speakers, including recent
immigrants,, could expand the scope of the project. Reference, books
dealing with immigration, MacGlobe and other computer software, popular
songs and videos were utilized. A trip to Ellis Island/Statue of
Liberty was, taken. A slide show on Ellis Island and the Statue of
Liberty field trip was produced by a student, with the help of the
Library Media Specialist and was shown, during the Immigration Fair. |
Overall Value: By participating in the
immigration unit, students are involved in activities that develop
self-directed learners. The culminating project fosters cooperative
learning and public speaking skills. Gathering data and synthesizing the
information through graphic displays, allow students to demonstrate
reasoning and problem solving skills. Through simulation and research,
the students gain an appreciation of cultural diversity and the common
roots we share. |
Standards: |
COMMUNICATING ABOUT ART |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: " Communicating About Art" is
designed for students to communicate in Spanish about art. Students
research (through art texts or the Internet) the life and works of a
Spanish or Latin American artist. Speaking, listening, and viewing
skills are emphasized as students deliver oral presentations on their
findings and ultimately create a Spanish art gallery. Working in pairs
or individually, students learn what in their selected artist's life may
have influenced his/her paintings, the artist's main contributions to
art, and significant themes in his/her works. Students base their study
on a minimum of two paintings and may include their own work done in the
style of the artist. In formal oral presentations students describe and
interpret the paintings through visuals.
"Communicating about Art" has several unique features. First, prior to
the oral presentation there are "rehearsal days" in which students
assess each others' oral and written work through student generated
rubrics. Second, students as teachers teach the Spanish vocabulary
essential to the understanding of their presentations. Third, a
post-presentation question/answer period among the presenters and the
listeners in Spanish stimulates active participation and communication
among the students. Lastly, as a final written and oral assessment to
the project, students create a museum gallery on the classroom walls
using twelve teacher- selected works of art from the presented artists,
and explain in Spanish how they determined its order. The teacher's role
is to model an oral presentation for the students, to teach art
vocabulary in Spanish, to review samples of questions in Spanish for the
presenters and listeners and to act as a facilitator and guide. The
library media specialist assists in locating art materials and makes
slides from pictures. There are several methods of assessment. In
addition to the rehearsal days' rubrics and the art gallery creation,
each student is responsible for a written version of the oral
presentation and for a self- assessment on the oral presentation itself.
|
The Students: Thirty Spanish Three Honor
students completed this project. However, it can be adapted for use in
any language, or to history, English or the arts and to any grade level
if presented in English. |
The Staff: Arlene Schwartz Branford High School, Branford |
What You Need: Art books, Internet (optional), posters, slides, transparencies of pictures and art vocabulary in Spanish.
|
Overall Value: This performance-based,
student-centered project addresses learning styles through its
audio-visual and tactile elements. Students are highly motivated and
accept responsibility for their learning and for meeting the guidelines
of a student/ teacher created timeline. Students experience great pride
from completing the challenging task of delivering a concise and clear
presentation in Spanish on a culturally relevant topic. Student
dialogues encourage risk-taking and spontaneous use of Spanish. Art
appreciation, technology, language skills, culture, and history combined
with hard work, persistence, self- expression, imagination, and
creativity enable students to transform the classroom into an art
gallery in "Communicating About Art."
|
Standards: Motivation & Persistence Positive Self-Concept Speaking, Listening & Viewing
|
Communication Boards Come Alive |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
COMMUNICATION INVESTIGATION |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Deft fingers nimbly flow over
the bumps and ridges on pages of a Braille text - communication. We see a
student's shoulders droop, eyes cast down as she enters the room slowy
and without concentration - communication. Light zooms along in pulses
through a tiny optical fiber over thousands of miles in milliseconds-
communication. We watch as a beautiful girl is made to look attracted to
someone just because he bought a Jeep in a television commercial -
communication. We stare at lines, curves, dots, and circles instilled
with meaning and ordered on white pages - communication. A dog sniffs a
hydrant, learns something and then leaves a message of his own -
communication. You keep calling someone, leaving messages to get back to
you, but you never receive a reply - communication. This project is
designed to enlighten students about the great diversity in means of
exchanging information.
|
The Students: Our seventh grade students
become private investigators in the field of communication. This project
represents the second facet of an integrated unit entitled Information,
Communication, and the Media. We engage students in the project by
having them use many forms of communication while attempting to solve a
crime mystery. Next, students become time travelers to investigate the
history of communication devices. Groups of three to four investigators
construct, become familiar with, and explain a different invention in
the history of communication (e.g. cave paintings, day tablets, papyrus,
scrolls, and quill pens.) Students then examine body language and
attempt to identify the meaning of on-stage displays of different types
of body languages. Students are then introduced to symbolism and each
group designs an international symbol on a large poster that contains no
words, but instead graphically and clearly communicates an important
message. Next, students learn about patterns of symbols such as Morse
code, binary code, Braille, and sign language. The unit culminates with
each group designing its own language and teaching it to the class,
before handing out a message for us to decode in their language.
|
The Staff: Gerald Cheever, Victoria Hebeler, John Langan and Susan Poskus
|
What You Need: Art supplies and video tapes.
|
Overall Value: When a managing engineer at
Hamilton Standard was asked which was the most reliable indicator of
employee success in his company, the expected reply was intelligence,
drive, and a topnotch college education. Instead, he immediately said
that the most successful employees were those who had good communication
skills and the ability to get along with others. In order to succeed in
today's world of information students must understand and become
proficient at communication. When students realize how many different
ways they can communicate, it expands their horizons.
|
Standards: Positive Self-Concept Speaking, Listening and Viewing
|
Community Begins With Me |
Category: Classroom Management/Intergroup |
Grades: 11 to 14 |
How It Works: "Community Begins With Me" is
an active and rewarding process which empowers students with the
foundations of self-understanding and interpersonal communication
skills. Its purpose is to actively engage students as an integral part
of the class. Through community-building activities, students develop
self-confidence, helping them to connect positively with teachers and
classmates. They come to view themselves as valued members of the class
(which represents a microcosm of the greater community). Building
community is a continual process. From its onset, it must be clearly
established that acceptance of each individual into the total group
makes the true composition of a community. Equally important is the
teacher's ability to model community-building behaviors. Once the class
develops a sense of cohesion, positive interaction is increased. To
achieve a sense of community, the students learn the importance of such
basic courtesies as addressing each individual by name. One activity
entitled,"School's In" requires the class to examine the inner workings
of the school and how effectively it functions as a community. In
addition, the students become familiar with each faculty and staff
member and their respective roles in the daily operation of the school.
Realistic problems are presented to the students as they participate in
actual problem-solving techniques. Students can also generate their
own list of problems and their resolutions through brainstorming
sessions during which the class is divided into groups to investigate
problems, formulate feasible solutions, and participate in role-playing
as a way of appreciating the factors involved in the operation of the
school. DCPS Major System Priorities: Graduation Rate, Intergroup
Relations. The Students: "Community Begins With Me" enhances the
curriculum and classroom management of middle, junior, and senior high
schools. The program also addresses the needs of exceptional and
high-risk students. |
The Students: |
The Staff: Mary F. Jones has been teaching in
Dade County Public Schools for over 15 years. In 1981 she was selected
as the Teacher of the Year for Exceptional Students for Dade County.
In 1982 she was also recognized as the Teacher of the Year at her school
and was the finalist for the North Area. She has, received recognition
in the area of Articulation, Career Education, and Study Skills
Programs. |
What You Need: Materials and Facilities:
Lesson plans, activity sheets and overhead materials have been prepared
to assist teachers in implementing the program into any classroom.
Outside Resources: No additional resources are needed. |
Overall Value: "Community Begins With Me"
addresses the need to establish a more effective classroom whereby
students and teachers work in a safe and productive environment.
Students become active participants in the learning process. All parts
of the community benefit from the process as each individual recognizes
the significance of working together for the common good. |
Standards: |
Community Connected Writing |
Category: English/Language Arts |
Grades: 4 to 4 |
How It Works: Out into the community!, Bring
the neighbors into the classroom!, That's how students connect to their
city environment in this stimulating project. They react to what they
see and hear by reading and writing. Topics are generated through
active experiences. This project integrates talking, listening,
writing and reading. Students are immersed in the entire writing
process: prewriting, composing, revising, editing, and publishing
keeping daily journals, discussing their writing with teacher and
classmates To promote the home/school connection, students use a
"Book Writing Kit". Children and their families work together to
compose and illustrate books. The students' stories are then tape
recorded and placed in the classroom library for others to enjoy.
Students: This project was developed for second grade students of
various ability levels. It can be adapted to any grade level and can
work well with special needs students. |
The Students: |
The Staff: Lynn Sarno holds a BA in
Elementary Education and an MA in Reading from Northeastern Illinois
University. She has taught in Chicago Public Schools for six years and
has received numerous grants and honors for her reading and writing
programs. |
What You Need: Materials And Facilities:
In addition to basic classroom materials, the following items are
needed: a binding system or long-arm stapler, two cassette recorders,
two headsets, and blank tapes. A writing table is needed to house this
equipment. Computers may be used to type the texts. Outside
Resources: Volunteers can help with taping and binding stories.
Field trips to community sites and outside speakers brought into the
classroom provide real-life topics for writing. |
Overall Value: As students gain skill in
organizing ideas, understanding the writing process and sharing their
writing with others, their confidence increases and they develop
assurance in communicating with the community at large. |
Standards: |
Community Through Creativity |
Category: Social Studies |
Grades: 8 to 14 |
How It Works: "Community Through Creativity"
is an immersion in,"hands-on" art and language projects which uses
visualization, original ideas, and creative expression in a socially
relevant way. Its purposes: to develop a "socialself" awareness, to
initiate and sustain community building skills, to involve students in
shared decision-making, and to establish a community environment.
Basically,,"Community Through Creativity" is an activity packet with
step-by-step lesson plans designed to encourage personal and social
growth through pleasurable activities. Activities include exercises in
choosing or writing captions for a model community poster, creating an
original classroom community poster, creating personal and social
mandalas (designs symbolic of the universe), developing a series of
bumper stickers, and creating an island environment and using the
experience to develop classroom rules. Directions are flexible and can
be modified by the teacher according to the level of students taught.
Both the delivery and the content of the curriculum is affective in
nature, and it addresses an outstanding need in our society. DCPS Major
System Priorities: Intergroup Relations. The Students: The students
targeted in this curriculum are those in the middle through senior high
school classrooms. The lessons can, however, be adapted to students in
lower grades as well as to students in exceptional education classes.
Small group activities are emphasized. |
The Students: |
The Staff: A 14 year teaching veteran, Sharon
Fedor's content area expertise is varied. She has taught elementary
(high-functioning autistic) through college level (psychology) students.
She has written and illustrated a high school marine biology and
oceanography curriculum and has adapted it for use by the learning
disabled student. She has lived in three European countries and has
studied Shakespeare at Oxford, England. Ms. Fedor has called on her
broad personal experiences to develop a teaching approach that uses
affective education and creativity to address the pressing needs of
society today. |
What You Need: Materials and Facilities:
Materials needed are: a blackboard with colored chalk, poster paper,
poster boards and colored markers. Outside Resources: Outside
resources might include the Peace Education Foundation. |
Overall Value: Through the combining of
creative expression and the development of social sensitivity, students
are guided (or followed!) through a process leading towards social
understanding and community spirit. |
Standards: |
Computer Big BooksÉFocus on Literacy |
Category: English/Language Arts |
Grades: to |
How It Works: Computer Big Books: Focus on
Literacy is a computer-based publishing program that establishes a firm
foundation for literacy, fosters a love of books, and encourages
students to become life-long readers. Young children become authors who
create and collect books for both their classroom and personal
libraries. The process begins with a commercially-made big book whose
easy repeating phrases, scant text, and predictability encourage quick
memorization. After a week of daily reading and accompanying
activities, the students create a tangible product (storyboard, story
apron, or small book) which they bring home on Friday to share with
their families. These memorized stories become the bridge between the
developmental reading steps. Students then work together to make four
kinds of computer big books: Reproductions: use the original text of
the week's big book but add the children's interpretive illustrations;
these reproductions become valuable choices for classroom reading time
after the original copy has been returned to the school library.
Innovations: capitalize on the repeated sentence structure of the focus
big book and ask the children to change the text in some way: adding
their names, substituting a new idea, or rewriting the ending.
Informational big books integrate the curriculum by allowing students to
write about what they have learned in other subject areas. Original
big books: can either be fiction (imaginary tales inspired by holidays,
life events or teacher prompts) or nonfiction - accounts of a field trip
or other shared experience. When writing a big book, the teacher
always models the writing process by brainstorming, writing (using one
of four methods), conferencing, rewriting, editing publishing,
illustrating and sharing. Each of the four writing approaches uses the
computer in slightly different ways. The Cloze method involves
preparing the text ahead of time with a blank for the child to fill in.
The Language Experience Approach transposes from chart paper to
computer. The Small Group Method finds children looking over the
teacher's shoulder as the teacher keyboards the words. The Data Show
uses an LCD panel which "magically" shows words appearing and
disappearing onto a screen. The pages can be printed immediately on the
large screen printer for the children to illustrate. The Students: The
original program was used in a transitional pre-first grade of largely
at-risk students. It would be appropriate for K-2 (literacy goals) and
3-6 (other objectives). |
The Students: |
The Staff: |
What You Need: Materials Needed: A Macintosh
computer, PageMaker software, Adobe, and a large screen printer. An
overhead projector and LCD panel are optional. Students should have as
many art supplies for the illustration process as possible: crayons,
watercolors, tempera cakes, colored chalk, colored pencils, colored
tissue, construction paper, etc. Overall Value: Computer Big Books
provides a large number of appropriate level reading materials in the
classroom, teaches children the value of technology at an early age, and
strengthens students' self-confidence. Computer Big Books help
students develop an "I CAN DO IT" attitude and foster communication and
cooperation among children and parents. At the end-of-the-year "author
tea party," the children divide the big books among themselves to take
home and keep, providing treasured reading materials for homes that may
not have children's reading materials available. |
Overall Value: |
Standards: |
Computer Learning |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: The computer program, "Math
Assault II: Fractions," is designed to teach fractions, decimals,
ratios, proportions, and percents through graphic illustrations of
concepts, a series of illustrated hints, speech for attention and
focusing, and a game format for motivation. These topics are normally
taught from the fifth through the eighth grade levels. There are 240
word problems and 240 computational problems. The emphasis is on
teaching strategies and problem-solving skills for ten categories of
problems which include customary measurement, metric measurement,
money, and time concepts. All problems and solutions are illustrated
through a multimedia format which includes a picture to depict each
problem, a different series of pictures to illustrate the solution,
text, sound effects, music, and speech to enhance understanding of
the problem and solution. |
The Students: Designed for students at achievement levels 5-8. Can be used for all age levels. |
The Staff: Classroom teacher |
What You Need: Any type of classroom. Minimum
requirements are an IBM compatible computer with at least 640
Kilobytes RAM and a VGA monitor. Minimum requirements for speech
capability: 2 Megabytes of RAM, a Sound Blaster sound card, and at least
a 386 processor. |
Overall Value: This learning experience is
designed to help students to: solve problems and think logically;
understand the underlying concepts in fractions, decimals, rates,
ratios, proportions, and percents; understand the steps necessary to
solve word problems; and provide practice doing calculations. The
math problems are part of an arcade game designed to provide
motivation for up to 60 or more hours needed to complete the program.
Students also learn perseverance and independence since all of the
problems are presented with written, spoken, and graphical solutions.
|
Standards: |
Computerized Research, Start to Finish |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: Computerized Research, Start to
Finish rekindles the interest of the unmotivated student. Each student
develops a product from inception through completion using a
technology-based medium which drastically increases motivation to learn
and work. The teacher guides each student to choose a specific person,
place, or event within a selected subject area. In a Civil War unit,
for example, a student may choose to learn and write about Robert E.
Lee. During their first visit to the computer lab, students learn how
to enter relevant facts from the encyclopedia on hard drive and print
out their entries. With research material in hand, they return to their
classroom, study their sources, organize the facts into an outline, and
write a rough draft. Students enter the rough drafts into the computer
where the word processor enables them to add, delete, and revise.
Spell checking and thesaurus features help the students refine their
work and deliver a more professional product. Some students even add
graphics to their text to further explain what they want to say. The
Students: The original users of this program were seventh grade
students with motivational problems and below-grade reading levels, but
the project is suitable for all students grades 7-12. |
The Students: |
The Staff: |
What You Need: Materials Needed: The program
works best with one Macintosh computer with hard drive for each student
and at least three printers. Software includes a hard drive
encyclopedia (Random House), a word processor (Microsoft Works),
thesaurus, and dictionary. Optional: File Server, Networked System, CD
ROM and CD encyclopedia. Overall Value: In this age of information,
students need to be able to use computers to speed the processing of
gathering information and communicating in written form. It is
exhilarating to see students who are resistant to academic endeavors
become so excited to work on their projects that they request computer
access to research and write on their own time! |
Overall Value: |
Standards: |
Conflict Mediators' Program |
Category: Classroom Management/Intergroup |
Grades: 6 to 14 |
How It Works: Many teachers report that the
number-one hindrance to classroom learning is interruptions resulting
from unresolved interpersonal conflicts between students. The purpose
of this program is to train students to resolve conflicts, not only
their own but also those between peers. Students learn to
problem-solve, listen objectively, take responsibility for their
actions, and to communicate assertively rather than aggressively. The
success of these lessons hinges upon live enactment of the concepts
being presented. The first step is to train six student actors. Class
presentations are introduced by a skit, a pantomime, or a role play.
For example, a pantomime introduces the concept of empathy, while a skit
is used to demonstrate the principals and pitfalls of problem-solving
and mediation. The last stage of the program, the training of conflict
mediators, is accomplished by selecting a team of students with a good
behavior record, objectivity, and the ability to speak before peers.
These students are then trained in listening skills, problem-solving and
mediation techniques, and then assigned (in pairs) to specific duty
times among peers. DCPS Major System Priorities: Intergroup
Relations, Critical Thinking. The Students: This program can be used
in grades four through 12. It is as effective in one classroom or one
whole grade level as it is for an entire school. It requires at least
five total class presentations, followed by an eight-hour training
seminar for selected student mediators. The school-wide program could
easily be implemented for use in secondary schools, with counselors and
administrators in a cooperative venture. The dispute mediation could be
expanded also into a nine-week unit on Intergroup Relations, or taught
as part of the annual elective courses, Peer Counseling I through IV. |
The Students: |
The Staff: Karen Hardeman has been an
educator for 20 years, teaching, exceptional education, and counselor
training to students from preKindergarten through college levels. She
has received two previous Dade Public Education Fund Mini-Grants, and
was named a Peace Educator of the Year in 1987 by the GCA Peace
Education Foundation, and Educator of the Quarter in 1990 by the
Homestead/Florida City Chamber of Commerce. She is currently a Florida
State Licensed Mental Health Counselor in Private Practice, as well as
Student Services Department Chairperson at Homestead Middle School. |
What You Need: Material and Facilities:
Posters, videos, and teacher's guides published by G.C.A. Peace
Education Foundation will be most helpful. Video production equipment
and prerecorded videos of student mediators in action are also helpful.
Outside Resources: A field trip to the Community Relations Board of
Miami, and a Faculty Inservice session by Fran Schmidt of DCPS Social
Studies Department would be of value. |
Overall Value: Students who participate in
this program demonstrate increased confidence and ability to help
themselves and their peers to resolve disputes nonviolently. As
arguments decrease, students have more time for learning. As students
are empowered to solve their own conflicts, the teacher's role becomes
less like a "police officer". The overall school environment begins to
improve, and as a result, teachers and students are freed to work
cooperatively together. |
Standards: |
Conflicts, Wars, No Peace |
Category: Social Studies |
Grades: 6 to 6 |
How It Works: Japan had invaded China,
Mussolini had conquered Ethiopia, and the Spanish Civil War was raging.
Then in 1941, the Japanese attacked Pearl Harbor, bringing the United
States into World War II. Wars in our century have taken about a
hundred million lives. The pain, sorrow, and anguish this has caused is
incalculable. How have survivors, both military and civilian, been
enable to cope?, This program of study expands and enriches the social
studies, language arts, math, and art curricula with the study of war
and conflicts involving the United States and its, never-ending quest
for world peace. Various fiction, reference, and non-fiction books were
used as the subject of war and conflicts became more understandable to
the students. They were able to discover the parallels between
attitudes that led to previous conflicts and those that are still very
prevalent in world leaders and others today. They concluded that peace
starts with each of us. The students kept a notebook in which they
placed pictures of previous war scenes, current newspaper articles of
wars and conflicts presently occurring in the United States and around
the world, drawings, charts of war costs and casualties, war entry
timelines, and other information as we progressed through the unit.
Expressive narratives, informative/descriptive narratives, and research
writings were included in their notebooks. Vocabulary was introduced
across the curriculum. The Revolutionary War, Civil War, and both World
Wars were discussed in detail using drawings, pictures of states and
countries before and after the war, and other reference sources. After
many group discussions and debates, the students were assigned the task
of re-enacting the events leading up to a conflict or war and presenting
another outcome. Their goal was to maintain peace. This was quite a
challenge. Bursting with their newly acquired knowledge, they performed
various skits showing the perils of wars. Their projects, were
creative and accurately depicted war aftermath. Both a United States
and World map were used to identify various locations where wars had
been fought. Next, we flagged areas where wars are presently being
fought. The map scale was used to calculate the distances between
various cities, states, and countries affected by strife. The Student:
This program was used with fourth grade students, but can be adapted to
any intermediate or secondary level. |
The Students: |
The Staff: A fourth-grade teacher developed
the program to increase her students' knowledge and awareness of the
perils of war and the devastating results of their after effects.
Students must be made to realize at an early age that conflicts must be
settled in a nonviolent, intelligent, and fair manner. |
What You Need: Materials: The teacher and
students used the local public libraries and the school library to
gather reference materials. Oral accounts from veterans, magazines,
newspapers, maps, posters, and information from the Smithsonian
Institute was also used. Various fiction and non-fiction books were
purchased to add to the classroom library for easy access by the
students. The students used cardboard boxes and plywood to construct
their dioramas. They purchased military men, model military aircraft,
union and confederate officers, and other arts and crafts supplies to
make their dioramas accurately depict a war era. Magazine pictures were
used to make murals of different wars and war torn areas. Outside
Resources: Veterans can be asked to come in and speak to the students
about their experiences. |
Overall Value: "Conflicts, Wars, No Peace"
was a very interesting unit of study that allowed the students to
examine the causes and effects of battles. They not only gained
historical knowledge, but they were able to appreciate the need for
every boy, girl, man, and woman to strive for peace. If it is true that
history repeats itself, then the future is bleak. If it is true that
peace starts with each of us, then we do have some control over our
destiny. The choice is one that we each must make. |
Standards: |
Confucianism in the '90s |
Category: Global Education |
Grades: 8 to 11 |
How It Works: Confucianism in the '90s was
designed help intermediate level students gain some insight into
alternative moral outlooks. Learning about another moral system helps
students gain insight into their own system and personal beliefs. This
unit also helps students understand some of the underlying tenets that
motivate the Chinese people.
The program is comprised of a springboard activity in which the teacher
reads Confucius' analect on the conduct of the virtuous person to the
class followed by a class discussion. Students are then given quotes
from the Analects to discuss in small groups and agree upon an
interpretation. This often results in a lively discussion and insight
into their own beliefs. Students then learn about li, ren, filial piety,
and righteous government from the teacher and are given a worksheet
challenging them to identify which of the virtues is being discussed in a
series of quotes. Finally, they develop their own "modern" Confucian
saying and share it with the class.
Other activities include reading and reacting to a series of interviews
done with Chinese teachers and students on the topic of Confucius,
responding to a newspaper article, and debating whether or not a return
to Confucianism would be workable in modern China.
|
The Students: Twenty-four heterogeneously
grouped sixth graders participated in this unit. The group met for
45-minutes a day for two weeks. Students were broken into small groups
for discussion. Confucianism in the '90s has also been used with a
smaller group of fifth graders. The program can be adapted for older
students.
|
The Staff: In this instance, the staff
included the classroom teacher and the special educator. This unit can
be taught successfully by the classroom teacher without assistance.
|
What You Need: The program was implemented in
the classroom using copies of the Analects and school supplies. Other
than paper, pencils and a copier, no special materials are needed.No
outside resources are needed other than several copies of the Analects.
|
Overall Value: The unit is successful because
students can relate the situations in the Analects to situations in
their own lives. New concepts are explored though lively discussion.
Students are given a means of examining their own belief system in a
non-threatening way.
|
Standards: |
Connecticut Week: A Celebration of Statehood |
Category: Social Studies |
Grades: 2 to 14 |
How It Works: Connecticut Week: A Celebration
of Statehood is a, project which involves the entire school for one
week. The week falls, in the middle of a grade 3 thematic unit on
Connecticut. Each grade, level determines an area of concentration for
that week: kindergarten, focuses on Connecticut symbols; grade 1
focuses on Connecticut, animals; grade 2 focuses on Connecticut rivers;
and grade 3 focuses on, the history of Connecticut. Each area of
concentration was-determined, by matching the focus to curricular
objectives. In addition to the grade level objectives, special
school-wide, activities are planned. Activities include: Connecticut
song sharing Connecticut author day, Connecticut T-shirt day,
presentations from, the local historical society, town tours, field
trips, energy, presentations, government official visits, and a Business
and Industry, Fair. At the fair, businesses and industries share their
expertise, with the students in a fair-like atmosphere. A wealth
of Connecticut information transforms the school, building. Displays
from classroom activities line the main hallway. Bulletin boards carry
Connecticut themes and Connecticut banners, proudly line the building
entrances. Daily morning announcements, contain Connecticut trivia
questions and school lunches include, Connecticut food and Connecticut
shaped cookies. Students are given, Connecticut pencils and I Love
Connecticut necklaces. Evaluation of the week is easily observed
in the enthusiasm of, the students, parents and community members.
Students are able to, integrate and transfer newly acquired knowledge
across the curricular, areas as evidenced by the development of original
products. THE STUDENTS This project is designed for an entire
school, population for a one-week period. Students in grades K-3 have,
successfully participated in this celebration. |
The Students: |
The Staff: A Connecticut Committee is
established to determine the, school activities for the week. One grade
level representative administrators, and special teachers are
included. The classroom, teacher supervlses the specific activities in
his/her room, however all staff members play an integral part in the
celebration atmosphere. Parent volunteers and PTO members help with the
display work and, distribution of materials. |
What You Need: All materials for the grade,
level projects are standard classroom supplies. Facilities and, outside
resources depend upon the extent of the celebrations. Our, resources
include the local historical society, state business and, industry
representatives, energy resource people, the state, troubadour,
Connecticut authors, local and state government officials, and our
school PTO. The school-gymnasium is used for our, presentations, but
the entire buildlng is a showcase for Connecticut, information. |
Overall Value: Students experience an
all-school annual event that, unites the school with a common theme.
High self esteem is exhibited, when work is displayed in the school
hallways. Students understand, and appreciate their historical heritage
by recognizing and analyzing, events, personalities, trends and beliefs
that have shaped, Connecticut. Students also begin to understand an
indlvidual's role, in helping to improve the quality of life in a
community and state. Learning to appreciate themselves and their home
state is reinforced, year after year in this Connecticut Week
Celebration. |
Standards: |
Connecting Preschool Children And Books |
Category: English/Language Arts |
Grades: 1 to 1 |
How It Works: Connecting Preschool Children
and Books is a collaborative program between preschool teachers and the
school librarian to provide developmentally appropriate experiences to
both the disabled and nondisabled preschool population. With integrated
sequential planning, library time enriches and extends classroom
activities. Books are used to introduce a unit or to elaborate on a
concept. In addition, hands-on activities related to the books are
carried out in both the library and the classrooms, and children
participate at their individual levels of development. Furthermore, by
using the book as a reference, students can link current enjoyable
experiences to ideas and activities in the book. By integrating many
subject areas within one unit, many skills can be taught. Fine motor
skills are taught by drawing, coloring, painting, cutting, and gluing in
art. In science, naming, observing, comparing, recording, and
describing develop language and cognitive skills. Movement, memory, and
imitation in music teach gross motor and cognitive skills. Reading,
math, and oral language all develop cognitive skills. The Students:
Two classes composed of 16 noncategorical preschool students from 3 to 5
years of age with various handicapping conditions and one FECEP class
of 15 students participate in the program. The program could be adapted
to larger groups of handicapped and nonhandicapped preschool students. |
The Students: |
The Staff: The school librarian and three
preschool teachers developed the program and, with the help of
assistants, implement the program. |
What You Need: The program requires typical
classroom and library space. Appropriate materials include books,
flannel graphs, filmstrips, pictures and photos, art materials, props,
and hands-on manipulatives. Parents are encouraged to read the library
books that the children check out. Letters, newsletters, and home
visits provide information on books and activities. |
Overall Value: Connecting Preschool Children
and Books provides opportunities for preschool children of diverse
backgrounds and developmental levels to enjoy books and related
activities. The children engage in activities that build their
self-esteem as they become more competent in language, cognitive, and
fine-motor skills. Since many of the children are from multicultural
backgrounds in which English is not the primary language spoken in the
home, concrete experiences planned collaboratively for the classroom and
the library enhance the children's interest and provide a base for
understanding. The children then acquire communication skills by
listening and by using language. |
Standards: |
Connections: To Search for Beauty, Overcome Prejudice and Inhabit Other Lives |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: "Connections" is a
multi-cultural, multi-ethnic program in literature, writing, and the
human experience. Students engage in concurrent activities of reading
multi-cultural, multi-ethnic literature reflecting the themes in the
project's title. At the beginning of a grading period the class is
given the names of pen pals in the same school system who are of a
different racial or cultural background. Each week, for nine weeks,
students write letters to their pen pals about their backgrounds,
cultures, schools, and life experiences. Students may not share photos,
phone numbers or home addresses, removing any element of risk and
preventing students from judging pen pals on superficial
characteristics. They are to develop the,"connection" through writing
alone. All letters may be sent through school mail at no cost to the
teacher or student. Throughout the project, students keep a
"Connections Journal: A Journal of Self-Discovery" in which students
keep all pen pal letters, reactions to stories and novels read, class
discussions and films viewed. As a culminating activity, students meet
their pen pals on a field trip picnic, teaming with them in various
games and getting to know one another in person. A real,"connection" is
made. DCPS Major System priorities: Standard English, Intergroup
Relations. The Students: This project has been implemented with
tenth-grade English students at, regular and honors levels, but may be
adapted for any class in grade nine through twelve. A varying number of
lessons should be allowed to cover a nine week grading period. |
The Students: |
The Staff: Carol L. Green, a Dade County
Public School Teacher, for 17 years, received a 1989 Rockefeller
Foundation Grant for the Humanities, from which she developed this
project. In 1988, the Grace Contrino Abrams Peace Education Foundation
named her Peace Educator of the Year. She participated in the 1987
University of Miami/DCPS Writing Institute and in 1990, attended the
Dade Academy for the Teaching Arts (DATA). She has taught English at
MDCC and courses on the Holocaust for the Central Agency of Jewish
Education. Ms. Green is listed in the 1989 Who's Who in American
Education. |
What You Need: Materials and Facilities:
Class rolls from another teacher in another school, journals, selected
readings, and directed assignments. Outside Resources: Films: "The
Eye of the Storm" "Why Man Creates" "The Wave" "El Norte". Field trip
can be arranged at any park centrally located to both schools. |
Overall Value: Our society's cultural and
ethnic variety requires not just that we tolerate those of another
culture, race or religion, but we appreciate and learn from them.
Through directed studies in literature and writing and making a reallife
connection outside one's own culture, students have the opportunity to
live what they learn. |
Standards: |
Cooking Through The Curriculum |
Category: English/Language Arts |
Grades: 1 to 1 |
How It Works: Cooking experiences allow young
children to learn about the world, around them through a medium that is
familiar and satisfying associating warmth, love and acceptance with
the food they eat and, the social environment of eating. The language
arts are fostered, as children learn new words about food, use words to
describe how, food tastes, learn how reading is necessary to follow a
recipe and, practice motor skill as they mix, pour, stir and beat so
that, muscles for writing are developed. In math, children are
using counting skills in a meaningful way learning about measurements,
ordinal numbers and beginning to, understand fractions. Science
lessons abound as children see, changes in substances, learn how to
observe accurately, learn the, forms of matter, and have an opportunity
to think logically. Social Studies takes on a new dimension as
children learn about, where food comes from, the many people who are
involved in food, preparation, foods of different cultures and the
cooperation that, is necessary in the preparation of meals and snacks.
Students make a salad using all the parts of the plant, set the,
table in one-to-one correspondence and write an experience story, about
the different tastes and textures of the vegetables. This, activity
provides a unique and rewarding experience because it, allows students
to share cooperatively the responsibilities of, Cooking Through The
Curriculum DCPS Major System Priorities Achievement, Intergroup
Relations Blueprint 2000 Goals Readiness to Start School, Learning
Environment The Students: This project has been implemented in
preschool and primary classes, in various school settings. It is
presently being implemented in, the Early Intervention Pre-Kindergarten
program. It can be adapted, to any elementary grade regardless of
achievement level. |
The Students: |
The Staff: Linda Harvey has been teaching
young children for 18 years in, private and public schools. She is a
member of the School-Based, Managed Cadre, Curriculum Committee and
Primary Grade Group, Chairperson at Golden Glades Elementary. She has
been the, recipient of a Citibank Success Fund Grant and is a 1991-1992,
IMPACT II Developer. Currently the Teacher of the Year at Golden,
Glades, she is pursuing an advanced degree in Early Childhood at,
Florida International University. |
What You Need: Materials and Facilities: A
hot plate, mixer and assorted pots, pans and mixing bowls form, the
core of materials needed for this project. The groceries and, paper
goods required are relative to the recipes adapted for the, program and
the population being served. Outside Resources: Parent volunteers,
the Cafeteria Manager, local chefs and assorted, cookbooks are useful. |
Overall Value: Children acquire knowledge
about the physical and social worlds in, which they live through their
interaction with objects and people. When students are actively
involved in hands-on, multi-sensory, learning experiences, learning
becomes relevant for them and they, are more likely to persist with a
task and to be motivated to learn, more. Cooking Through the Curriculum
provides children with a, rewarding, productive experience that
utilizes all five senses. |
Standards: |
Cooking with Style |
Category: Health/Physical Education |
Grades: 5 to 5 |
How It Works: This program was developed with
an introduction to measurement and nutrition. The easiest way to
implement this program is by setting up nutrition, computer, writing,
library, and game centers. The students in groups of four or five have
the opportunity to visit each center for 30 minutes once a week. The
students are responsible for bringing the ingredients to the nutrition
center. The students get to touch, feel, and measure the ingredients
and watch them cook. The fun part comes when the students eat their
products. The recipes are simple to follow and make enough for the
group. The students also start collecting recipes from the classroom
and home. The Student: This program has been used in a third grade
bilingual classroom. The students were responsible to bring in the
ingredients that would be used in the nutrition center. The students
were very enthusiastic about this program and wanted to continue cooking
everyday, even after the unit was completed. |
The Students: |
The Staff: The program was implemented by one
bilingual teacher. Some of the students, parents, and VIPS would go
into the classroom and help the teacher in the nutrition center. They
would help the students in the center while the teacher helped the other
students in the other centers. |
What You Need: Materials: There are a few
basic things that are needed to be successful in the classroom. A
teacher needs a toaster oven, electric skillet, bowls, spoons, paper
plates, forks, napkins, measuring cups, and spoons. You could ask the
students to bring the paper goods along with the ingredients. Outside
Resources: No outside resources are needed, but we have gone to a
supermarket and a bakery on a field trip. The Impact II office also has
names of companies that will send you free, materials to your school. |
Overall Value: The students really enjoyed
using the nutrition center, because they got to measure, cook, and eat
what they made. They were enthusiastic about learning how to measure
and how to eat healthy foods. It gives them the chance to use what they
learned in a real-life,"hands-on" experience. The students also did
their comparison, shopping through the fliers from the grocery stores. |
Standards: |
COOPERATION COUNTS |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: Through literature and
technology, "Cooperation Counts" fosters community between children of
different ages and grade levels. Children develop and hone communication
skills as they work together to write and publish stories. Rapport is
built as fifth graders work with first graders on theme related
activities. The beginning of the project involves the fifth graders
helping the first graders to make self-portrait using various media.
This activity helps friendships bloom between the two different age
levels. Then the portraits are displayed at the PTA Open House. Next,
children discuss and write about friendship.
These pieces are typed and printed, introducing the children to the
Writing Center and leading the way for cooperative work on the Internet.
The older children take turns selecting appropriate books and reading
to the first graders, emphasizing story elements. This prepares the
younger students to construct meaningful stories containing important
components. Using the writing process, along with guidance from their
partners, the first graders are ready to write a story about friendship.
The stories are developed into picture books; the text is typed by the
fifth graders and illustrated by the first graders. The project
culminates as the books are shared with families at a "Cooperation
Celebration".
|
The Students: This project addresses multiple
intelligences, giving the children the opportunity to express ideas
through written, oral, visual, tactile and interpersonal experiences.
Assessment is ongoing and performance based. Students are evaluated
using a rubric and teacher observation. Students also self-assess and
reflect both individually and with their cross-grade partners.
Twenty-four first graders and twenty fifth graders, of all ability
levels, participated in the project.
|
The Staff: Carole Franceschet and Rosina Hurley Montowese Elementary School, North Haven |
What You Need: Computer lab, writing supplies, teacher-prepared materials, arts and crafts supplies, student-selected books. |
Overall Value: This project results in the
acquisition and refinement of writing skills and promotes the benefits
of sharing and working cooperatively. Self-esteem is built in the fifth
graders as they take on the responsibility of a first-grade partner. The
first graders are motivated and encouraged by the exposure to the more
refined writing skills of the older children. The activities promote
interpersonal relationships and the importance of a sense of community,
as the students apply knowledge in literature and technology, while
building skills in reading, speaking and writing. The students celebrate
their achievements when their picture books are presented to family and
friends.
|
Standards: Positive Self-concept Interpersonal Relations Motivation and Persistence Reading, Writing and Learning |
COUNTRIES, CULTURES, AND KIDS |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: Imagine sipping tea in China,
creating and donning an African tie-dyed shirt, watching a demonstration
of homemade pasta making, and galloping on the Argentine pampas, plus
much more, without ever leaving your classroom. The itinerary for this
magical journey is designed by the cultural makeup of your class and
enhanced by student and parental participation!
"Countries, Cultures and Kids!" is a yearlong interdisciplinary unit
which fosters ethnic pride and a feeling of self-worth while promoting
an awareness and tolerance of diverse cultures. Children are taken on a
journey around the world in 180 days, and they are guaranteed a stop at
their cultural beginnings.
Each ethnic day is started with a literature selection chosen from a
prepared project bibliography. The selection is read to the children and
a literature related activity is completed. Background information
about the country being celebrated is shared. Map skills are integrated
into the day and math and critical thinking skill activities are
implemented. Writing activities may include creative or expository
selections. Children create multicultural pieces of art and enjoy
traditional music and ethnic dances. Children may also play a game such
as Hopscotch (England). Cooking rounds out the events of the day.
Children enjoy tasting many delicious and diverse foods.
|
The Students: The culminating activity at the
end of the year is Heritage Day. Children share what they have learned
about their country and other countries during this unit. Parents sign
up to bring in an ethnic food for a tasting party and are invited to
stay and join in the celebration. This has been an overwhelming success
with 100% participation. |
The Staff: Pamela B. Blanos and Angela Burkholz Helen Street School, Hamden |
What You Need: Most activities can be carried
out with materials readily available in the classroom. If cooking,
recipe ingredients would be needed.
|
Overall Value: This project generates a great
deal of enthusiasm as children are eager for their cultures to be
celebrated and interested in learning about the cultures of others. They
display a sensitivity toward differences among students within the
classroom and come to realize the similarities we all share. Self-esteem
grows as each unique ethnic background is celebrated. Parents eagerly
volunteer to come to speak to the class, to cook special dishes or to
lead an art activity. As the project ends, children gain ethnic pride
and self-respect. They realize their own value and come to value others.
|
Standards: |
Courting Civil Rights |
Category: Global Education |
Grades: 7 to 8 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The project requires a least
two teaching periods a week. In addition to legal pads and other basic
supplies, the project uses the video series Eyes on the Prize to
introduce students to civil rights history. Students' presentations are
videotaped. Props such as a gavel are recommended to give presentions
authenticity. Library materials and other resources are needed for
students to research cases. |
Overall Value: By participating in the
project, students gain an awareness of social issues and can articulate
peaceful remedies to current problems in American society. They have
developed a sense of themselves as powerful and competent citizens, says
Hinderstein. "After having taught Courting Civil Rights with my sixth
graders, all they want to know is ÔWhen can we do it again?" |
Standards: |
Cracked-Up Over Animals |
Category: Classroom Management/Intergroup |
Grades: 6 to 6 |
How It Works: "Cracked-Up Over Animals" was a
program designed to reinforce information learned about animals through
the integration of all academic disciplines. In this program, each
student took a box of animal crackers and began by making predictions
about the box's contents. After recording their results on a chart
(both predictions and actual amounts), each student created a graph
which displayed the chart's information. Next, the students classified
the crackers in their box into groups using, a particular attribute.
The students then met with a partner and after observing the common
characteristics of the group's members, they attempted to guess the
attribute their partner used to classify their crackers. After
researching information on an animal of their choice, the students
created,"Animal Riddles." On an index card, the students listed four
descriptive clues for their animal saving the most definitive clue
for, last. These were then placed inside, the empty box and placed at a
center for the students to come and make their guess as to which
animal was being described. The students then met in expert groups to
share their research findings. With the information gathered in the
groups, the students chose another animal in addition to the animal
which they researched to us in a classificatory writing activity.
Next, the students created a "Country Cube" on the country from which
their animal originated. Each side of the cube contained descriptions
of the country's location in relation to other countries by
incorporating such skills as latitude and longitude, and cardinal and
intermediate directions. To wrap up the program, the students used
actual measurement information to construct life-size replicas of their
animal out of cardboard. The classroom was then converted into a zoo,
with tours for, others to enjoy and experience all, that was learned
about animals so that they, too, will also become,,"Cracked-Up Over
Animals." Students: The students who participated in this program were
21 fourth graders. "Cracked-Up Over Animals" can easily be adapted and
utilized in any grade level. |
The Students: |
The Staff: The classroom teacher monitors learning while the students assume the role of facilitator and dispenser of information. |
What You Need: Materials: The materials
needed for the successful implementation of this program are boxes of
animal crackers, encyclopedias, nonfiction animal books, index cards,
tag board, world maps, rulers, and cardboard. Outside Resources: An
outside resource to be utilized is a visit to your school from the
Houston Zoomobile. |
Overall Value: "Cracked-Up Over Animals" is a
motivational program which encourages students to work cooperatively
with each other. It also allows the students to assume ownership of
their learning, and therefore, encourages them to become responsible for
not only their learning, but also for the learning of others. Children
love animals and they love animal crackers, both of these being the
basis of this program. |
Standards: |
Create a Legend! |
Category: Foreign Language |
Grades: 11 to 13 |
How It Works: Students used Spanish to read
and retell, or invent, a legend. Using software, they illustrated the
legend and added sound effects. With a microphone, they added their own
voices as narration. Class activities included reading, analysis, and
paraphrasing of the legend. Students also utilized their speaking and
computer skills in preparing the story. The program required students
to read, write, and speak in Spanish in an engaging and interesting
project. |
The Students: Approximately 45 students in a
third year Spanish class participated in this project. Classes met
daily for 40 minutes for this two-week project. This activity could be
adapted to elementary students and to other curricular areas where a
story may be told. The students worked in groups of 2-4 and could be of
any grade level. |
The Staff: Carol Eiber has been teaching for
16 years. She has been awarded a Martha Holden Jennings Grant, three
PTSA mini-grants and has a Diploma in Spanish as a Foreign Language.
Nancy Green has been teaching for 27 and is a member of the technology
committee. |
What You Need: Resources needed were
Storybook Weaver Deluxe by MECC Learning Library, a computer, a
microphone and a printer. The computer may be shared or multiple
computers with multiple copies of the software can be used, if it is
available.The computer(s) may be set up in the classroom or in the media
center, wherever space is available. More computers and software
allowed more students to work at one time. |
Overall Value: This project is fun! The
students enjoy trying out different scenes, characters and sounds. It
engages them visually and aurally while offering practice in speaking
the foreign language. Small group work requires cooperation and
democracy. It is an enjoyable change from paper and pencil writing. |
Standards: |
Creating 3-D Math Using Quicktime Virtual Reality |
Category: Mathematics |
Grades: 9 to 10 |
How It Works: The purpose of this program was
for students to develop a comprehensive understanding of various
3-dimensional geometric figures and to enhance their use of other
mathematical writing, research and computer skills necessary in everyday
life. Students worked in groups of three to four to study a particular
shape. Students formulated and explained their own formulates for
surface area and volume of their shape. They researched examples of
their shape using both traditional and Internet sources. They shared
their knowledge about their shape through the multi-media presentation
format HyperStudio and QuickTime VR. The students used their new
knowledge throughout the project by constructing the necessary materials
for their presentations including the black VR box, the calibrated
turntable, the net and the model itself along with real world examples. |
The Students: This project, completed twice,
was done with a seventh grade pre-algebra class consisting of 24
students. The students met daily for a forty-minute class period. It
was best to group the students into smaller groups of 3-4 students.
|
The Staff: Mary Jo Hromco has been teaching
for 30 years. She is a past recipient of an IMPACT grant, has been a
Jennings Scholar and has been selected as a Teacher of the Year from her
building. Mike Lytz has been teaching for 21 years. He began teaching
as a middle school classroom teacher and is currently the Technology
Resource Specialist for Middle Schools. Both educators have presented
at both state and national conferences |
What You Need: : Small groups of four
students, trained in HyperStudio, were best to begin with. Those trained
students became the "experts to help others.
Teachers needed to have access to computers with HyperStudio and
QuickTime VR on them, plus a digital camera. The other materials, such
as boxes, felt, clip on lights, turntables were inexpensive and easily
accessible. |
Overall Value: One of the best aspects of
this project is that it is a hands-on way to incorporate technology with
subject matter. Students become actively involved in seeking out the
knowledge they need and using it to create a presentation |
Standards: |
Creating a Classroom Newspaper |
Category: English/Language Arts |
Grades: 4 to 5 |
How It Works: A monthly classroom newspaper
can stimulate creativity, enhance global awareness, sharpen critical
thinking skills, and improve writing skills, and help children have fun.
Children are involved in the decision-making process as they determine
the contents of each edition. Students of various reading levels
become aware of how a group effort can result in accomplishing a
finished product. Students appreciate the makings of an actual
newspaper, learn to meet deadlines, and realize the potentials of
computer technology. They discover resourceful approaches to solving
problems. DCPS Major System Priorities: Standard English, Critical
Thinking, Intergroup Relations, Student Achievement. The Students:
This project flourished in two very different school settings, Redland
Elementary and Highland Oaks Elementary. It was used with second and
third grade students. A classroom newspaper can be adapted to many age
groups and achievement levels. |
The Students: |
The Staff: Alma Dean has taught in the DCPS
system for five years, serving as a Learning Disabilities teacher at the
Easter Seals School for four. She has a Masters in Health Services
Administration from Florida International University. She is a
Teacher/Research Linker trained through the AFT/UTD Educational Research
and Dissemination Program, past researcher for Dade Academy of Teaching
Arts, Board Director of University of Miami Alumni Association, and
First Vice President of Redland P.T.A. Esther Evans has taught for ten
years, six in Cleveland, Ohio and four in Dade County. Ms. Evans has
composed original music to Robert Louis Stevenson's,"My Shadow" which
she plays on the guitar. She was selected to guide 23 fifth-grade
students as they toured Rome, Italy. Stephanie Sheir received an M.A.
in curriculum and instruction from the University of Northern Colorado.
Ms. Sheir was recognized for her fund raising for the Challenger
Memorial Fund, in which she created a school project called,"Jump for
the Astronauts". She was a math resource teacher in the Northeast
Region for three years training teachers and students in a county math
system. |
What You Need: Materials and Facilities:
Computers, word processing software such as Appleworks (MECC), graphics
software, printers, current newspapers, dictionaries, thesauri, and
encyclopedias are all helpful materials. Outside Resources:
Journalists from local newspaper and field trips to their newsrooms
enhance this project. |
Overall Value: Creating a classroom newspaper
involves total participation in the writing process/whole language
approach. A wide variety of topics are covered so every student is able
to,"shine" in some area. A classroom newspaper strengthens the
home-school bond while providing a creative outlet for children's
thoughts and expressions. |
Standards: |
CREATING A POETRY WEB SITE |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Using poems that illustrate the
use of figurative language, tone, repetition, imagery, and refrain,
high school English students write short essays, first in small groups
and then by themselves. Afterwards, they answer questions on the poem
they have selected as their favorite and write about it. Along with the
poems, these essays make up the Favorite Poem classroom Web site.
Students scan the poems, and artwork can also be incorporated. Then they
compare and contrast their classroom site to a national Favorite Poem
Web site. There are also video and audio readings of some of the poems
on the national site. Students can also analyze and write about some of
these poems.
Students are assessed by their comprehension of the poems' content and
the literary devices used, as well as by the essays they write.
|
The Students: I covered this unit with 9th and 12th graders in New York City. The ability level can be wide.
|
The Staff: Peggy Maslow, a New York City high
school English teacher for 23 years, has used technology in the
classroom for over 16 years. She has also been her school's newspaper
advisor for almost two years. She has taught all levels of students
ranging from those with reading difficulties to honors, and has taught
courses in journalism, mystery, American literature and other topics.
|
What You Need: This project takes ten or more
class periods to complete. Computers with an Internet connection and
word processing equipment, as well as a scanner, are necessary. Students
should have a basic working knowledge of computers and the Internet.
Teachers must be knowledgeable in creating a Web site.
|
Overall Value: Once students have learned how
to recognize literary devices in poems and use this understanding to
see the author's tone and theme, they can deepen their interpretation of
new poems. After reacting to and analyzing more than eight poems, two
of which are on the national site, students write essays about their
favorite poems and create a class site. They also examine poems new to
them on the national Favorite Poem site. Their appreciation and analysis
is heightened by audio and video readings. Students put to use what
they have learned about applying their knowledge of literary devices to
analyze the poet's tone and theme.
|
Standards: Technology: Students develop
note-taking, drafting, writing, and editing skills through use of the
computer; use critical thinking and establish research skills to
evaluate the credibility and appropriateness of Web sites and the
validity of the available information. They compile, analyze, and
evaluate the data collected while visiting a Web site.
|
Creating with Lines, Points, and Planes |
Category: Mathematics |
Grades: 11 to 13 |
How It Works: In,"Creating with Lines,
Points, and Planes," students develop an appreciation for an awareness
of the importance of geometry while at the same time they are able to
show creativity. Creative writing and geometry may seem like strange
companions, and perhaps they are. Yet, why should they be?, Maybe they
cannot be the closest of friends, but at least they ought to meet once
in a while. The students think and write creatively about geometry.
The finished product is a "formal" work in the sense that it meets the
appropriate standards of language and composition. They are also
responsible for selecting their audience, preferably one who has
successfully completed a high school geometry course. To begin their
writing experience, the students are given writing prompts such as: 1)
Maybe you would like to write,"An Ode to a Rectangle," sharing what
makes it so special and unique. If you do not know what an ode is, you
could do a little research. 2),"If I were a geometric figure, I'd be an
oblique hexagonal prism." You would then go on to describe how the
properties of this figure fulfill your lifestyle and how you think and
react. 3) Maybe you would like to write a bit for a newspaper, such as a
front page, a specialty column, or a sports item. 4) Perhaps you would
like to write a love story about the romance between a circle and a
trapezoid, sharing their geometric properties and how they contribute to
the love affair. The students are not, however, limited to these
prompts as many finished products were comic strips, Christmas carols,
cartoons, other types of poems. The students spent a semester
building knowledge about geometric lines, points, and planes. The
students presented their finished products orally and using visuals to
the class. The Student: The students involved in this project are
ninth through eleventh graders in classes of 30 to 35 students. |
The Students: |
The Staff: This developer has been a
mathematics teacher in the Houston Independent School District for 19
years. She was the recipient of stipend from the Exxon Excellence Award
for Mathematics; she was chosen to attend the Regional Geometry
Institute for two summers in Utah. She also taught Business as an
adjunct faculty member at the Houston Community College for 10 years. |
What You Need: Materials: Students use art
supplies, poster boards, tape recorders, computer disks and video
cassettes. This project is conducted outside the classroom and in the
school library. Outside Resources: No outside resources are
needed. |
Overall Value: Students often get discouraged
and frustrated with the learning process. After doing this
project, the students were enhanced by their own creativity as well as
their peers'. As they researched the different geometric terms and
concepts and began to create, their appreciation for the subject grew.
To research the terms and concepts and then create a well-written
poem, ode, comic strips, or other creation was great challenge for the
students; and their finished products brought great delight. Geometry
is certainly knowing facts, investigating properties, proving theorems,
and calculating measurements. But it is also a matter of
relationships, of beauty, of wonder, of awe! |
Standards: |
Creative Comic Adventures |
Category: English/Language Arts |
Grades: 8 to 11 |
How It Works: Creative Comic Adventures is a
program that introduces the student to a new and exciting form of
authorship and publishing. A new breed of computer software is
available that allows the user to create comics, posters and books.
These user friendly programs provide the tools to compose music,
imaginative art and expressive dialogue. These programs reward
individuality and enable a student to create personalized comics by way
of computer animation. Students will develop their own story line and
dialogue relevant to their own experiences. Those students, with or
without artistic ability, will have an exciting vehicle/medium to
showcase their talent. Creative Comic Adventures will provide students
with high-interest, low ability reading material. They will design
their own vehicles or create their own job descriptions. "Comic Book
Maker" (Pow! Zap! Ker-Plunk!) will tie it all together with a unique
collection of stories that can be printed as well as video taped. DCPS
MAJOR SYSTEM PRIORITIES: Critical Thinking Skills, Whole Language,
Student Achievement. THE STUDENTS: This project was implemented with
Emotionally Handicapped, Trainable Mentally Handicapped students and Low
Level Readers. It can be successfully used with ESE students as well
as regular students. It can be used with one student or with groups. |
The Students: |
The Staff: Josephine Bennett is a 15-year
teaching veteran with a B.S. in science (mental retardation), and a
master's in reading. She has received both a Citibank Success Fund Grant
and a Dade Public Education Fund Teacher Mini-Grant. |
What You Need: MATERIALS AND FACILITIES:
Materials needed include access to a computer, software, printer and a
dictionary. OUTSIDE RESOURCES: Students can use the school and public
libraries to research cartoon and comic creators and their methods. |
Overall Value: It is outstanding to see the
thought processes and the elation, whatever the level of the student,
when their ideas and creations take fruition and can be transferred to
the printed page. Critical thinking and story sequencing, plus the joy
of authorship, evolve into a finished product that can be displayed and
shared with others. It's fun to poke fun or take frustrations out in
this accepted manner. The improved behavior and cooperation displayed
was evident as small groups worked together to produce their collective
ideas. |
Standards: |
Creative Signs and Banners |
Category: English/Language Arts |
Grades: to |
How It Works: This program is designed to be a
service to all faculty and a work training program for Exceptional
Education students. An area will be set up for the,"Creative Sign and
Banner Company." The students will be responsible for running off sign
and banner orders. The student will have to be computer literate. A
check-off list of the computer training will be made for each individual
student. The students will have to prove themselves computer literate
through testing and teacher observation. The students will deliver the
signs and banners to the people who ordered them. The Creative Sign and
Banner Company will be open Monday through Friday from 9:00 a.m. to
2:00 p.m. An order form will be sent to the main office and all
department heads. A three day deadline will be required to ensure the
appropriate amount of time to complete the order. The Student:
Exceptional Education students from my Life Skills Communications, Life
Skills Math, and Life Skills Vocational classes will be trained and will
participate in the program. |
The Students: |
The Staff: My teacher aide and I will be training and working with the students. |
What You Need: Materials: The materials
needed to run such a program are 3 computer programs 5 boxes of paper,
and 10 color ribbons for the Imagewriter printer. Outside Resources:
No outside resources are required. |
Overall Value: The overall value of the
Creative Sign and Banner Company will be, the benefits it will provide
to the students and faculty. The students, will be trained in the
latest up-to-date computer technology. The work, experience will allow
the students to increase their ability to sell themselves when job
searching. The people who will benefit are on- campus administrators,
teachers, counselors, area office staff, and incoming visitors
presenting workshops. When a program is being set-up, we can be
notified and prepare the necessary signs. There are many other values I
could think of, however, the most important value is how this affects
the students. |
Standards: |
Critter Creations |
Category: Science |
Grades: to |
How It Works: The original program, Mealworm
Mechanics (see IMPACT II catalog, 1992) extends the sixth grade
science kit,,"The Behavior of Mealworms," by using a, design and
technology approach to apply knowledge of the parts of an insect and,
how the insect relates to the environment. Critter Creations expands on
the, original by adding the use of graphic software to design an
imaginary insect and, also create an animated clip using software. The
students first design their insects, on the computer. The insects must
conform to given criteria, such as a having, moving part (i.e. wheels,
movable wings, motorized legs). The students then build, their insects
using materials from home, create an animated clip of their insect,
moving through the environment, and finally give an oral presentation
sharing how, their insect was discovered. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Cross-Age Tutors |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: Studies have shown over and
over again, that the best way to "turn on" a student to the learning
process is to get that student actively involved in the process itself.
One way to guarantee active participation is to have that student help
someone else learn. That is the premise behind placing "at risk" high
school students as tutors in the elementary schools. Since one of the
goals of this course is to help decrease the dropout rate among at-risk
students, it is vital that the instructor of this course select tutors
carefully. The focus is on SUCCESS, specifically the Steps to Success as
explored in the S.T.A.R. materials: Be Confident, Be On Time, Be
Responsible, Be Friendly, Be Here, Be Polite, Be Prepared, Be a Good
Listener, Be a Doer, Be a Tough Worker, Be a Risk Taker, Be a Goal
Setter, Be Healthy. The tutors assist the elementary children in tasks
assigned by the teacher for 3-5 hours a week. The value of this course
is that the high school students assume a position of responsibility,
and receive invaluable "hands-on" experience in problem-solving, and
interpersonal relations. The fact that tutors are "teachers" adds to
their self-esteem, self-confidence and self-respect. In addition to the
time spent in the elementary classroom, the tutors attend a Tutor
Seminar class at the high school, which meets once a week to work on
such issues as tutor training techniques, self-esteem, team building,
problem-solving, and communication skills. The tutors gain practice in
speaking, listening, and writing by sharing their previous week's
experiences with the seminar group; listening to others' experiences
while practicing active listening skills; contributing ideas for
problem-solving; completing the handouts from the S.T.A.R. materials, a
primary resource, and taking notes based on group discussions. The
course is one semester long, but students may continue to enroll every
semester with teacher approval. Self-evaluation is ongoing, but a
composite evaluation of the student and the program are completed at the
end of each semester. The high degree of enthusiasm combined with the
high marks given by the elementary school staff, and the tutors indicate
that this program works. The tutors not only show self-improvement, but
promote success in their peers by being good role models for success.
State Frameworks This course fits the English/Language Arts Framework
and the History/Social Science Framework by integrating listening,
speaking, reading, writing, thinking, self-esteem building and community
involvement in a meaningful context. The Students: We have done this
program for one year, and have placed 16 students (grades 10-12). Small
classes enable individualized attention to each tutor in a seminar
setting. The tutors, elementary staff, and elementary school children
have been overwhelmingly positive and enthusiastic. As the word spreads,
more and more teachers want our tutors. |
The Students: |
The Staff: Rod Duncan has been teaching
junior and senior high school for 32 years and began the alternative
schooling program at Dos Pueblos High School in 1972. Diana has been
teaching high school since 1971. |
What You Need: Facilities and Materials: The
Responsibilty Skills/S.T.A.R. manual is needed. The teacher packet
includes the Tutor Seminar curriculum. Outside Resources: None needed. |
Overall Value: |
Standards: |
Crystal Clear |
Category: Science |
Grades: 2 to 5 |
How It Works: Q. What grows but is not
alive?, A. A crystal. In this project children grow crystals,
learning what crystals are, how they form and the differences and
similarities among various types of crystals. Four different crystals
are grown using: -salt, -sugar, -alum, -laundry bluing Children
observe and record the growth process. They use hand magnifiers to
identify and compare the shapes of the crystals. Finally students learn
about other crystals and how they are used. Students: This
project was developed for second graders meeting weekly for one class
period. It can be adapted for other age groups. |
The Students: |
The Staff: Pauline Zolp received her BA from
Loyola University in 1988. She has taught hands-on Science at Robert
Healy School since 1990 and has already received several awards. |
What You Need: Materials And Facilities:
It is essentials to have a space where containers of liquids can be left
undisturbed. All the materials are readily available in local stores.
Outside Resources: None needed. |
Overall Value: Students' knowledge of shapes,
colors, sizes and patterns is enhanced. They learn to use hand
magnifiers and record their observations. The project develops
individual responsibility and increases observational, sequencing and
writing skills. |
Standards: |
CTA Chicago - Classroom Tours Around Chicago |
Category: English/Language Arts |
Grades: 9 to 10 |
How It Works: What better way to generate
topics for stories and essays than by visiting some of Chicago's most
exciting places using the most accessible transportation available--the
CTA. Each month children choose a destination, research the site,
travel there with their teacher and then reflect on the experience
through discussion and writing. Students: This project involved
thirteen seventh and eighth grade students, meeting daily in a special
reading class. It is readily adaptable for other grades. |
The Students: |
The Staff: Carol Lovely has been a teacher in
the Chicago Public Schools for seventeen years. She holds a BS from
The College of St. Teresa in Winona, Minnesota and an MA in Curriculum
and Instruction from Chicago State University. |
What You Need: Materials And Facilities:
This program requires a file cabinet, file folders and access to a
telephone to request materials and make appointments. Outside
Resources: Application forms for CTA passes, system maps and
schedules are available from the CTA. Museums will send information
about themselves; local newspapers provide information about upcoming
events of interest to the students. |
Overall Value: Children master using the CTA.
By visiting museums, libraries, the airport and city hall their
universe expands. Their writing skills improve and they become more
sure of themselves as they express their opinions in a relaxed, less
structured setting. |
Standards: |
CUBS: COMMUNICATING UNDERSTANDING BY BUILDING SOCIAL SKILLS |
Category: Special Education |
Grades: 2 to 7 |
How It Works: "CUBS" is a social skills
curriculum. The basic premise of the program is to directly teach social
skills to students with special needs rather than relying on the
incidental learning of these skills. There are twenty objectives taught
in a cumulative approach. The goal of this program is to teach skills
that will help students develop socially appropriate behavior.
Students participate in whole group and small group activities to
facilitate understanding of the objectives introduced during each
lesson. Weekly role-play activities provide the students with the
opportunity to practice each objective. Through observation checklists,
weekly homework, teacher and parent reports, and student
self-evaluation, assessment is ongoing.
Two of the many innovative features of this program are peer mentors and
interdisciplinary teaming. Peer mentors function as role models and
facilitate improved social skills through role-playing, group
discussion, and project partnerships. Peer mentors are selected for
their leadership and superior social skills and become advocates within
the school community for all members of the group.
An interdisciplinary team consisting of two special education teachers, a
speech language pathologist, and a school social worker, meet weekly to
plan the lessons for that group.
This collaborative team determines the most effective ways to introduce
the social skill for the week and then develops the necessary materials
to implement the lesson. Each member of the team brings a unique
perspective to the planning process due to his/her training in a
specific discipline. As a result, each lesson incorporates principles of
pragmatic language, language development, social and emotional
development, conflict resolution, behavior modification, attention to
learning styles, and exceptionalities.
|
The Students: |
The Staff: Beth Chudnow and Karen Johnson
Eli Terry Elementary School, South Windsor Tracy Conners and Gary
Walton Philip R. Smith Elementary School, South Windsor |
What You Need: "CUBS" utilizes interdisciplinary team approach and standard classroom materials.
|
Overall Value: Possessing and utilizing
acceptable social skills is an integral part of preparing for adult life
and lifelong learning. Through speaking, listening, and viewing,
students have multiple opportunities to refine these skills. The peer
mentors and the interdisciplinary team approach allow the students to
role-play, discuss, and network with peers and teachers. As they build
confidence and self-esteem they become fully involved members of their
community. Interdisciplinary team teaching, multi-age grouping, peer
mentors, a multi-modality approach, and links between home, school, and
community are unique attributes of "CUBS."
|
Standards: |
CULTURAL ART AND HISTORY |
Category: Arts |
Grades: 11 to 14 |
How It Works: "Cultural Art and History" is a
course designed to explore various cultures around the world by using
both art and language arts. The purpose of the class is to give students
the opportunity not only to study various cultures but to also gain a
greater appreciation for the similarities and differences amongst them.
Students learn about Native America, Africa, Australia, Latin America,
Puerto Rico, and China, through the study of the oral traditions,
videos, articles, music, museum visits and, especially, hands-on art
experiences. Some of the art projects produced during the course are
beaded bracelets and pouches, Kachina dolls, sandpaintings,
dreamcatchers, African ancestor figures, masks, African Adinkra cloths,
Australian dot and x-ray paintings, wood-burned gourds, nearikas (yarn
paintings), molas, Vejijante masks, and Chinese paintings. While
creating these projects students are allowed to choose a very
traditional approach or to be more creative and make a modern version,
as long as they understand the reasoning behind the art.
|
The Students: In a journal type book where
students write about the history, beliefs, and art of each group of
peoples, they also include a drawing of each art project they create
with an explanation of the meaning behind their won art work. Students
are also required to include in the book a tale from the people of that
culture that has special meaning to the student. The journal needs to be
worked on often and it is the students' responsibility to keep it
current. The integration of language arts through the writing and art
projects allow each student a chance to excel through different learning
disciplines. The students are assessed through the quality and
thoroughness of their books and through their work ethic while creating
the art projects. A rubric is used to help in the assessment.
|
The Staff: Diane Szymaszek Francis T. Maloney High School, Meriden |
What You Need: Art supplies, videos and books on different cultures and their art, museums, speakers.
|
Overall Value: Through "Cultural Art and
History", students are given the opportunity to be creative through art
and writing. They learn to be responsible and self-reliant by keeping
their books up to date. The students also acquire knowledge of other
cultures and learn to appreciate the similarities and differences among
them.
|
Standards: Responsibility and Self-reliance Intellectual Curiosity Writing, Speaking, Listening and Viewing
|
Cultural Awareness and Related Experiences |
Category: Global Education |
Grades: 8 to 14 |
How It Works: Cultural Awareness and Related
Experiences (CARE) is designed to enrich the educational curriculum by
allowing students at the Middle School Learning Center (MSLC) to attend
museums and the John F. Kennedy Center for the Performing Arts. These
experiences expose the students to artifacts, paintings, and historical
events. By attending the Kennedy Center for the National Symphony
Orchestra's,"Meet the Orchestra," students become acquainted with
symphonic music and observe young people performing in the orchestra.
At the Smithsonian Institution students learn about American history and
African-American culture as it relates to their civics and social
studies curricula. Socially, students observe proper attire and
behavior appropriate at an opera house and a museum. The students write
reports on their experiences and share the reports with their
classmates. CARE is especially important for the students who attend
MSLC, which is the alternative education program for the middle school
students in Area I. The majority of the students are from
single-parent, low-income families. Many of the students function below
grade level and have failed seventh or eighth grade. Many of the
students in the program have not been exposed to the cultural and
historical resources available to them. |
The Students: |
The Staff: The classroom teacher organizes
the activities of the CARE project. The teacher, a full-time assistant,
and parents chaperon the field trips. |
What You Need: Funds are necessary to provide
the field trip experiences. No additional materials or facilities are
needed. In addition to depending on parent volunteers, this project
takes advantage of the cultural resources of Smithsonian Institution and
the John F. Kennedy Center for the Performing Arts. |
Overall Value: CARE exposes students to
cultural and historical resources, enabling them to share a common
knowledge with their peers. It helps them to understand their role in
society by examining where they have been and where they are today as a
people and as a nation. |
Standards: |
Cultural Collections |
Category: Global Education |
Grades: 3 to 5 |
How It Works: To educate the students about
the school's diversity, the staff at Belvedere supplements the
curriculum in several ways. Staff members ask parent volunteers to speak
about their countries of origin, to plan a holiday celebration, or to
bring in artifacts. Teachers also look for literature that illustrates
the backgrounds of their students. Culture Collections facilitates
teachers' efforts to make their curriculum more multicultural. The
program specifically helps students in grades one through three to
develop social studies skills. The collections help students in these
grades to compare their families with families around the world, to
identify cultural and ethnic traditions in their classrooms, to compare
life in their community to life in another community, to identify how
global communities are interdependent, and to describe similarities and
differences in global communities. For example, students can use
articles from the kits such as the Japanese inflatable paper balls, the
Korean and Vietnamese dolls, the carved African animals, and the
stacking toys from Russia to compare and contrast games and toys used by
children around the world. They can use the dashiki from Nigeria, the
kimono from Japan, the ruyana from Colombia, and other clothing articles
to discover how all communities have basic needs such as
clothing.Global Education Focus: Culture Collections is a multicultural
tool that enriches and enhances lessons about different countries and
cultures. Each collection features cultures represented in Belvedere
Elementary School: African, Asian, European, Hispanic, Middle Eastern,
and Native American. |
The Students: |
The Staff: From 1976 to 1980, I worked in
Montgomery County, Maryland as an ESL teacher, bilingual teacher
(Spanish/English), multicultural social studies teacher, and base
classroom teacher. From 1980 to 1981, I taught preschool in Calvert
County, Maryland. From 1987 to 1989, I taught adult ESL in Fairfax
County, Virginia. From 1990 to 1996 I taught elementary ESL at Belvedere
Elementary in Fairfax County and developed the program for this school.
I have used the program I designed for less than a year. I am currently
teaching regular first grade at North Springfield Elementary School in
Fairfax County. Parent volunteers at Belvedere were helpful for labeling
and categorizing donations from the staff and parents that were
contributed to the collections. |
What You Need: The treasure chests which
house the collections need space for storage. Each chest is
approximately 3 feet long by 2 feet high. Our school was able to store
the collections in a small room off the library. It was difficult to add
teacher-made activities such as the Divali lamp or the Chinese calendar
to the collections, because the books and donated articles took up most
of the room in each chest. When forced to choose what items to include
or exclude, I placed more of a priority on hands-on items that the
children could take out and use in the classroom than on reproducible
exercises. If money had been available, I would probably have purchased
two chests for each collection to accommodate all the articles and
teacher-created activities that could have been included.
Resources
I used the media center (library) to store the collections. All
artifacts in the collections were donated by the wonderful parents,
teachers, and instructional assistants at the school. A specialist in
another division of the school system even donated a huge collection of
articles from Asia after reading my initial grant application. |
Overall Value: Although Culture Collections
makes it easier for teachers to find materials and to help students
develop social studies skills, the program also produces intangible
results. It creates an atmosphere of tolerance for multicultural
differences, generates enthusiasm for cross-cultural studies, and
provides opportunities for parents and other community members to
contribute their knowledge of different cultures. The authentic pieces
of clothing, the games, the eating utensils, the dolls, the jewelry, the
artwork that are contained in the collections ignite children's
interest in a way that textbooks cannot. Teachers who adapt this program
for their classroom will discover that: 1) nothing beats having the
"real thing" to stimulate student interest , and 2) a collection of
cultural literature assembled in one spot makes your job a lot easier! |
Standards: |
Culturally Speaking, The Gods Aren't Crazy! |
Category: Global Education |
Grades: 9 to 9 |
How It Works: "Culturally Speaking" is a
three part project which connects culture, geography, and environmental
issues together through the viewing of the video,"The Gods Must Be
Crazy". Students are given the opportunity to visually focus, in on how
different cultures view each other, how culture is learned or
conceived, how culture can s pread and interact, and how different
cultures treat the environment. Prior to seeing the film, the
students study what culture is through the use of textbook materials and
a simulation. The terms culture, enculturation, acculturation,
cultural diffusion, culture shock, material culture and non-material
culture, adaptation, and interaction are examined as to their meanings
and applications. Through the culture simulation,"Bafa Bafa" students
experience cultural interactions that reinforce the cultural terms
previiously considered. The second step is a brief geeographical
study of the Kalahari Desert and surrounding countries n regard to their
location and place description and the bushmen who live there. The
statement,"The environment shapes culture" is presented for
brainstorming in order that the students can connect the earlier
mentioned terms to man, his culture, and his environment. After
the students have been exposed to the concepts of culture and the
geographical factors that shape the environment, the video is shown.
Each student is given a copy of questions relating to cultural concepts
or topics contained in the film. Pertinent documentary handouts are
given out when applicable. After a specified section of the video is
seen, the students are put into groups to examine the questions relevant
to the material seen. Exchanges of viewpoints based on
teacher-generated and student-generated questions occur within the
groups and in whole-class discussions where speaking and listening
skills are reinforced. Evaluation of how well the students can
apply the terms and concepts studied prior to the video screening comes
through questions and answers periods, checking of group questions,
mini-quizzes, and a final written essay. THE STUDENTS: This project,
which lasts 10-12 days, is designed as a basic introduction, to culture
for seventh grade students at all levels. The degree of difficulty can
be modified for students in grades 6-12. |
The Students: |
The Staff: The classroom teacher can
supervise this activity, but the media specialist is needed to provide
the AVA equipment and access to research materials, if research
activities are incorporated. If the video is not available at a local
video store, then the media specialist may be asked in advance to secure
a copy. |
What You Need: The necessary items
for,"Culturally Speaking" are,"The Gods Must Be Crazy" film/video, TV
monitor and a VCR (preferably with a counter), National Geographic
Magazine(June, 1963), the simulation,"Bafa Bafa" or a similar culture
simulation, and a geography textbook that deals with the basics of
culture. Encyclopedias and books that deal with African history and
geography, and with culture, are helpful for teacher preparation and
student research. |
Overall Value: By using,"The Gods Must Be
Crazy" video, the subjects of culture, geography, and the environment
are brought to life and intertwined in an interesting, often humorous,
way. Intellectual curiosity is enhanced when students have to apply and
transfer,"book-learned" concepts to instances portrayed in the video.
The portrayal of different cultures and cultural values leads naturally
to moral and ethical questions which have no definitive answers.
Students eagerly become involved in what occurs in the video and the
knowledge acquired has ben found to be easily remembered and
transferable to other places and cultures of the world. |
Standards: |
CULTURE CAFE |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: The presentation takes place in
the ESL classroom or in any space that holds about 50 people. Guest
speakers are asked to provide artifacts, posters, clothing, music,
pictures, and food samples to enhance the presentation. Paper products,
film, and a binder are also necessary. Outside Resources Guest
speakers from the community share their expertise with the students. |
The Students: |
The Staff: The teachers of students for whom
English is a second language (ESL) are responsible for coordinating the
program. They invite guest speakers, duplicate information packets for
the students, set up necessary equipment, purchase paper products, and
take pictures of the presentation. |
What You Need: Culture Cafe is a lunch-time
program that introduces students to the language, culture, customs, and
foods of several different countries. Each month a teacher, staff
member, parent, or community member is invited to give a 30-minute
presentation on his or her native country or culture. A group of about
40 students representing grades one through five, teachers, and staff
members attend the presentation. Presentations include locating the
country on a map; discussing the climate, geography, and customs of the
country; trying on native clothing; listening to music or learning
dances; sharing artifacts, slides, pictures, or videos; and learning
some phrases in the featured language. Sampling the traditional food is
always the highlight. Summaries and photographs of each presentation,
recipes, and maps are compiled in a book that is made available for
checkout through the library at the end of the year. Students Every
student in grades one through five participates in at least one
presentation each year. Each student selects a country he or she would
like to learn more about and signs up with the classroom teachers for
that month's Culture Cafe presentation. This procedure enables
students across grade levels and programs to come together and learn in a
relaxed, fun environment. |
Overall Value: Culture Cafe is an enjoyable
learning opportunity that students and staff look forward to. The
presentations enhance students' knowledge and foster their appreciation
of other cultures. Students from the cultures featured are given an
opportunity to share personal experiences and knowledge with their
classmates. Serving as "experts" boosts their self-esteem. |
Standards: |
Culture of Mexico |
Category: Foreign Language |
Grades: 4 to 4 |
How It Works: 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. |
The Students: |
The Staff: |
What You Need: In Mexico (text and student
workbook), EMC Publishing, St. Paul, MN, 1990. Un Verano en Mexico,
AMSCO Publishers, New York, NY, 1975. The Course of Mexican History,
Michael Meyer and William Sherman, Oxford, University Press, New York,
NY, 1979. Leyendas Mexicanas, Barlow Stivers, National Textbook Company,
Skokie, IL 1975. The Story of Mexico, un Libro para Pintar, Nancy
Conkle and Elena Lopez Bellerophon Books, Santa Barbara, CA, 1991.
Travel Mexico/Events (magazine), Winter, '92 -'93, premier issue,
Carlsbad CA, 92009, 619-929-0707. I will disseminate a complete course
syllabus and more extensive, bibliography of teacher resources
materials to interested teachers. |
Overall Value: Developer Charles
observes,,"After studying the works of famous Mexican, artists and
exploring the meticulously handcrafted,"artesanias" of the, marketplace,
students are given the unique opportunity of trying their, hands at
making handicrafts.","The everchanging syllabus makes this course a joy
to teach. Every trip the, students and I make to Mexico uncovers some
new historical fact, presents, us with new contemporary Spanish words or
exposes us to another of the, varied regions of the country. New
materials, artifacts, and regalia are, constantly being added to the
course. This course is never taught the same, way twice!" |
Standards: |
Curious George Goes To Class |
Category: English/Language Arts |
Grades: 3 to 3 |
How It Works: Curious George Goes To Class is
a holistic approach to teaching by, getting real books into the hands
and homes of children so that, reading will not only take place, but
also will be valued as well. Illiteracy is a national problem.
Research indicates that more, than half of those children from homes of
illiterates will remain, illiterate. Research also shows a high
correlation between writing, and reading and other subjects. Writing
makes children think! In order to attain success in today's world,
reading, writing, and, thinking are essential. Good literature can
provide a highly, motivating medium for teaching not only reading, but
also writing, and thinking (problem solving). The purpose of this
project is to, teach children to read and love books through writing and
good, literature. With writing projects, the children will increase,
their level of reading and problem solving because they experience, the
confidence of reading their own written words. With literature, for
models, the students experience the enjoyment and beauty of, language
and reading. Together, they promote a positive learning, environment
for reading and writing and thinking. Each month, literature in the
classroom centers around a theme or, author. Curious George books begin
the year and are on going. Young children enjoy his character and his
many adventures. The, books are used to develop story maps with
setting, characters, and, events that include problems and solutions.
Young children begin, by writing class stories that follow the map and
later go on to, cluster or create new settings and plots for their own
stories. January's snow theme centers around Ezra Jack Keats',"The
Snowy, Day," Raymond Briggs',"The Snowman," and H.A. Rey's,"Curious
George, Goes Sledding." Geometric snowflakes are made in math, ice,
crystals are examined in science and the climate is studied in, Social
Studies. Integration is the key. DCPS Major System Priorities:
Achievement, Critical Thinking, Standard English, Parental, Involvement
Blueprint 2000 Goals: Student Performance, Learning Environment
The Students: Approximately 30 first-grade students from a low
economic and, culturally diverse area participated in the project.
Primary, classrooms would benefit with minimal costs. Parent support
is, encouraged and extremely helpful. |
The Students: |
The Staff: Christine Ruda is a first-grade
teacher. She has a master's degree, in reading from the University of
Nebraska and is currently working, on a specialist's degree in Math
Education at the University of, Miami, as part of the DCPS/UM Math and
Science Resource Teacher, program. She has attended the DCPS/UM Writing
Institute and is a, Writing Associate for DCPS. As department
chairperson for teaching, and Language Arts, she has used this project
for more then four, years. She is currently involved with the Teacher
Training, Institute. |
What You Need: Materials and Facilities
This project can be carried out in any classroom. Books are, essential.
Materials have been prepared and company names for, purchases have
been listed. Outside Resources Field trips and guest speakers are
an excellent additional, resource. The public library is very useful as
well as, contributions from parents. |
Overall Value: Providing children with books
is one of the best ways to promote, success in reading and the love of
reading. When a child is able, to share the same book used in the
classroom with his/her family the book becomes a friend for life. |
Standards: |
Current Affairs |
Category: Global Education |
Grades: 7 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Students use one period a week
to report their stories to the class and one afternoon a month to tape
the news projects. The class has a subscription to student issues of
the New York Times. Materials for making props include maps, chart
paper, construction paper, markers, and paint. Video equipment is
necessary to tape projects, and televisions are needed so that other
classes may view the projects. |
Overall Value: Students enjoy being in the
role of news anchor, sports caster, or weatherperson. At the same time,
they are encouraged to improve academically. "Any class will become
motivated when faced with the challenge of being recorded and seen on a
VCR," says Morris. |
Standards: |
Current Events: Critical Thinking Development |
Category: Social Studies |
Grades: 9 to 14 |
How It Works: Utilizing daily television news
reports that are recorded by the instructor allows the students to use
primary resources as the main source for information and analysis of
current events in history, geography or economics. Requiring students to
turn in news articles and summarize them can be non-productive. Many
students are non-participants. Overnight analysis of world and local
events may lead to student frustration and limited participation. The
following procedures facilitate use of daily news broadcasts to learn
about and analyze current news events: 1. Each morning I tape the
morning world news report on a VCR recorder. I write down the words and
terms that might not be understood by my students. The words are
discussed prior to viewing the news report. 2. For three or four weeks,
students watch 10-15 minutes of the daily news at the beginning of the
period. During the newscast, students keep a journal. Each day's entry
includes the date, two or three facts reported, and the student's
reaction to each event. 3. Cooperative learning groups are then formed
to analyze the governmental, economic, social and geographic aspects of
events. The group determines five primary events and does an
explanation and evaluation of each event using higher levels of critical
thinking skills. 4. Each group makes a presentation with a map
indicating where the events occurred. 5. The instructor collects and
grades the individual student journals and the group presentation. This
project promotes a variety of listening, writing, vocabulary and
critical thinking skills. It contains activities which enable them to
understand world events in a meaningful manner. Students found this
activity to be enjoyable and yet very challenging. They felt that their
reactions to the current events enabled them to be valued participants
in historical events. Likewise, students indicated that they were able
to grasp the larger ramifications of events and compare reactions with
each other. State Framework: This activity integrates social science
themes that are included in the History/Social Science Framework:
geography, economics, social and political activities. The Students:
This activity was presented to a World History class of 35 regular as
well as mainstreamed Resource students. All the students felt
non-threatened, actively participated and enjoyed the opportunity to
write their own history as individuals and members of small groups. |
The Students: |
The Staff: I have taught for 18 years as a
high school Resource Specialist at Righetti High School. I have trained
in SIM (Strategy Intervention Model), Cooperative Learning and Teacher
Effectiveness training, and am a trainer in Women's Leadership for the
California Teachers Association and TESA (Teacher Expectations and
Student Achievement). |
What You Need: Facilities and Materials:
Instructors must videotape the morning world news, principally the
thirty-minute newscasts. The teacher can then edit segments to reduce
the tape's length. Outside Resources: None needed. |
Overall Value: |
Standards: |
Cybernetic Finger Painting |
Category: Arts |
Grades: 7 to 10 |
How It Works: Cybernetic Finger Painting
fulfills the dream of every artist. This program allows art students to
experiment, produce layer upon layer of design, to modify and change
nonstop without losing the original creation. For students and teachers
alike, it's a relief to know that one can take chances and never stop
creating out of fear of losing the original. Using a graphic computer
and digitizer, students create their design on the screen. They can
then alter, delete or add to the design in any way and still be able to
retrieve the original art. The program works with photography, drawing,
painting, and even ceramics. Once students are satisfied with their
modifications, the image which appears on the monitor can be printed in
color. For instance, a photography student digitizes a photo into the
computer, then recalls and modifies the photo by deleting or adding
certain images. Once the student is satisfied with the modifications,
the image which appears on the monitor can be printed in color. The
Students: Independent art students used the program originally, but it
soon became apparent that the program works at all levels. Photography
students change the composition of photographs by adding a variety of
color, textures, etc. Art I and II students use the program for
perspective composition, color theory, and design elements. Even
students studying fashion and interior design can use the program. |
The Students: |
The Staff: |
What You Need: Materials Needed: The program
requires a graphic computer (Amiga 500, 1000, or 2000) and monitor, a
digitizer (or police surveillance camera), computer discs, camera
mounts, and a stand and lights. Software includes a mouse and pointer
controller, a deluxe paint three palette which offers 246 color
variations, a matrix or ink-jet printer, inks, and paper. A lecture or
demonstration by a visiting computer artist can prove valuable. |
Overall Value: Cybernetic Finger Painting
puts art sensitive students in touch with their creative forces. This
program "de-intimidates" students and allows them an element of
playfulness and experimentation which does not exist with other
traditional tools. It's the right time to bring this technology into
the classroom! |
Standards: |
D.E.N.S.I.T.Y. (DEVELOPING ENTREPRENEURIAL NOTIONS SHALL INSPIRE TODAY'S YOUTH) |
Category: Science |
Grades: 7 to 10 |
How It Works: In "D.E.N.S.I.T.Y." each
student creates a product based on the results of several scientific
experiments involving density. Students then select the best product
from each class. Once the product is chosen, students are placed in
cooperative groups of four to five and are "hired" to work in specific
divisions of their corporation. Each corporation (class) consists of
five divisions: Product Design, Market Research, Television, Radio and
Magazine. The goal of each class is to convince a panel of CEO's and
bank executives (parents and faculty members) to financially support
their marketing endeavors.
Participating in "D.E.N.S.I.T.Y." enables students to acquire knowledge
and skills while addressing several learning styles. Students perform
hands-on scientific experiments evaluating the density of a variety of
materials and write a formal proposal discussing their product and the
material they used based upon the results of their experiments. Three
peers discuss and assess each proposal before it is submitted to the
Design Supervisor (science teacher). All products are presented, and the
best product is chosen by the class. Students are then "hired" to work
in a specific division of their class's corporation. Product Design
requires students to determine the cost to make the product, construct a
prototype and include scaled pictures of the product. Market Research
calls upon its members to decide the cost of the product to the
consumer, target a specific age group and identify advertising mediums
necessary to capture the specified market. Television, radio and
magazine divisions create commercials and layouts incorporating specific
advertising techniques to attract the desired consumer. The final phase
of the project requires all divisions to make a formal presentation to a
panel of faculty members and parents portraying CEO's and bank
executives. The panel selects the best presentation and agrees to
finance that corporation's product.
|
The Students: |
The Staff: Julia Rizzotto and David Pepsoski Rochambeau Middle School, Region #15, Southbury |
What You Need: A typical science room
contains all materials necessary to complete the unit. A standard
classroom becomes "headquarters" for each corporation. Parents are
needed to portray the panel of CEO's and bank executives to give the
presentations a "real world" quality.
|
Overall Value: The project enables students
to acquire and apply the science and technological skills necessary to
design a product. Responsibility and self-reliance are evident as each
individual has specific deadlines to meet. Furthermore, students'
speaking, listening and viewing skills are strengthened and applied in
their final presentations. Reasoning and problem-solving skills are
demonstrated throughout "D.E.N.S.I.T.Y." and positive interpersonal
relations are reinforced within the heterogeneous groups. Unique
attributes of the project are the strong bonds and positive
interdependence which form within each corporation as they work together
toward a common goal. Additionally, parents are given the opportunity
to actively participate in their children's' education.
|
Standards: |
Death at Baskerville Hall? |
Category: English/Language Arts |
Grades: 9 to 10 |
How It Works: Death at Baskerville Hall? Is a
reconstructed hands-on, life-size investigation that teaches reasoning,
deduction, problem solving, and higher-order thinking skills. The
project centers on the re-creation of two situations from the novel The
Hound of the Baskervilles. By assuming the roles of Sherlock Holmes and
Dr. Watson, the students take an active role in the investigation and
draw their own conclusions. They learn valuable skills such as keen
observation, note taking, technical writing, and summarizing.
The first reconstruction is of Sir Charles' death. Students take
precise notes as they investigate the scene, draw conclusions as to the
cause of death, and write a detailed police report of what happened.
The students follow the same procedure with the re-created death of
Selden.
They share their written reports with one another to determine their
accuracy and to detect any differences. After analyzing the
differences, the students, as an investigative team, submit a final
report. |
The Students: Approximately 120 seventh grade students participate in the program. |
The Staff: The English teacher developed and implements the program with the help of the library staff. |
What You Need: Sand and dirt and plastic
sheets to place under them, enlarged drawings simulating several scenes,
wood to construct a foundation for the scenes, and small reproductions
representing the scenes are used. A mannequin, clothing to represent
the time period and the social class of the characters, and small
figures to represent the novel's characters provide the students with
the details necessary in their investigation.
The multipurpose room is used to set up the scenes.Copies of crime
reports were obtained from the police department and from a federal
agency. |
Overall Value: Death at Baskerville Hall?
stretches students' academic skills and requires critical reading and
thinking that enables transferring knowledge from the story to making
accurate deductions at the scenes. The program enables students to make
a connection between a work of literature and authentic technical
writing. |
Standards: |
Decatur Diner-To-Go |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: What does the term,"homeless"
mean?, Where does homelessness exist?, Who are the homeless?, Students
in the middle grades explore these questions through discussions
together and reading stories and books on the subject. They consider
the nutrition and hygiene problems of the homeless, then plan
cooperatively to take action. Students decide to make bag lunches for
a neighboring shelter. To reach their goal, they are involved in a
range of activities: planning for good nutrition and an appealing
menu, writing to local businesses for donations of food and beverages,
budgeting, comparing prices, purchasing food and supplies, packaging 10
nutritious lunches each, including a short,"Pep-O-Gram" note in each
lunch bag Students: This program is scheduled to deliver lunches
once a month for four months. Each month about 30 students work
together to plan and supply the lunches. They meet daily for 80 minutes
to discuss the concepts and implement their plans. |
The Students: |
The Staff: Judith Cobb is the language arts
teacher at Decatur School. As teacher coordinator of this program, she
is assisted by volunteer parents and senior helpers from the community.
Delivering the 200 bag lunches takes a short time commitment for
willing hands and a van or two. |
What You Need: Materials And Facilities:
Planning is done in the classroom. Lunch packing activities are held in
a multi-purpose room/gym area near the kitchen. Four long tables are
set up as assembly line work stations in the center of the room; cartons
of supplies are set up around the perimeter. Outside Resources:
Donations of food and supplies are welcome and helpful; students write
to request them. Volunteers to help pack lunches and deliver them are
useful, too. |
Overall Value: Decatur School Diner-To-Go Day
brings heightened self-esteem as students reach their goal of
delivering delicious, inviting meals to 200 hungry people. Human
dignity, self respect and mutual concern are themes integrated
throughout the project. Students are involved in a multidisciplinary
program that includes oral and written language skills, nutrition,
budgeting and social issues. |
Standards: |
Design Insights: Facing Tomorrow's Challenges Today |
Category: Instructional Inquiry |
Grades: 7 to 10 |
How It Works: Instructional Inquiry Process:
Design Insights investigates whether strategies used to teach design
technology have the same impact on gifted and talented students,
students with learning disabilities, students who speak English as a
second language, and regular education students. It also attempts to
discover if students can be taught to become risk takers and then apply
their knowledge to real-life situations. It is expected that through
this method of problem solving, students will become risk takers who
will enjoy looking at problems from more than one perspective, realizing
that there is more than one way to solve a problem. Their mistakes
will become building blocks for design improvement and challenges that
encourage perseverance in the solution of problems. Data will be
gathered using the students' design technology logs. Each log includes
the problem, the criteria for solving the problem, the student's ideas, a
drawing of a plan, and a response to and an evaluation of the activity.
In addition, detailed drawings of the final product often include
modifications of the original plan, which reflect the student's
thinking. A checklist is used to evaluate the elements of each design
technology entry. All activities will also be videotaped. The
Students: Seventy-five students, including students who speak English
as a second language, students with learning disabilities (LD), and
gifted students are involved in this program. A representative group of
ten students will be used for the research. |
The Students: |
The Staff: The core research group will include three fifth grade teachers, an LD teacher, and an LD instructional assistant. |
What You Need: Materials and Facilities:
Masking tape, foam core board, construction paper, fadeless paper, glue,
paint, and any additional materials that might be useful for creating
design technology solutions, such as paper towel rolls and dowel rods
will be needed. The research will take place in the classrooms
located around an open pod area with a storage room. Outside
Resources: Field trips will be taken to the National Museum of American
History and the National Gallery of Art. A consultant will work with
the students in preparing their own museum. A designer from the
National Council of Social Studies will share his or her experiences as a
designer. In addition, parents and community members will describe the
real-life problem solving they have experienced in their professions. |
Overall Value: It is anticipated that
students will become more confident in their ability to solve problems.
They will learn to take more time to understand a problem and plan its
solution. Mistakes will not deter their efforts as they learn to modify
and improve solutions. |
Standards: |
Design the Ultimate Container |
Category: Mathematics |
Grades: 10 to 12 |
How It Works: This learning experience offers
students to put their geometry knowledge to work in a simulated
marketing business. Students are put in marketing teams to create the
"best" package for eight identical spheres (plastic Christmas
ornaments work well) of which only one sphere can be in the team's
possession at any time. The CEO of the managing company (the
teachers) tells the teams that the company has been hired to sell all
the spheres in a company's warehouse and that he is holding an
in-house competition among his best marketing teams to create the
ultimate marketing campaign.
The campaign includes having to create a package for the spheres -
cost effective and eye-catching, a report to the CEO which includes
the geometry and cost of the packaging, and a videotaped 60 second
commercial for the product that they "create." Only two packaging
shapes will not be acceptable to the owner of the spheres. They are the
tube-like cylinder (where spheres are put in one on top of the
other), and a rectangular solid. Oh, and by the way, the CEO wants
you to figure package efficiency (volume of the spheres/volume of the
container). If the teams plan to add any materials other than the
actual outside packaging, they must have costs and rationales why
they think the extra costs are essential to the marketing of the
spheres. |
The Students: This learning
experience was
originally
designed for students in honors
geometry. However, it is
successfully being used in
eighth grade math classes and
regular
geometry classes. |
The Staff: Classroom teacher |
What You Need: This learning experience
requires the
use of a video camera, VCR, and
monitor to effectively
utilize the
commercials. A project sheet
and grading rubric are
available
upon request. |
Overall Value: Throughout the experience,
students are using technology, measuring devices, and they are
talking to people in business to find out about marketing. Students are
taught teamwork skills and practice working in teams. Problem-solving
strategies to find volumes of irregular shapes become creative,
unique, and real-world. The teams are graded on creativity, accuracy,
and the package efficiency, attractiveness, cost effectiveness, and
ability to communicate mathematics. The students saw math in action
and they enjoyed the experience tremendously. |
Standards: |
DETERMINING STOCK MARKET CRITERIA |
Category: Social Studies |
Grades: 7 to 14 |
How It Works: In Determining Stock Market
Criteria, students learn the about the concept of stocks and investment
and the criteria for selecting of stocks. Using an LCD display
projector, the teacher shows the class how to find stock reports,
quotes, and news article related to stocks on the Internet. He/she asks
students what kind of information would be important in ascertaining
whether or not a company would be a good investment choice. Using
available articles related to the stock, students are asked what
information would be useful in determining whether the company in
question would be a viable investment, and what current events might
affect the stock's performance. After formulating these criteria, the
information is added to a semantic web. Additional criteria for
discussion might include sector, industry, number of employees, what the
company manufactures or sells, net income, revenues, and who else
invests in this company. The students are evaluated on
participation and their ability to find locations on the Internet for
researching stocks. The teacher evaluates the quality of the semantic
Web and database created as well as the criteria established.
|
The Students: Required student technology
skills include Web navigation, reading and interpreting graphs;
producing a computer-generated database and/or semantic map; developing
word processing skills; and using graphic applications. |
The Staff: Carolyn Hornik is the computer
coordinator at P.S. 101 and is a staff developer for District 21 and in
the Oceanside school system. She teaches an after school professional
development in-service course entitled, Computers In The Classroom. This
is her 24th year of teaching |
What You Need: Required teacher technology
skills include locating appropriate Web sites for researching stocks,
producing a sample database and semantic Web, and using word processing
skills.
Required student technology skills include Web navigation, reading
and interpreting graphs; producing a computer-generated database and/or
semantic map; developing word processing skills; and using graphic
applications. A computer with Internet access and an LCD display
projector is needed. Software materials used include SuperPrint 2.0 or
Kidpix, ClarisWorks 4.0 or Microsoft Works.
|
Overall Value: In cooperative learning
groups, students read and analyze investment reports, graphs, news
articles, and company overviews on the Web for two different stocks.
From the data, they synthesize the information and add to their list of
criteria to be used in selecting stocks for investment. The students
produce a computer-generated semantic Web and/ or database with criteria
or focusing questions to be used when selecting a stock for investment.
(For lower grades, 5-6, the teacher creates a database based on the
semantic map that the students make.) The students save, print, and
present their database to class.
|
Standards: English Language Arts: students
read and understand informational materials, produce an informative
report, participate in group meetings, prepare and deliver an
oral/written presentation, restate or summarize information, and use a
range of appropriate strategies, such as providing facts and details and
describing or analyzing the subject. Mathematics: students predict
results and analyze data, read and interpret information from a graph,
describe and compare quantities, collect and organize data to answer a
question, and make statements and draw conclusions based on data.
Social Studies: students define basic economic concepts such as supply
and demand, markets, opportunity costs, resources, productivity, and
economic growth. Applied Learning: students apply academic knowledge to
solve practical problems, integrate writing and drawing skills with
computer technology, identify a problem and use motivation and logical
skills to solve it in individual and group settings, and communicate
effectively through written and verbal language |
DETOUR FROM DRINKING AND DRIVING |
Category: Health/Physical Education |
Grades: 7 to 10 |
How It Works: The main objective of this
project is early intervention/instruction for middle school students to
the dangers of drinking and driving. The project's goal is to target
those not yet old enough to drive to make smart decisions about drinking
and driving when they are of driving age. Avoidance strategies and
workable, practical solutions are stressed, as well as the staggering
statistics of deaths, injuries, and losses due to alcohol related
accidents. The students identify their roles in solving the major safety
problem on our roads today. This interdisciplinary unit employs videos,
newspaper articles, true-life accounts and guest speakers to increase
students' awareness and knowledge of the ramifications of drinking and
driving. Students write and role-play scenarios depicting avoidance
strategies when faced with an adult or older friend who has been
drinking and offers them a ride. These scenarios are performed for
parents and videotaped for other classes to use. Students write essays,
compute drunk driving statistics, research legal statutes and community
ordinances, and learn the relationship between drinking and blood
alcohol concentration. Other learning styles are addressed when students
create posters and bumper stickers depicting the theme of making
choices and avoiding becoming a statistic. Students' writing, posters,
and bumper stickers are the "decorations" for family night at which
students present their findings and newly acquired refusal/coping skills
for detouring from the road to nowhere. |
The Students: The youth-teaching-youth
strategy is an effective tool in meeting the project's objective.
Parents and community benefit, while the role of students as resources
within the school and community is heightened. One hundred and thirty
7th graders participated in this team project.
|
The Staff: Angela B. Capozzi, Christina
Covino, Susan W. Lance, Deborah Mudrick-McGrath, Victoria Nolan,
Jacqueline Partridge Wooster Middle School, Stratford |
What You Need: Video tapes, guest speakers, art supplies, newspapers.
|
Overall Value: The unit contributes to the
well being of our students as well as the community. This project acts
as a catalyst for change in our young teens. Their posters, essays,
newly acquired refusal skills, and family night have a positive impact
on ALL drivers. There is a deterrent effect on drinking and driving.
Through scenario writing and role-playing for an audience, students
acquire skills that result in positive decision making. Positive
self-esteem and confidence occur when students build their own
strategies to avoid the major safety problem on our roads today. The
unique attribute of this unit is the early intervention/instruction for
middle school students concerning the dangers of drinking and driving.
By targeting those not yet old enough to drive, we heighten their
awareness of the need to make educated decisions about drinking and
driving when they are of legal age. Another innovative quality of this
project is the weaving of the interdisciplinary model and incorporating
all academic subject areas into the central theme of detouring from
drinking and driving, the road to nowhere. Use of speakers provides a
bridge between school and community.
|
Standards: Responsibility and Self Reliance Reasoning and Problem Solving
|
DIA DE LOS MUERTOS |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Dia de los Muertos is an
interdisciplinary unit that promotes cross-cultural understanding of
the Latin American celebration, the Day of the Dead. Students use
research, visual and performing arts, and content area objectives to
explore the meaning of this celebration and relate the learning to their
own culture.
In language arts, they read about the celebration and examine folk art
objects they have read about. They research their family tree and
interview a family member about a deceased relative. They also write
short stories about the skeleton they create.
For science, music, and art, they learn the names of bones and the types
of joints and how the bones and joints enable movement. In small
groups, they create dances based on their knowledge of how the skeleton
can move. They also learn the Spanish words for the song "Dry Bones."
For art, they compare and contrast a model of a human skeleton and a
carved folk art replica; then they use mixed media to create a skull.
Working in small groups, they construct a large flexible skeleton to be
placed on a mural. They also sculpt small animal skeletons using model
magic and wire and cut skeleton banderitos out of tissue paper.
Students use math skills as they prepare food for the celebration. |
The Students: |
The Staff: All students in kindergarten
through grade three participate in the program. The program could
easily be adapted for any grade or ability level. Staff The classroom
teacher and the instructional assistant implement the program. |
What You Need: Materials include papier mache
skulls and a large skeleton, twister wire, and model magic from
Crayola. Activities take place in the classroom, art room, and music
room.
Outside Resources A field trip to the exhibit "A Glimpse of Folk Art
Traditions From Latin America" at the GRACE gallery in Reston and a
session with a story teller enhance the program. Parents also provide
artifacts. |
Overall Value: Dia de los Muertos uses the
arts to increase understanding of the core curriculum-science, math,
language arts, and history-and evokes students' enthusiasm at the same
time.
The students' research reinforces family values. Their artwork
demonstrates their acquisition of scientific knowledge and reflects an
aesthetic appreciation of Mexican folk art. |
Standards: |
Dial-a-Friend |
Category: English/Language Arts |
Grades: 2 to 3 |
How It Works: This unit provides children
with a practical reason for developing telephone skills, learning their
telephone numbers, and increasing communication skills and sociability.
It also integrates math, language arts, and visual and performing arts.
The class uses role play to: answer a telephone, end a conversation,
politely ask to speak to someone, respond if one receives or dials a
wrong number, and take and leave a message, including on an answering
machine. Courtesy is emphasized, including knowing appropriate times to
call, to learn good "telephone manners." Cross-age tutors serve as
monitors and models and share in the role playing. The children learn
alphabetical order by organizing themselves alphabetically based on the
word they hold on a placard to prepare them for using the class
telephone directory. It is given to each child after everyone learns
his/her telephone number from flash cards. The children learn when to
use 911 and have pages in their directories that list emergency numbers.
For homework, the children call a classmate. Parental permission is
obtained for all activities using the home phone number. This unit is
taught for a month. This activity has meaning to the children because
they are using a real life skill. They use critical thinking skills when
they create their own applications for use of the telephone and when
they respond to situations as they occur, either in role playing at
school, or in real life. The children gain communication skills by
creating their own conversations in role playing in front of the class,
and in using telephones in the classroom playhouse or the class
answering machine. This idea gives children a way to contact one
another and broaden their friendships beyond school. It also enhances
home/school parent involvement as parents monitor the phone call
homework assignment and enjoy the benefits of having their child able to
use a telephone appropriately. The students' recordings on the
classroom answering machine and periodic role playing of telephone
conversations in front of the class provide assessment of students'
progress. State Frameworks: The English/Language Arts Framework
supports listening and speaking. The Mathematics Framework supports
number recognition. The Visual/Performing Arts Framework supports
creative expression through dramatizing. The Students: Twenty-six
kindergarten students participated in the activity in 1992-93. They were
of various achievement levels. All were successful in completing the
activity, and it could easily be adapted to other groups, such as
bilingual students and mainstreamed special education students. Another
class could be involved by forming "buddy" telephone partners. |
The Students: |
The Staff: I have taught for 22 years, with 13 years in early childhood education (K-2). I am a Central Coast Math Project fellow. |
What You Need: Facilities and Materials: Two
telephones are needed, as well as a tape recorder or answering machine
with a recording that requests a message after the beep. A tape recorder
to record conversations is also needed. A playhouse setting in the
kindergarten classroom provides a place for two children to invent the
conversations that tie into their dramatic play. Outside Resources: The
involvement of parents enables students to use the telephone at home.
Parents sign a form indicating that the student completed the activity. A
field trip to the telephone company would enhance this unit. |
Overall Value: |
Standards: |
Dialogue Through Debating And Socratic Seminars |
Category: English/Language Arts |
Grades: 9 to 10 |
How It Works: Students focus on issues by
reading the newspapers and watching media coverage of current events.
They use primary sources, historical material, literature and examples
of art. Then they examine and discuss topics using the structures of
debate and the Socratic seminar. One exercise, for example, asks
students to take a position on violence in video games and then debate
the pros and cons. Students sharpen their skills in recall,
comprehension and analysis. They learn to ask and respond to questions
and how to recognize relevant points of information. Students: This
project was developed with an eighth grade class but is adaptable, with
modifications, for younger children. |
The Students: |
The Staff: Louverta Hurt, an experienced
classroom teacher, is currently Assistant Principal at Rufus Hitch
Elementary School. She also serves as part-time coordinator of the MA
Program for Personalized Learning at Concordia University in River
Forest. Ms. Hurt holds a BA in Elementary Education from Northeastern
Illinois University and an MA in Curriculum and Instruction from Loyola.
|
What You Need: Materials And Facilities:
Topics for the seminars can come from newspapers, periodicals,
literature, drama, historical documents, pieces of music, works of art,
television or movies. Students need handouts explaining the seminar
format, how to read critically and seminar evaluation forms. Outside
Resources: None needed. |
Overall Value: Students learn to research a
topic and express their opinions developing new insights and reasoning
abilities. Their use of higher order thinking skills increases. |
Standards: |
DIFFERENT CHOICES: CURRICULUM THROUGH POETIC VOICES |
Category: English/Language Arts |
Grades: 7 to 8 |
How It Works: Children discover there is more
to poetry than traditional rhyming stanzas. There are poems inspired
by weather, animals, geography, history, nature, and social issues--in
short, everything in the curriculum. The descriptive vocabulary and
content of poetry help students better understand and remember topics.
During Writers Workshop the teacher introduces new poetic forms, while
the "word-of-the day" wall enlarges children's vocabularies. Students
write and illustrate their own books of curriculum-area poetry which is
rich in images, feelings, and emotions. |
The Students: The project, which was developed with a class of fifth graders, is adaptable for all ages and ability levels. |
The Staff: Julie Tabin's undergraduate degree
is from the University of Wisconsin; her MAT is from National-Louis
University. She has taught at Avondale School for seven years and is a
teacher consultant for the Chicago Area Writing Project. |
What You Need: The following are needed for
this project: spiral notebooks for students; a wide selection of poetry
books; construction paper; a book binding machine; a laminating machine,
if available. |
Overall Value: Even students who are initially reluctant become confident writers and readers of verse, proud of their own publications. |
Standards: |
Digging Into Cultures |
Category: English/Language Arts |
Grades: 6 to 14 |
How It Works: InDigging Into Cultures,
students assume the, roles of Indian, tribe member, archaeologist, and
researcher, motivating them to, explore the rich, complex nature of
Native American culture, its, history, art, religion, technology, food,
sports, and geography. Phase 1: Students study the myths of Native
American cultures emphasizing the role these stories have in the
development of, beliefs. Students divide into groups to study myths of
a, particular region, and then present one myth as a puppet show
tableau, reader's theatre, interview, or other format. Phase 2: The
groups then research the culture of the people who, lived in the region
where their myth originated. Each member of, the group is responsible
for becoming an expert on the culture of, that region, reporting orally
on one aspect of that culture, and, re-creating an artifact, such as
pottery, masks, pieces of totem, poles, jewelry, and arrows. Students
take notes during the oral, reports to aid them in the next phase.
Phase 3: Parents, students and teachers create a dig site for, each
region. The pits are set up in grids, using stakes and, string. Parents
and/or teachers bury the student-created, artifacts in individual grid
sections and keep an accurate record, of where each is buried. Student
teams dig in pre-arranged pits, to assure they will uncover artifacts
from a culture on which, they are not experts. They record the location
and position of, the item found on a grid. Phase 4: Students research
the artifact found by using notes from, previous oral reports and other
reference materials. Students, make inferences as to the cultural
region they believe the, artifact originated before meeting with peer
experts from that, region to discuss their conclusions. Phase 5:
Students write a report that explains the importance of, their found
artifact in the culture that created it and supports, their conclusions
about the artifact's origins. The various phases of this project
provide opportunities for all, students to be successful. It takes
approximately six weeks but, can be adapted to accommodate any schedule
or grade level. The, idea was inspired by a desire to make history come
alive and to, encourage students' respect for other cultures. The
History/Social Science Framework emphasizes that students, need to
develop a keen sense of historical cultural empathy and, that the study
of history involves the imaginative reconstruction, of the past. During
the 1993-94 school year, this unit was taught to, approximately 70 fifth
graders, representing a wide variety of, achievement levels. |
The Students: |
The Staff: Marilyn has taught grades K-3 and 5 during her 13-year career as, a teacher. Toni has taught grades 4, 5, and 6. |
What You Need: Research materials are
available through the County Education, Office, public and school
libraries. The dig experience requires, a site large enough to
accommodate four to five pits of, approximately 4 ft. x 4 ft. The
teacher packet includes myths, from various regions, information on
Native American cultures diagram of pit set-up and student grid,
report outlines, list of, ideas for artifacts, bibliography and samples
of student work. None required, but parents are very helpful in
setting up the, pits for the dig phase and assisting during the actual
digging. |
Overall Value: |
Standards: |
DINO-DRAMA |
Category: English/Language Arts |
Grades: 4 to 10 |
How It Works: Dinosaurs hold children's
attention as they learn how to conduct research, develop individual
portfolios (including a bibliography) to document their findings, and,
finally, produce a dinosaur extravaganza! Students begin by accessing a
variety of print and electronic sources in the classroom, the library,
and in a museum visit. Dinosaur puppets are fashioned from papier-mache
and recycled materials. Finally, students write a script incorporating
dialogue, rhymes, and songs for a "mellow drama" based on their
research and starring their 'dino' creations. |
The Students: About 300 sixth and seventh
graders implemented Dino-Drama over a ten week period. The project,
originally developed with a second grade class, can be adapted for a
wide range of ages and ability levels. |
The Staff: Peggy J. Wickline, the librarian
at Logandale Middle School, has many years of teaching experience. She
holds a BA from the University of Pittsburgh, a MA from Northeastern
Illinois University, and is currently pursuing a MS in
Library/Information Science. Eva Laczina holds a BS from Northeastern
Illinois University; she has taught for five years and specializes in
science. Victor Ochoa, the art instructor at Logandale, holds a BFA
from the University of Texas, El Paso and a MFA from the University of
Illinois, Champaign. He has taught for one year. |
What You Need: This project requires the
following: books, magazines, and CD ROM's; paper and folders for
written research; paint and papier mache; a puppet stage (homemade or
purchased from a supplier). |
Overall Value: Reading, writing, researching,
analyzing, categorizing, and designing culminate in a truly authentic
learning experience that is documented by student-made portfolios. |
Standards: |
Dino-Mania |
Category: Science |
Grades: 4 to 7 |
How It Works: This program is an
interdisciplinary unit which studies the exciting topic of dinosaurs.
It incorporates, to some extent, all areas of the curriculum. During
reading, the students read,"Danny and the Dinosaur" and,"Digging Up
Dinosaurs." This allowed them to explore both fiction and non-fiction
titles about dinosaurs. The students worked on cause-effect
relationships and inferencing skills to decipher how they believe
dinosaurs became extinct. In math, the students worked on graphing
skills. They graphed plant-eaters vs. meat-eaters, favorite dinosaurs,
time period dinosaurs lived in and many other student initiated ideas.
Science concepts were taken from the second grade Science book.
Students learned about fossils, kinds of dinosaurs, and fuels from
dinosaurs. For social studies, the students worked on a time line for
the different time periods of the dinosaurs, the formation of the earth
and where the different dinosaurs lived long ago. Students also wrote
daily in their journals about dinosaurs. The wrote about their favorite
dinosaurs, what they would do if they encountered a T-Rex, how to
convince their mother to let them keep a dinosaur and other topics. The
students rewrote,"The Little Red Hen" to follow how dinosaur fossils
are dug up, cleaned, taken to the museum, and reconstructed. Other
activities included making a fossil, creating a diorama, and films from
the Media Technology Center to follow the unit. The Student: The unit
was used in a Generic Exceptional Education classroom. The students
range from second to fifth grade. They function two or three grades
below level. |
The Students: |
The Staff: The teacher is the only person
needed for this unit. The librarian can be informed to help the student
pick out books on dinosaurs to reinforce what is being taught in the
class. |
What You Need: Materials: The classroom is
the only facility required to implement this unit. There are some
materials that are needed to teach the unit. The science text will be
helpful to teach the students the basic concepts of dinosaurs. Shoe
boxes and clay are needed for the dioramas, journals for the students'
writing, graph paper for math, pictures or stickers of dinosaurs to put
on the time line, and class copies of,"Danny and the Dinosaur"
and,"Digging Up Dinosaurs." Outside Resources: The Media Technology
Center is needed to order films on dinosaurs, and fossils. A trip to
the Museum of Natural Science could be planned to help reinforce the
concept of rebuilding dinosaur fossils. |
Overall Value: This unit proved to be quite
successful due to all the excitement over dinosaurs today. The students
were enthusiastic and wanted to jump right in on working on this unit.
The students were able to master all skills taught and did very well on
all extension activities. This initial thematic unit used in my room
helped create a positive attitude toward units that have followed. |
Standards: |
DIRKSEN'S SCIENCE DECATHLON |
Category: Science |
Grades: 9 to 10 |
How It Works: Students engage in a year-long
Science Decathlon to solve a variety of science problems. Unlike the
usual decathlon, this one organizes children into cooperative groups.
Students compete to discover who can build the best marshmallow
catapult, the strongest toothpick bridge, and the most effective water
filter. Ten different assignments give students plenty of hands-on
opportunities to test and, if necessary, rethink their solutions as they
try to become the school's "Super Scientists." |
The Students: Although this project involved an entire school, it can be adapted for a single class or with fewer problems assigned. |
The Staff: Ken Benedix is a Northeastern Illinois University graduate and has taught upper grade departmental science for six years. |
What You Need: Most of the assignments
require only everyday items found in the home. Experiments involving
rockets use a bottle rocket launcher and an air pump. NASA and the
Estes (Penrose, CO) and Van Cleeve companies are good sources for
science materials. |
Overall Value: Hands-on activities increase
students' interest; competition only fuels their enthusiasm, as children
learn and apply the scientific method and build independent
problem-solving skills. This project meets the following Illinois state
goals and Chicago Academic Standards (CAS): goal 6, CAS A CFS 2,5, CAS C
CFS 1.2&4; goal 7, CAS A CFS 1,3, CAS B CFS 2; goal 8, CAS A CFS
1,4, CAS D CFS 1; goal 10, CAS A CFS 1, CAS B CFS 2, CAS C CFS 1,2; goal
11, CAS A CFS 1-4, CAS B CFS 2-6 and 9, CAS C CFS 1-6; goal 12, CAS D
CFS 1-3, CAS E CFS 6-8, CAS F CFS 1-3; goal 13, CAS A 1,3,5,7, CAS D CFS
1. |
Standards: |
Discoveries |
Category: Science |
Grades: 1 to 3 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The project involves 10
severely language delayed special education students, 20 preschool
students from a local community organization, and 1 mainstream
kindergarten class. Staff include 1 communication specialist/speech
pathologist, 1 special education teacher, 1 preschool early childhood
specialist, and 1 mainstream early childhood teacher. The science
center is equipped with a greenhouse, a plant lab, an incubator, and a
brooder. |
Overall Value: As a result of their
involvement in the project, children have demonstrated an understanding
of basic life science concepts; simultaneously, their tolerance,
sensitivity, and understanding of less typical children has grown as
children took on shared goals and responsibilities, explain Ciampa and
Mintz. "Miguel, a bilingual developmentally delayed student, typifies
the bonds formed among the children. In his enthusiasm and anticipation
of the arrival of the other students, he exclaimed ÔYea!, I can't
wait!, When will my friends get here?'" |
Standards: |
Discovering Revision Through Technology |
Category: Instructional Inquiry |
Grades: 7 to 8 |
How It Works: This research explores
instructional strategies and technology that facilitate the writing
revision process and students' positive perceptions about themselves as
writers. Specifically, it will answer the following questions: -How
does the use of word processors affect student productivity given
students with prior experience in keyboarding and word processing? -How
does published writing affect students' self-esteem and self-efficacy as
writers as seen by parents and teachers? -How does published writing
affect students' pursuit of the revision process in subsequent new
writings? The research team hypothesizes that using word processors will
ease the motor skill problems of writing and that productivity will
increase. Self-esteem will increase as students see improvement in the
published product. Attention to content is prioritized with the
fine-motor impediments eased. Data evaluating writer self-esteem are
collected from three surveys that parents, teachers, and targeted
students complete at the beginning, middle, and end of the defined
period. Data indicating time of daily use of word processors are
collected to correlate with productivity. Student writing portfolios
document increases in productivity. The study targets fifth and sixth
grade students in the program for the learning disabled who demonstrate
discrepancy between ability and achievement in written expression.
These students are being instructed in keyboarding and word processing.
The 22 identified students meet four days per week, 45 minutes a day,
for specific instruction in written expression. |
The Students: |
The Staff: Two teachers of the learning disabled in grades five and six participate in the study. |
What You Need: The research requires
individual access to word processors during writing instruction. Laptop
word processors, such as the Alpha Smart, ensure access to a computer
at a reasonable cost. Support to acquire Alpha Smart word processors was
received through the school's PTA, Intelligent Peripheral Devices, Inc.
and the Area III grant program. Contacts at Digital Ink offer
technical assistance. |
Overall Value: Without the ease of word
processors, students with learning disabilities (particularly fine-motor
problems) find the recopying process for the final draft laborious.
These difficulties may diminish self-esteem and appear to reinforce
negative attitudes toward writing. The benefits of seeing a published
piece are therefore reduced. Use of word processors will ease the
mechanical impediments of the process, allowing optimal attention to
written content. |
Standards: |
Discovering the Silent World of the Deaf |
Category: Social Studies |
Grades: 2 to 8 |
How It Works: The program's purpose is to
help nondisabled students understand deafness and the unique cultural
contributions the deaf community has made to our hearing society.
Students are introduced to Sign Language and the fingerspelled letters
of the alphabet. They learn food, color, family and animal signs,
opposites, seasons, numbers, and they learn to sign some songs they
already know how to sing. In addition, students discover how they hear,
what causes hearing loss, why noise pollution is so critical to hearing
loss today, and what types of hearing aid devices are available to
hearing impaired people. They learn the correct terminology for deaf
individuals and will discover the ways in which the deaf make phone
calls and understand television. They operate hearing-impaired alarm
systems including alarm clocks, smoke detectors, and alarms that alert
them to baby cries; and they find out how hearing-ear dogs are trained
to help deaf individuals. They discover what it is really like to be
deaf in a world which depends on sound for communication. As a result,
students become aware of the deaf community in the United States and
improve their attitudes toward both disabled, individuals in general,
and deaf individuals in particular. As a culminating activity, students
have a "silent day" living as deaf individuals in their silent world,
wearing ear plugs all day and communicating in Sign Language. They
discover that lipreading is a very inefficient system, and experience at
their levels of understanding the real-life implications of living in a
silent world. DCPS Major System Priorities: Intergroup Relations.
The Students: This project is especially designed for grades K-6th, but
can easily be done with middle and high school students. It is also
easily adapted for small or large groups - one class or an entire school
- and can be done with any achievement level. |
The Students: |
The Staff: Carol Dunstall has taught for 27
years in grades preschool to six, teaching American Sign Language to
interested parents and other members of the community. Dr. Dunstall has
conducted numerous workshops at the gradate and undergraduate levels.
This project has been implemented for many years for individual classes
and whole schools; it requires no additional personnel to implement. |
What You Need: Materials and Facilities: The
book Sign Language Fun and the videotape Sign Me A Story are useful to
this project, but not essential. Dr. Dunstall's packet of teaching
materials for teacher and child use is essential. Regular classroom
spaces are appropriate. Outside Resources: Flashing light alarms,
telephone devices, and other equipment for the deaf may be borrowed from
the Deaf Services Bureau of Miami. |
Overall Value: Discovering the Silent World
of the Deaf provides a way for hearing students to communicate with deaf
students while learning to appreciate the cultural contributions the
deaf community has made to our hearing world. Students become fascinated
with the special devices used by the deaf and with their uniquely
beautiful language - The Language of Sign. |
Standards: |
Discovering Trigonometry: A Graphing Approach |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: Discovering Trigonometry: A
Graphing Approach adds a playful dimension to learning trigonometry
concepts. This collaborative, hands-on project is a set of guided
worksheets that allows students to discover the shapes of the various
trig graphs as well as the basic concepts of amplitude, phase shift, and
period. Students work in teams. Each team uses a computer to work
through one guided worksheet per class period, mastering one concept
each day. The lesson is based on the Sunburst software package Green
Globs and Graphing Equations, although other graphing programs could be
adapted to this project as well. Motivation for mastering each lesson
comes from a challenge. In the graphing game Green Globs: Expert
Level, teams score points by finding equations to create graphs that
will "hit" the most green globs that are randomly scattered in a
coordinate plane on the computer screen. The more hits in a single
shot, the higher the score. Students work to improve graphing ability
to increase scores and to break records set by students in previous
years. The Students: Although the original program involved two
advanced math classes, the lessons could be adapted to any class
covering trigonometry. The idea of the guided worksheets could be used
with any graphing unit, and the approach was used in an Algebra I class
to introduce slope and intercept of a line. |
The Students: |
The Staff: |
What You Need: Materials Needed: Besides
copier paper for worksheets and graph paper for exercises that check
understanding, this project requires one computer for each cooperative
team. The software graphing program is Green Globs and Graphing
Equations by Sunburst. |
Overall Value: This program fosters an
enthusiasm for math. Students view computers as learning tools, learn
to work cooperatively in groups, master trigonometry concepts, and
always want to know, "When can we do this again?" |
Standards: |
DISCOVERING YOU AND ME IN OUR FAMILY TREES |
Category: Arts |
Grades: 2 to 7 |
How It Works: "Discovering You and Me in Our
Family Trees" opens the hearts and minds of students to the richness of
family history through grandparent interviews, family photographs and
artifacts, and role playing a turn-of-the-century arrival to Ellis
Island. The purpose of the project is to gain an awareness of the value
of our ancestors, explore cultural differences and similarities within
our classroom community, and introduce the concept of immigration and
its role in creating our pluralistic nation. Through the exploration of
personal family trees and comparisons to those of classmates, students
begin to see the similarities among families and cultures, while
developing a respect and understanding of different cultural traditions.
Learning about the journeys ancestors made to come to America, and
studying about Ellis Island introduces the students to how immigration
created our multi-cultural society. The integration of language arts
through oral family histories, visual arts through quilting and doll
making, and drama through role playing allows students to connect their
learning in many different disciplines. While students learn about the
value of their ancestors they develop listening, writing, speaking, and
viewing skills. Teacher led discussions based on non-fiction and
realistic fiction literature provide the foundation for the project.
Students work independently to prepare family histories, and 'family
quilt squares' to present orally, and in small groups to create ancestor
dolls inspired by family heritage. Teachers assess student learning
through oral presentations of 'family quilt squares', participation in
mapping ancestors' native countries, sharing of written interviews of an
ancestor, participation in oral discussions, and a final written essay
assessed on a narrative writing rubric.
|
The Students: Two groups of 20-22 second
grade students of heterogeneous abilities have participated in this
project each year. The project is easily adapted for grades two through
six.
|
The Staff: Brenda P. Macri and Cynthia R. Sherwin Cos Cob School, Cos Cob |
What You Need: Appropriate non-fiction and realistic fiction books,family photos, clothespins, fabric remnants, stethoscope
|
Overall Value: This project provides a
delightful excuse to gather ' round the family photo album sharing
stories of the past. Through exploration of family trees and
presentations of family oral histories, students gain insight into the
wealth within one's family heritage, and begin to recognize their
ancestors' roles in passing on family values and traditions. Students
broaden their perspectives beyond their "personal universe", exploring
and gaining respect for cultural similarities and differences within our
"class family"and school community. The personalized hands-on
activities allow students to reach into the past and discover that
everyone can have fun climbing a family tree!
|
Standards: Sense of Community Speaking, Listening, and Viewing
|
Do You Measure Up? A Math Lab |
Category: Classroom Management/Intergroup |
Grades: 7 to 10 |
How It Works: Do You Measure Up? shows
students how to use computers for mathematical applications by asking
them to focus on their favorite topic: themselves! During a two week
period, students measure and record the physical dimensions of each
other and use a spreadsheet to analyze the data and find the patterns
that emerge. In cooperative learning groups, students collect data
onto a teacher-made form or template. Students measure the height, foot
length, span, and cubit of every group member using meter sticks.
Similar data is gathered from members of other groups until each paper
"spreadsheet" contains at least ten items. After a lesson on the nature
of ratios, students use a calculator to complete the two ratio columns
of their worksheets - one for values greater than one, another for
values less than one. Now they're ready to access the computers!
Spreadsheet vocabulary (cell, cell name, row, column, value, label,
etc.) become understandable in light of the worksheet template they have
completed. Using well-defined cooperative learning roles, each student
in turn enters a portion of the collected data. Next students create
formulas in the ratio columns. Students are allowed to help each other
with the formulas but each kid must actually push the keys (without
using the copy command). Finally, group members analyze hard copies
together. They are encouraged to find and highlight interesting
abnormalities or errors. For example, the usual ratio of height to foot
length is around six: "I am six times as tall as the length of my
foot." An occasional error suggests a disproportionate cartoon: "I am
twice as tall as the length of my foot." Groups can present their
analysis and findings to the rest of the class in an oral presentation
and the two-page printouts showing values and formulas are proudly
displayed throughout the classroom. Especially impressive are student
explanations to parents when they demonstrate their working knowledge of
electronic spreadsheets. The Students: This project has been used
successfully with mainstreamed math classes in grades six and seven. It
would also be suitable for eighth graders. |
The Students: |
The Staff: |
What You Need: Materials Needed: Each team of
three or four students needs measuring instruments, a computer,
electronic spreadsheet software, a data disk and a data template
(homemade). This project used either an Apple and Appleworks software
or a Macintosh Classic and Microsoft Works. Overall Value: Middle
schoolers rarely use computers for mathematical applications. This
project combines classroom instruction, small group and individual
activities to expand students' views of computer applications. |
Overall Value: |
Standards: |
Dollars and Sense |
Category: Classroom Management/Intergroup |
Grades: 10 to 11 |
How It Works: "Dollars and Sense" is a
program that allows the students to utilize real-life situations while
learning to work with percentages. Each student is given a household
with a spouse and two children. The student will use the newspaper to
choose a career. He/she will make notes of the qualifications
(education, experience, etc.) necessary for the position. The student
will determine how much tax (FICA, FWT) and insurance will be withheld
from his/her check and then determine the net income. The student is
given a circle graph that shows how much of his/her net income may be
used for different household items (food, clothing, utilities, savings,
entertainment, etc.), He/she will then choose an apartment or house from
the newspaper and determine whether he/she will be able to afford the
monthly rent/mortgage. The student will then furnish the house or
apartment choosing furniture from the sales paper testing for
affordability. They may choose to ride the bus or buy a car. The car
must be chosen from the newspaper or a magazine. The student will go
through the same procedures to determine if it is affordable for
them. They will buy food and clothing for the family. The Student:
This program was used by twenty eighth- and ninth-grade students during
the first semester. |
The Students: |
The Staff: This program can be taught by any mathematics or Career Orientation teacher. |
What You Need: Materials: Weekend and
Thursday's newspaper, auto magazines, apartment and house magazines, and
mail order catalogs are needed. Outside Resources: No outside
resources are needed. |
Overall Value: The student will be involved
in the learning process and will be enthusiastic about
learning,"something relevant." This program can also be used as a
"Cooperative Group" project. It will teach and give the students the
opportunity to, develop interpersonal skills, conflict resolution
skills, life skills, and percents. |
Standards: |
Dolls Around the World |
Category: Global Education |
Grades: 2 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Dolls can be made from almost
any materials on hand, including paper, clothespins, spools, craft
sticks, and beads. Sewing may be incorporated into dollmaking
activities if desired. For the wooden spool dolls and the cornhusk
dolls, a local crafts shop provided materials at a discount. |
Overall Value: The response to the project by
children, teachers, and parents has been extremely positive. The dolls
are on exhibit at the New Dorp Library and a full-page article about it
appeared in the Staten Island Advance. Making dolls was equally
exciting for the boys in the class as for the girls. "My best example
of the project's success came when one of my boys made a doll for me
dressed in native costume with an accompanying story,," she recalls. |
Standards: |
DOUBLE DIP CHALLENGE |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Double Dip Challenge rewards
emotionally disabled students for behavioral and academic success
through group reinforcement activities at interim time and at the end of
the quarter. Students must commit to the challenge on the sign-up
sheet. This motivates them to demonstrate appropriate school behavior
as well as increase their academic efforts while meeting their
individualized education program goals and objectives.
The criteria for a specific quarter's Double Dip Challenge are
advertised on a large bulletin board in the ninth grade wing. The
students are then reminded several times daily of their challenge, and
they continue to work toward their goal. The bulletin board is changed
quarterly to give the "double dip" a new and creative twist. (e.g.,
double dip ice cream, double dip roller coaster, etc...)
Students learn responsibility and organizational skills that continue to
improve as expectations are raised in the Double Dip Challenge. For
instance, the first quarter challenge is a "C" or better in academic
areas; the second quarter is a "C" or better in all classes: the third
quarter is a "B" or better in academic areas; and so on. Each week, the
academic teachers involved post a list of students who have made the
grade for that week on the "double dip" bulletin board.
Students The Double Dip Challenge is presented to all 30 to 35 ninth
graders but can be adapted to any grade level. The challenges for each
quarter are presented during bimonthly class meetings. A student
monitors progress by looking for his or her name on the board each
week. The program provides ongoing motivation and increases students'
responsibility for attendance, class work, homework, and test
preparation, as well as organizational skills and appropriate school
behaviors. |
The Students: |
The Staff: The ninth grade team teachers and their instructional assistants implement the program. |
What You Need: The Double Dip Challenge is
displayed on a 12-foot bulletin board in the ninth grade wing.
Reinforcement activities take place in the cafeteria, on the school
grounds, or at area businesses (bowling alley or a restaurant).
Outside Resources Reinforcement activities include field trips
(Smithsonian museums, the National Zoo, Belle Haven Marina Park, area
restaurants). Some area restaurants have graciously given us discounts
for our group. Parents have contributed by funding part of the cost for
student field trips. With additional funding, students will be exposed
to theatrical and musical experiences. |
Overall Value: This program challenges
students with emotional and behavioral problems to be academically
successful. It encourages increased attendance and appropriate school
behaviors. The program then allows for reinforcement activities that
reward students for meeting the criteria of the "challenge." |
Standards: |
Down at the Bottom of the Sea |
Category: Mathematics |
Grades: 5 to 7 |
How It Works: The Coral Reef Experience began
as a method of involving the students in our land-locked part of the
world with the ocean and its inhabitants. We did hands-on experiments
involving objects sinking or floating, salt water freezing, charting
marine animal life spans, and setting-up and monitoring an aquarium
and its inhabitants. As we discussed the ocean's food chain, a new
development took place. The students, in researching their marine animal
reports and rehearsing their play about food chains, began to deal
with the subject of pollution and its effect on our world. They began
to realize the symbiotic nature of their world and the devastating
effects of pollution on everyone. They realized that if the coral
reefs were not preserved and cared for we would have nothing left of
them but recyclable materials. They decided to create a reef made
from all the recyclables to show this effect. We felt that this was a
real "bonus" in creative thinking and critical problem-solving which
grew out of the cooperative learning environment. |
The Students: Can be used for all
achievement levels in large and
small groups. |
The Staff: Classroom teachers |
What You Need: Any kind
of classroom. An
aquarium
would be helpful. The following
books, films, provide
helpful
information. Films: Shells BBC
Worldwide, Seashores BBC
Worldwide. Books: Ocean Life
by Lisa Rudy, Ultimate Ocean
Book -
Smithsonian, A Reef
Comes to Life - Sagaloff, Nat.
Life on a Coral
Reef - Bender,
Lionel. |
Overall Value: The students discovered a new
world. They have become concerned about recycling and what will
happen to our oceans, reefs, and their inhabitants. They have become
aware of the interrelationships in nature and have a much more global
view of symbiosis.
Students who have never experienced the vastness of the world's oceans
or pollution on a large scale became involved and concerned
individuals. They were quick to notice instances of oil spills and
other problems that could lead to animal extinction in the news media.
Their concern for recycling here at school gave them a new experience
at caring for our environment. |
Standards: |
Dr. D's DNA Dynasty |
Category: Science |
Grades: 8 to 10 |
How It Works: This learning experience
familiarizes students with biological concepts including structural
homology, evuolution and binomial classification. Students will: perform
academic research; model the naturalist's powers of observation in
field settings; analyze classical literature in light of scientific
debate; and create a puppet show based on the above. Research and
performance parameters may be adjusted to various ages, materials, and
time frames. Students begin researching animals of their choice in
response to reading, The Voyages of Dr. Doolittle. Students assume the
role of naturalist and devise hypotheses as to language capabilities in
the animal kingdoms. They record their observations and revise their
research while preparing for a puppet show. Students can create scripts,
scenery, posters, and papier-mâché puppets to act out various
perceptions. Exaggerated treatments such as melodrama or slapstick humor
result in entertaining application and synthesis of students'
knowledge. |
The Students: All levels |
The Staff: Classroom teacher |
What You Need: Materials for puppets; The
Voyages of Dr. Doolittle book. Field experiences might include museum
exhibits, zoos, and libraries. |
Overall Value: This experience motivates
participation in research and reflection. Characterization of animals
with puppets enhances critical and creative thought processes. Students'
understanding of scientific principles grow as puppet forms and scripts
are created. Scripting and production provide additional opportunities
for the practical application of knowledge. This experience offers
adaptability, sparks curiosity, and reinforces retention of scientific
principles. |
Standards: |
Early Intervention Through Puppetry Experiences |
Category: Health/Physical Education |
Grades: 5 to 6 |
How It Works: This project is based on the
peripheral problem associated with substance abuse: the need to keep
students actively involved in the process of educating their peers.
"The Early Intervention Through Puppetry Experiences" is unique because
elementary students participate by learning the harmful effects of
substance abuse through individual and group instruction (lesson, taught
by the classroom teacher), and through involvement with their puppets.
Once the students have learned its harmful effects, they will write
scripts about substance abuse based on their knowledge. These students
will present their skills to lower grade students within their school,
also teaching other students how to work with the puppets (i.e. being
role models), all the while enjoying themselves. Students role-play
their own written mini-scenarios, with their puppets, to younger
students. The content of the scenarios is substance abuse prevention.
The purpose of using puppets is not the mastery of puppetry, but the
enjoyment and fun of puppets in exploring attitudes and information on
substance abuse. DCPS Major System Priorities: Critical Thinking
Skills, Intergroup Relations. The Students: This project was
implemented in fourth and third grade classes of about 25 to 30
students. Both special education and regular students have successfully
participated. At least six lessons should be allowed before classroom
performances. |
The Students: |
The Staff: Kathy M. Salomon is a fifth-grade
teacher at South Hialeah Elementary and Community School. She is an
active member, and chairperson of school marketing, social and safety
committees. Ms. Salomon successfully coordinated the implementation
of,"The Early Intervention through Puppetry Experiences" within the
school to Pre-Kindergarten, Kindergarten, first, second and third grade
teachers. She is currently working toward an advanced degree at Florida
International University. |
What You Need: Materials and Facilities:
Puppets and DCPS curriculum on substance abuse. Outside Resources: The
following organizations can supply information on substance abuse:
Teenage Drug Problem Hotline, Al-Anon/Al-Ateen, Alcoholics Anonymous,
New Horizons, MADD, Glenbeigh Hospital, Highland Park General Hospital
and Jackson Memorial Hospital. |
Overall Value: Students explore attitudes and
gain information on substance abuse while enjoying themselves with
puppets. As a result, students, enhance their values and self-esteem,
improving attendance, academic performance and behavior. |
Standards: |
Eat, Drink And Be Healthy |
Category: Science |
Grades: 2 to 5 |
How It Works: Children use the nutrition
pyramid and a range of classroom activities to: classify key
nutrients, learn to read food labels, gain skill in selecting foods and
appropriate serving sizes for a healthy diet, distinguish between
healthy and unhealthy foods, learn how food affects their minds, bodies
and teeth The project culminates with a Snack Bar Tasting Party
planned and prepared by the,"food smart" students or chefs.
Students: This project was developed for a second grade class. It
can, easily be adapted for other grades, ability levels and bilingual
classes. Many of the materials needed are available in Spanish. |
The Students: |
The Staff: Susan Diamond earned a BA in
Education and an MS in Nutrition from New York University. As an
educator and Registered Dietitian she has taught at the elementary and
adult level. She is directing a nutrition and dental health research
project for grades K-8 at Harold Washington Elementary School where she
teaches second grade. |
What You Need: Materials And Facilities:
Children use customary school supplies, books and pamphlets, kitchen
utensils, computer programs, diaries, videos and dental health models.
Outside Resources: The National Dairy Council, the Dairy Nutrition
Council, the American Dietetic and the American Dental Associations
provide free materials, videos and guest speakers. Neighborhood
supermarkets offer tours and the Chicago Museum of Science and Industry
has a Nutrition Center for students. Parents help prepare food for the
class. |
Overall Value: Children learn what constitutes a healthy diet and gain valuable skills to achieve lifelong health and wellness. |
Standards: |
El Arte del Mundo Hispano |
Category: Foreign Language |
Grades: 6 to 6 |
How It Works: After studying art from the
Spanish speaking world, students research a Hispanic artist of their
choice and design a project to be presented in class and later exhibited
in an,"open-house" art exhibit organized by the students. This program
is designed to improve oral and written proficiency in Spanish while
exposing students to the cultures of the Spanish-speaking world through
art. A unit on Spanish art is presented by the teacher using videos,
slides, posters and art books to provide the students with the necessary
content related vocabulary and to familiarize the students with the
different styles and schools of art, i.e. realism, surrealism, cubism,
etc. When possible, a guest speaker is invited to speak to the classes
on a related topic in the target language. Students are also encouraged
to visit local museums and galleries to identify works by famous
Hispanic artists that are part of permanent collections here in Houston.
At the end of the unit of Spanish art, (2-6 weeks), students are asked
to choose a work of art by a Hispanic artist of their choice and to
prepare a project to be presented in class. Although more than one
student may choose to research the same artist, no two students are
allowed to present the same work of art. Selections are approved on a
"first come/first served" basis. The only guidelines provided by the
teacher for selection of a work of art are that the artist must be
Hispanic (including Hispanic born in the U.S.), and that the work of art
be in no way offensive. Once each student has chosen a work of art,
he/she is required to research the artist and the particular piece. The
student is assigned to write a short essay combining this information.
The essays are edited by the instructor, then returned to the students
for rewriting. The written and visual assignments are combined into a
project to be presented orally in class and later publicly displayed.
Students are evaluated on Spanish proficiency and quality of the
finished product. The projects are exhibited in an,"open-house" exhibit
during Hispanic Heritage Month, as part of the school's Columbus Day
Celebration. Projects are limited only by individual students'
creativity and imagination. Students: Currently about 150 students are
involved in this program. They are third year students of accelerated
and native Spanish speaking programs. This program could be adapted to
any level with minor modification and duplicated in any foreign language
class (French, German, Russian, etc.). |
The Students: |
The Staff: I developed this program as a
transitional device to move the students from the traditional
grammar-based, language learning method to a content and culture-related
language acquisition method. The classroom teacher is the primary
facilitator; however, guest speakers may enrich the program. |
What You Need: Materials: Videos, slides,
posters, art books and other related materials are, needed to
present the initial lesson. Students are encouraged to visit local
museums and galleries, as well as shops specializing in art-related
merchandise. Outside Resources:Guest speakers can include local
artists, museum docents, and teachers of other disciplines. Students
are also encouraged to use, the Houston Public Libraries and local
university libraries to research, their subjects. |
Overall Value: "El Arte del Mundo Hispano" is
designed to promote oral proficiency in a target language, while
exposing students to culture and history through the world of art.
The,"open-house" art exhibit allows the students to share their language
learning experience with their families and the community-at-large,
thus enhancing their self-image and overall confidence in the language. |
Standards: |
Electronic Investigators |
Category: Science |
Grades: 9 to 10 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Science and computer teachers
are involved in this project; collaborative meetings are held weekly to
discuss specific science projects that will be assigned to teams of
three students. Basic materials are a computer, modem, communication
software, printer, and telephone line. Either the Apple or IBM platform
can be used. |
Overall Value: Many students do not actively
participate in school and simply sit passively in class. When children
are working together in group projects, they feel that they are part of
the educational process. "Children learn a great deal from each other.
Telecomputing allows groups of children to collect and share
information and to think critically. In the process, they learn
collaboration, teamwork, and social skills," explains De Marie. |
Standards: |
Electronic Journals |
Category: English/Language Arts |
Grades: 5 to 10 |
How It Works: The Program Electronic Journals
gives each student a chance to "talk" to the teacher. Students use a
word processor to demonstrate their knowledge and understanding of the
books they are reading; the teacher reads their electronic journals and
responds on the same disk. All students have data disks on which to
save entries and responses. Initially, the teacher takes each student's
disk, writes a letter explaining the procedure, and gives a writing
prompt. Students make entries weekly and follow the teacher's
directions. Students read at least two books each quarter. In addition
to the reading journal, students prepare book projects: formal
presentations which again take advantage of computer technology.
Students produce slide shows with animated scenes from their books, book
covers, etc. They combine computer graphics with drawing and telling
to create a "multimedia" project. The Students: Originally designed to
meet the needs of a gifted student who had difficulty with the physical
process of writing, the program has been expanded to include other
students. The project would work with students grades three and up. The
only limit is the availability of computer time. |
The Students: |
The Staff: |
What You Need: Materials Needed: Any computer
with word processing and graphics software would work well. This
project used an Apple IIGS with color monitor, AppleWorks 3.0, and
Paintworks Plus software. Overall Value: This program allows direct
interaction between student and teacher through technology. While the
program results in increased fluency in reading and writing, and
increased use of technology, it can also generate contagious excitement
in the classroom. |
Overall Value: |
Standards: |
Ellis Island: An Immigration Simulation |
Category: English/Language Arts |
Grades: 9 to 9 |
How It Works: In preparation for a team trip
to Ellis Island, students plan to simulate the immigration process on
the busiest day of Ellis Island - March 27 1907. Groups of two to four
students are asked to select a |
The Students: |
The Staff: Four seventh grade homeroom team
teachers, one special education team teacher, a study skills team
teacher and a high school foreign language teacher are more than enough
to supervise this activity. It could be expanded to include
library-media specialist, guidance counselor, nurse, health/physical
education, and anyone who wished to participate. |
What You Need: The necessary items for an
immigration simulation include a cafeteria or gymnasium, tables and
chairs, large poster board or newsprint roll, oak tag for,"inspection
cards," a public address system or microphone and amplifier, optional
video camera and tape. Standard classroom supplies and equipment are
also needed. |
Overall Value: Role playing, collaborating,
researching, and socializing fosters positive self esteem, creativity,
interdependence, and application of knowledge in a real-life learning
environment that promotes success for every student. It also reinforces
strategies for solving problems that have more than one solution.
Students are able to integrate subject, area skills in new and creative
ways and to interact with older students in a meaningful way toward a
common goal. All students were excited and enthusiastic about learning.
Students stayed on task to meet a standard of excellence. Everyone
enjoyed a learning experience. |
Standards: |
eMate Pilot Program |
Category: Technology |
Grades: 7 to 8 |
How It Works: This research is evaluating the
impact of one-to-one immersion in portable computing with Apple's
eMate laptop. The eMate Pilot Program provides every fifth-grader and
fifth/sixth multi-age classroom student at Mantua with an eMate laptop
computer for his or her use at school, at home, and on field trips.
Students use the eMates to gather and organize information, analyze
data, complete assignments, and to develop and perfect keyboarding
skills.
As we approach the third millenium, new technologies are influencing the
current paradigm of how teachers teach and students learn. We want
to know what changes, if any, will be observed in students' academic
achievements as well as in their attitudes toward learning as any
time, anywhere users of the eMate. Furthermore, we are examining
attitudes among teachers as they become daily users of technology as a
tool for instruction and assessment. We will document how use of the
eMates alters teaching styles, philosophy, and delivery of
instruction.
Baseline and one year data in the form of student, teacher, parent, and
administrative surveys will be collected. Student projects completed
with the eMate will be evaluated, as will student, parent, and teacher
anecdotal journals. "Type to Learn" pre and posttests will be
administered to all program students. Writing samples from randomly
selected students will be evaluated at six-month intervals.
Performance of our fifth grade students on the Virginia Standards of
Learning technology assessment will be compared with that of other FCPS
fifth- graders. Additionally, we will analyze teacher use of "Learner
Profile", a student performance assessment tool. |
The Students: One hundred seventy eight fifth
graders and fifth/sixth multi-age students are participating in this
pilot program. In addition to general education students, the project
includes learning disabled (LD) students, those for whom English is a
second language (ESL0, children in our Gifted and Talented Center (GTC)
and deaf students from our Total Communication Center (TCC). |
The Staff: Three general education
sixth-grade teachers, four general education fifth-grade teachers, one
TCC fifth-grade teacher, two fifth/sixth multi-age GTC teachers, our
ESL teacher, two LD resource teachers, and our technology resource
teacher form the eMate pilot program team. The team meets weekly to
discuss professional and instructional use of the eMates, to design
data collection instruments and analyze information, and to prepare
conference presentations and publishable reports. |
What You Need: The eMate 300 is small,
durable, portable computer that uses Apple Newton technology as a
means to deliver accessible computing. It features a student-size
keyboard, infrared capabilities for instant communication and
collaborative learning, and easy connections to desktop computers-both
Mac OS and Windows- based PCs. The eMte comes with integrated
software that includes word processing, draw3ing, spreadsheet and
graphing clculator functions, as well as calendar, appointment book,
and "to do" list applications.Funds to purchase the initial eMates were
provided by Texaco Refining and Marketing, Inc., following a settlement
with the Mantua Citizens' Association.
Personnel from the Department of Information Technology and the Office
of Program Evaluation serve as resources to the inquiry team as needed. |
Overall Value: The eMate Pilot program is
expected to extend students' educational experiences beyond the
classroom, creating a distributed learning environment that allows
students and teachers to take advantage of a full range of
technology-making learning more meaningful, effective, and engaging. It
is expected that eMate will be especially beneficial to those students
without computer access in the home, and to those students who may be
underachieving while utilizing a traditional binder, assignment book,
and pencil. The eMate will provide visual access to learning and
enhanced collaboration and communication for our deaf population,
expanding their educational and cultural opportunities.
Furthermore, the emate program will provide an excellent model, worthy
of replication, for the daily use and integration of technology into the
standard curriculum of "wall-less" classrooms within Fairfax County
Public School for the 21st Century! |
Standards: |
EMBARKING ON A LIFETIME VOYAGE |
Category: Special Education |
Grades: 11 to 14 |
How It Works: Embarking on a Lifetime Voyage"
is an exciting, multifaceted program in which students develop a
variety of skills while gaining important insights into character traits
which can lead to a successful and fulfilled future. This program ties
together a variety of activities and projects in the four major
disciplines.
The overarching theme of "voyage" gives coherence and a sense of
adventure to students. While each of these areas has a different
approach to the issue of "voyage," the underlying themes of integrity
and personal responsibility resonate. In mathematics, students use
computer technology to create a logo for their own lifetime voyage into
creation. In science, the scientific methodology employed in a classroom
experiment. In history, the study of Greek culture and The Odyssey
demonstrate the timelessness of human struggles with imperfection. In
English, students combine literature with the excitement of interviewing
and intergenerational guest speakers. Students discuss what they have
learned about integrity, with an emphasis on making sound choices in
life's large and small decisions.
The next phase of the project involves group interviews and finally each
student conducts his or her own interviews. Students select an
individual whom they believe represents a model of integrity; these are
often senior citizens.
Interviews are recorded on paper, via audio or videotape. At the end of
the project, students present the results of their interview to the
class and submit a written assessment of their experience.
|
The Students: |
The Staff: John Benoit, Mary Jean Faulkner, Gary Fleming, and Joseph Viola Bristol Eastern High School, Bristol |
What You Need: Materials include the novel A
Night to Remember by Walter Lord and other short stories, The Odyssey by
Homer, access to computers with graphics, string and measuring
instruments.
|
Overall Value: "Embarking on a Lifetime
Voyage" is a lively, interactive, interdisciplinary and
intergenerational learning experience. The guest speaker interviews give
students an opportunity to test and sharpen their skills in writing and
asking questions, analyzing and presenting responses. Subsequently, in
selecting their own interviewee, they have a chance to utilize the
skills, which they have been rehearsing for a semester. Students learn
in a dramatic and interesting way that integrity and responsibility are
complex concepts and an ongoing choice in their own lives.
The project energizes and inspires students, involving them in actively
thinking about the patterns in their lives and their hopes for the
future.
|
Standards: |
Emerson Field Study Program |
Category: Science |
Grades: 8 to 11 |
How It Works: Guiding Principles: #2
Students communicate effectively in mathematics and science #5
Students understand their roles in the natural world #7 Students attain
and apply essential knowledge and skills of mathematics and science
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. I1 Record results of experiences or activities
and summarize and communicate what they have learned. 5A: Students
apply mathematics and science concepts to demonstrate an understanding
that natural systems, including human systems, are cyclic and
interconnected. I1 Describe a food web and food pyramid. I2 Describe
roles in a community. M1 Describe the law of the conservation of
matter. M2 Describe some specific cycles of matter. M3 Describe
the influence of abiotic and biotic factors on biotic communities. 5B:
Students demonstrate an understanding of their role in the natural world
and how to take responsibility for the impact on it. I3 Identify and
explain some of the impacts that human beings, as a group and as
individuals, have on their environment. I4 Describe the concept of
waste. 5C: Students understand that human impact on the environment
can include more effective management of resources and reduction of
harmful effects. M3 Use measurement tools to quantify environmental
conditions. 7.1C: Students understand and apply concepts of data
analysis. M2 Use a variety of organizers to organize data that they
have generated. 7.2B: Students understand how living things depend on
one another and non-living aspects of the environment. I1 Describe a
food web and the relationships within a given ecosystem. I2 Explain
the difference between producers, consumers, decomposers, and identify
examples of each. I3 Compare and contrast physical and living
components of different biomes. I4 Investigate the connection between
major living and non-living components in a local ecosystem. M1
Describe, in general terms, the chemical processes of photosynthesis and
respiration. M3 Describe succession and other ways that ecosystems can
change over time. S1 Illustrate the cycles of matter in the
environment and explain their interrelationship.
The Approach In this FIELD STUDY, students plunge into the laboratory
at their doorstep. A local saltmarsh, forest and pond become prototypes
of ecosystems and how they work. Students gain first-hand knowledge of
how these ecosystems function and how our very existence depends on
maintaining a healthy environment. In the classroom, introductory
activities prepare students for meaningful field experiences. Out in the
field students compare and contrast the various physical and living
components of the three different ecosystems using a variety of tools
including thermometers, hydrometers, specimen collecting tools, ph
meters and field guides. They organize their findings on graphs and
charts. Each student keeps a scientist's journal. Through their
investigations students see the impact of humans on their environment.
Data gathered allows students to predict possible future dangers to the
environment and to develop environmental management plans. A pre-test
is used to assess students' prior knowledge. Journals are used to
measure growing student understanding as the unit progresses.
Non-traditional, multi-day group tests allow students to create posters
and diagrams to show what they have learned from their experiences. The
research paper is a work product which assesses communication skills and
demonstrated understanding of ecological principles. This and other
student-created products are also used for assessment (ongoing during
the project). During the project, students are observed and guided
when needed. The major formal assessment is a student created poster
describing the three ecosystems. Based on data from their observations
and research, the posters demonstrate that students have a knowledge of
cycles in nature (water, nitrogen and carbon dioxide) energy pyramids
and other relationships in the ecosystems. The posters also demonstrate
their understanding of basic ecological terms. |
The Students: |
The Staff: |
What You Need: Activities in this unit can be
adapted to a variety of ecosystems. The saltmarsh activity can be
omitted (if one cannot get to the shore) and the unit will still be
effective. Terraria are built from 2-liter plastic bottles and utilize
local plants. Measurement tools are required, including hygrometers,
thermometers and ph paper. Internet and CD-ROM resources support student
research. This unit takes between five and six weeks to complete. |
Overall Value: This project starts with
contained classroom experiences and then gives students opportunities to
expand and practice their understandings beyond school. Seeing how the
same principles apply in very different settings helps students begin to
understand that "generalizable" principles can describe the world.
Students see field trips as class experiences rather than "add-ons" or
"fun time."
This approach connects to other disciplines and the world outside of
school in concrete ways. On field trips, math concepts are applied to
data analysis and ecological principles become visible in the students'
local environments. The student research paper is incorporated into the
English curriculum, including necessary research and writing skills.
Students develop confidence by jumping in to the "unknown waters" of
this unit's concepts and field methods in this unit, which must then be
applied to new situations. They practice recognizing ecological concepts
in different sites and analyze them to see how the different factors
interact with the others. Parent and community volunteers are also
involved to support the budding scientists. |
Standards: |
Encounter Space 2000 |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
English (Advancing Literacy in Schools) |
Category: Arts |
Grades: 2 to 10 |
How It Works: Advancing Literacy in Schools
is an interactive program to advance the reading and writing skills of
students. This team project builds on A.L.I.S. activities at all grade
levels. It is based on the writing process approach to language
learning. Because 1994 is the International Year of the Family, the
project focuses on cultural diversity and home-school connections.
Every student is involved in a "buddy interview" and a short biography
is written with a photograph attached. Biographies are compiled into
family albums. Students create lyrics to describe the A.L.I.S. Family
and sing the songs at the Beaubien School Open House. Teachers
videotape and photograph activities all year. Students: Students
in 1st, 3rd, 5th and 7th grade classes are involved in this program.
There are approximately 30 students per class, ranging in age from 6 to
14, with achievement at all grade levels. |
The Students: |
The Staff: Mary Clancy, 3rd grade teacher,
holds a BS from DePaul University. Sherry Kasten, 5th grade teacher,
holds a BA from Northeastern Illinois University. Mary Nestler holds a
BA from Northeastern Illinois University. Debbie Solka, 7th grade
teacher, holds a BA from Northeastern. Judy Trammell holds a BS and an
MS in Teaching Reading from Chicago State University. |
What You Need: Materials And Facilities:
Materials and equipment needed include a camera, film, a video camera
and tapes, paper and bookbinding materials. Teachers and students meet
with their assigned cross-age classrooms once a week to get to know each
other in their classroom settings. Outside Resources: Parents,
community members, senior citizens, business people, elected officials
and others are invited to share traditions, songs and dances, to
demonstrate artifacts and cultural backgrounds. |
Overall Value: This program strengthens home,
school, cultural and neighborhood connections. Reading and writing
skills develop as students work and share with one another. |
Standards: |
Enriching the Advanced Placement Calculus Program |
Category: Mathematics |
Grades: 14 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials consist of Texas
Instrument TI-81 graphing calculators and a viewscreen, an overhead
projector, and the manual Calculus Activities for the TI-81 Graphic
Calculator, by Dennis Pence. |
Overall Value: The use of the graphing
calculator and audiovisual equipment in advanced calculus has been truly
motivating for students. The graphing calculator is,"a challenging
piece of equipment that inspires interest in mathematics," comments
Balasiano. "The use of the graphing calculator in the Advanced
Placement calculus syllabus created a feeling of unity among the
students as they worked together to discover higher level concepts in
mathematics," he notes. |
Standards: |
ENTERING THE LOOP: INCREASING CLIENT/SERVER COMMUNICATION |
Category: English/Language Arts |
Grades: 7 to 14 |
How It Works: "Out of the loop." This is the
phrase many students use to describe their position in the decision
making process in education. Although clients of the system, they have
very little input into decisions which impact them directly. One reason
these clients have little input is because they have very little contact
with the servers, the people responsible for educational decisions. To
respond to this need for more communication between clients and servers,
this project directs students to research a topic which currently
impacts their education. After collecting data, students discuss topics
with educational decision-makers.
The use of standardized tests (CAPT, SAT) to improve curriculum is the
topic for discussion. Working collaboratively, students collect,
analyze, and evaluate test data. They examine articles on assessment and
materials provided by both the school system and the State Department
of Education. After formulating questions and pinpointing issues of
concern, they interview and confer with the school system's director of
curriculum and instruction and an official from the State Department of
Education - Division of Teaching and Learning. In addition, students
write formal letters outlining their positions on the topic to each
decision-maker, and each decision-maker responds with a letter. Another
topic for discussion is block scheduling which is currently under
consideration for implementation in the high school in September, 1997.
After the conferences, the teams examine the information gathered and
discuss the advantages and disadvantages of block scheduling and its
impact on education at the high school. As the final step in the
project, each student composes a formal letter of support or opposition
and directs it to the decision-makers.
|
The Students: |
The Staff: Marie Scully Gray |
What You Need: Internet access and research articles. |
Overall Value: This project, adaptable to
many grades and topics, features large group instruction, small group
instruction and interaction, collaboration of individuals at all levels
of the educational structure, teacher assessment, and student
assessment. Students work collaboratively to obtain information through
various media, to think critically and formulate probing questions, to
develop and support informed opinions on a topic relevant to them, and
to engage in dialogue with those directly responsible for making
decisions concerning it. Students learn valuable life skills - how to
effectively express and support their opinions so as to have input into
the decision making process. Most importantly, students experience
success. They learn that they don't have to be "out of the loop;" they
can be part of the decisions which affect their education.
|
Standards: Learning Skills Positive Self-Concept
|
ENVIRONMENTAL ALPHABETS: CONNECTING SCHOOL AND HOME |
Category: Science |
Grades: 1 to 6 |
How It Works: Each year, as part of a larger
study in which students research a natural environment and then with
varied art materials construct the studied environment in the classroom,
the teacher provides a homework assignment for families to do together.
The goals of the assignment are to give families a concrete way to
connect with the student's current study; to involve families in reading
about and researching the environment together; to give an opportunity
for student and family to "show off" their artistic or research talents;
and most of all to promote positive interactions between families,
students, and the school learning environment. With their family, each
student is given the task of creating a poster for a specific letter of
the alphabet based on the current environment being studied. The
description encourages flexibility in thinking, using a variety of media
to create the poster. Families are encouraged to pursue their own ideas
within the framework of the assigned letter and environmental topic.
The posters, labeled with the families' names, are displayed in
alphabetical order with a title in the school hallway.
The family alphabet is an integral part of an evening presentation of
the environmental study by the students. Over the past five years,
families have produced alphabets for these environments : the rain
forest, the ocean, the desert, the northern forests, and the African
Savannah. Every year families and teachers marvel at the creativity and
variety of ways this assignment is completed. Families get involved,
spend time and work together on a school project. Children have an
opportunity to see adults involved in the learning process as good
models of life- long learning.
|
The Students: |
The Staff: Anne Cuyler |
What You Need: Research materials and poster board. |
Overall Value: It is the goal of this project
to bring parents, students, and school personnel together to celebrate
the incredible diversity of earth's natural environments. Creating the
alphabet posters allows children, families, and teacher opportunities to
learn more, to share together and marvel at the wonders of this earth.
Opportunities for learning cover a broad range of skills like reading
for information, summarizing and presenting research in an interesting
compact format. Collected information and interest expands with so many
people involved. The effects are long lasting. Children take pride in
what their families accomplish together. They remember the environmental
study and their part in the family alphabet.
|
Standards: Intellectual Curiosity Learning Skills
|
ESL THROUGH RHYTHM AND SONG |
Category: Arts |
Grades: 3 to 5 |
How It Works: By listening carefully and
using percussive instruments they've made themselves, children repeat
rhythmic patterns given in English. Next come "call and response"
exercises which become gradually more challenging. Children learn
favorite songs, read books based on songs, and improvise and dramatize
familiar short stories.
Finally children write and recite their own songs/poems, which are copied into a class book that is shared with parents. |
The Students: The project was developed with a
first grade Spanish bilingual class. It is easily adaptable for other
ages and for a range of ability levels. |
The Staff: Clare Billingham holds a master's
degree and has taught in the Chicago Public School's Bilingual Program
for 24 years. She received a Golden Apple Award in May 1997. |
What You Need: The following items are
needed: coffee cans and rhythm sticks or other percussive instruments;
music CD's or tapes; paper; crayons; paint; markers. |
Overall Value: Children develop
self-confidence and become less fearful about communicating in their
second language. Under the guise of having fun, they forget themselves
and speak more English. |
Standards: |
ESL Through Whole Language |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Students learn English in a
bilingual classroom while having fun in stress free environment. They
integrate all subjects through direct experiences with materials, trips
and celebrations. Diverse activities involve - reading high-interest
books which provide focused practice, writing their own stories which
serve as texts, listening to good literature read in both English and
Spanish, reading good trade books in both languages every day
Students begin to read sooner through this program. Related math and
science activities expand learning. Students also share a cooking and
baking unit with an English speaking classroom group in their school.
Students: Planned for a first grade bilingual group, this program
is extended to include a class in the mainstream program. It can be
adapted for other elementary grades. |
The Students: |
The Staff: Fluent in Spanish, Ms. Billingham
holds a Masters Degree from National Louis University and a Bachelors
Degree from Northeastern Illinois University. She has taught at Otis in
the Bilingual Program for 19 years and has received numerous grants and
awards. |
What You Need: Materials And Facilities:
Implemented in the classroom, this program requires an easel for big
books, ample paper supplies, numerous trade books and sequential story
books. It is useful to have a tape recorder, overhead projector, VCR
and television available. |
Overall Value: Students' speaking abilities
improve through interaction with others in natural learning situations.
Vocabulary builds quickly and easily as children talk and read
together. Self esteem increases as children interact with mainstream
program students on an equal basis. |
Standards: |
ESL Voices Project |
Category: English/Language Arts |
Grades: to |
How It Works: An adaptation of the Golden
Eagles: A Historical Project (see IMPACT II catalog, 1993), the ESL
Voices Project uses a monthly newsletter format to showcase the, writing
of elementary school English as a second language (ESL) students. The,
two-page newsletter is produced on a computer and distributed to all
students at, the school. Students gain a knowledge of the writing
process and understanding, of writing for a specific audience: their
peers. A student editorial board, participates in the selection,
editing, and proofreading of student work. The, newsletter is designed
to involve as many students as possible, with a celebration, of the
strengths and diversity of ESL writers as the focus of each issue. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
ESP-EMPLOYABILITY SKILLS PORTFOLIO |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: ESP--The Employability Skills
Portfolio involves students who are emotionally disturbed and learning
disabled in the process of creating and maintaining their own
career-related portfolios. Students collect evidence of employability
skills in academics, personal management, and teamwork, as well as
records of learning styles, interests, and vocational assessments. They
learn more about their strengths and abilities, what accommodations are
and what types of accommodations can help them succeed in the classroom
and on the job, and the skills necessary for self-determination,
independent decision making, and self-advocacy. The program focuses on
specific skills at different levels. At the initial level, students
complete learning styles inventories, increase their levels of
participation in the individualized education programs (IEP), visit the
Career Center, and make initial contact with community resources. Later
levels use the Armed Services Vocational Aptitude Battery (ASVAB) and
provide instruction in resume writing and interviewing techniques. The
portfolio provides storage for resumes, letters of recommendation,
copies of all records, including scores on Scholastic Aptitude Tests and
IEPs. In addition, the portfolio contains a personal computer disk and
hard copy evidence of progress toward employability skills. Students
All students participate in the ESP process through one or several
classes. |
The Students: |
The Staff: The program continues from 9th
through 12th grade and involves teachers in basic skills resources, all
core subject areas, and computer applications. |
What You Need: Students use many computer
resources, including resume writing programs, interest inventories, and
aptitude tests. Students also use supplemental resources designed to
provide understanding of the IEP. All activities take place within the
classrooms, the Career Center, and the lecture hall of the high school.
Field trips to vocational centers and to Northern Virginia Community
College (NOVA) take place by grade level. Outside Resources Outside
resources include the high school Career Center, NOVA, ASVAB, the
Transition Counselor, Department of Rehabilitative Services, and people
in the community. |
Overall Value: This program increases
students' awareness of the need for planning for the transition from
high school to college or a career. As students practice within the
controlled environment of the classroom, they increase self-confidence
and proficiency in the skills needed to succeed. If their career plans
are unformed, they have opportunities to consider various possibilities
that relate to their interests and abilities. |
Standards: |
ESTABLISHING A STUDENT LEARNING TEAM ENVIRONMENT |
Category: Instructional Inquiry |
Grades: 2 to 8 |
How It Works: This study seeks to identify
"What happens when students work collaboratively in student learning
teams to identify topics for research and develop multimedia projects
that present their research?" The team looks at students' interaction
and performance in a student learning team (SLT) environment that
emphasizes working collaboratively and learning through inquiry and
reflection and encourages students to demonstrate their strengths.
Students Students in one fourth grade class and one third grade class
work in four-student SLTs to complete multimedia research projects.
They research a specific topic to gather information that is
incorporated into HyperStudio multimedia stack presentations. The
presentations are shared with other classes, and selected stacks are
incorporated into the school's web page to be shared globally. |
The Students: |
The Staff: Two classroom teachers and the
technology resource teacher compose the inquiry team. An instructional
assistant, the librarian, and special education teachers help the SLTs
when needed. The team meets to plan the units of study related to
Program of Studies topics and the available research resources, such as
library and Internet. The inquiry team meets one half day per month with
the school's teacher-researcher team to design the data collecting
instruments, analyze and discuss the data, draft a findings report to be
shared at conferences, and prepare a final report for publication. |
What You Need: The project requires Internet
access and library materials, multimedia computer stations and
HyperStudio software, and a web page program, Claris Homepage 2.0. The
software Data Collector is used to analyze qualitative data. SLTs meet
twice a week for 45-minute blocks in the computer lab or the library and
during free time at classroom computer stations.
Outside Resources The Office of Educational Planning personnel serve as
resources to the inquiry team as needed. PTA staff development funds
support the teachers who disseminate the project information at
workshops and conferences. |
Overall Value: By conducting this research,
the team examines theories of learning related to collaborative
learning. The team hopes that as students take active leadership roles
such as teaching others new skills and offering creative ideas for the
project, they will demonstrate their abilities to work collaboratively
to research information and complete a project, reflect on their
learning, and feel successful about their accomplishments. In addition,
the team hopes to assess the SLT model to determine the value of
implementing it schoolwide. |
Standards: |
Etching, Sketching, Writing, Reciting,
Framing, & Proclaiming |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: My comprehensive portfolio
program provides for authentic assessment via the media of writing,
art, drama, and research. Objective tests have serious limitations in
probing higher levels of the cognitive domain and in tapping multiple
intelligences. Since the forum for authentic problem solving is the
real world, my students must learn to apply mathematical concepts in
diverse ways, employing a variety of media and focusing on a specific
audience. Through the use of exemplary models, self-evaluation
guides, and editing rubrics, the students critique their favorite
projects in the quest to transform "good" into "great." As the
students transform their working portfolios into showcase portfolios,
they document their progress in applying and communicating
mathematical concepts. A comprehensive project on the life and times
of a great mathematician represents the culmination of the students'
efforts and encourages them to make multicultural connections. |
The Students: Designed for Algebra
I and
Honors Geometry
students, the activities can be
modified for any
group size or
ability level. |
The Staff: Classroom teacher |
What You Need: The
pre-writing and editing
activities, the presentations, and
the display of student work
occurs within the classroom.
The students provide their own
materials; although to have
markers, tape, scissors, and
colored
paper available is
desirable as the students work
on short writes in
class. Packets
of writing-to-learn activities for
Algebra I and
Honors Geometry
are available upon request. |
Overall Value: ETCHING AND SKETCHING: In
order to communicate mathematical concepts cogently, students must
learn how to delineate problems precisely, to model abstract
principles, and to select media judiciously. The student-artists produce
several drafts of a project and experiment with nontraditional
formats. WRITING AND RECITING: This portfolio program includes
elements of the Writers' Workshop model in order to demonstrate that
problem solving is a creative process that evolves in dialogue with a
community of researchers. FRAMING AND PROCLAIMING: Artists who have
framed their messages effectively have engaged in critical thinking
and have attended to the audience's needs. The process of researching
and refining culminates in the excitement of proclaiming--of sharing
insights and displaying masterpieces! |
Standards: |
Ethnobotany: Cultural Uses of Plants |
Category: Global Education |
Grades: 9 to 14 |
How It Works: Students learn about a plant
which is used in their culture for medicine, food, fiber, or other
purposes and then employ scientific techniques to test the properties of
their plant. In this way they are able to learn more about their own
culture in the context of a scientific study about plants.
Students interview older relatives or friends about an important plant
used in their culture. They collect as much information about this plant
as they can via oral history as well as utilizing library and Internet
resources. They write a paper about the plant.
The second phase of the project entails designing and carrying out a
safe control experiment about the plant. The student collects fresh or
dried plant material and makes an extract or tea from it. The experiment
must test the plant for one of its alleged properties to see if the
plant really works for its intended use. Here are some examples of
appropriate titles for experiments: "Does Aloe vera really help speed
the healing of burns and cuts? Does Eucalyptus make good insecticide?
Does Mint tea help freshen the breath? Does Garlic have antibiotic
properties which help to cure a cold? Can banana stalks be used to make
paper?" It is important that the experiment follow good safety
precautions. Plants which are illegal, poisonous or uncommon food
substances should never be ingested or experimented with.
Once the experiment is completed, students make a poster about the
project and present their findings to the class and/or at the school
science fair. |
The Students: |
The Staff: High School students in biology,
ecology, nutrition, or environmental issues classes participate. It can
be adapted to middle school students taking life science classes or
integrated into a course on world cultures. It works well in ESL
classes.
The program is implemented by a science teacher. |
What You Need: Library and Internet resources
are needed for the research phase. For the experimental part, students
will need samples of their plant materials and access to generic
scientific equipment such as microscopes, petri dishes, scales, rulers,
etc. They need poster boards and art supplies to complete the poster
presentations.
Older relatives of students, friends, and guest speakers with a
knowledge of plants and culture are consulted. Books about medicinal and
food plants are helpful. |
Overall Value: By learning about a plant that
the student uses in his or her own culture, the theme of multicultural
awareness and appreciation can be integrated into the science
curriculum. Students learn that traditional knowledge and the experience
of elders is important. They learn that the scientific method can be
implemented to discover what is valid and invalid.
The program encourages students who may be underrepresented in the
sciences to develop an interest in science by starting from a vantage
point that is relevant to them. This approach helps lead to a deeper
interest in science such as the study of nutrition, health and anatomy,
physiology and biochemistry of plants. It offers limitless possibilities
for science fair topics and gives students confidence in their ability
to conduct research. |
Standards: |
Everyone Needs a Home |
Category: English/Language Arts |
Grades: 5 to 8 |
How It Works: Everyone Needs a Home is a unit
where students learn about a contemporary social problem, and offer
community service. Students read The Stone Fox by John Gardiner, a book
about a boy and his grandfather living in Wyoming in the 1920's who are
about to lose their home and farm. Although I use The Stone Fox as the
basis for my unit, there are a number of other quality books dealing
with a similar theme that could be used equally well. After reading the
book and completing the study guide, students write about and draw
pictures of their own homes, and compile information about houses/homes
from ancient times to the present. Students then are introduced to the
problem of our homeless population through the video "Shelter Boy" and
current newspaper articles. They also view a video about Good Samaritan
Shelter in Santa Maria. The class puts together a school-wide drive to
gather used toys and books for the local shelter. They make posters to
display throughout the school, visit classrooms to tell about the
project and ask for donations, give reminders over the school's morning
report broadcast, collect and store donations received. Various small
groups of students deliver donations to the shelter with the teacher on
three different occasions. The initial unit takes about four to five
weeks plus an hour or two per week for two months to keep the drive
going. Students read quality literature, gain an understanding of a
contemporary social problem and a sense of self-worth by helping others,
practice varied communication and organizational skills. Although the
pupils realize they cannot solve the problems of the homeless, students
do discover that they can make life more enjoyable for children who are
living in the shelter. These children usually have very few books and
toys of their own and the shelter lacks these items as well. Some of my
students even spent their own money to buy new toys (contrary to our
stated aim). This is a real life community service lesson that leaves
students with a genuine sense of pride and accomplishment. State
Frameworks: The English/Language Arts Framework emphasizes the need to
use high quality literature selections in which the student encounters
values such as truth, justice, and compassion through interesting
stories and memorable characters. The History/Social Science Framework
encourages students' participation in school and community service
activities. The Students: This project was done in 1991-92 and 1992-93
in a regular class of 30 fourth graders. The project is suitable for use
with 3rd through 6th grade classes with an appropriate level book used
as the basis for the unit. |
The Students: |
The Staff: I have been an elementary teacher
for 29 years. I also have a librarianship credential. I am the
Operations and Training CWO for the 7th Training Command, California
State Military Reserve. I am President of the Santa Maria Public Library
Board of Trustees and serve occasionally as a volunteer at the Good
Samaritan Shelter. |
What You Need: Facilities and Materials:
Copies of The Stone Fox or other suitable book, a copy of the videotape
"Shelter Boy" (available through the Santa Barbara County Education
Office), and basic art and writing materials are needed. The reader's
guide, bibliography, student samples and suggested sequence of
activities are available in the teacher packet. Outside Resources:
Current articles from newspapers and magazines may be used. The teacher
may wish to visit a local shelter before presenting the unit. |
Overall Value: |
Standards: |
Experiencing Microscopes In Science |
Category: Science |
Grades: 6 to 10 |
How It Works: By learning to use a
microscope, students become acquainted with a variety of plants and
animals, observing their characteristics at the cellular level.
Students: learn to prepare slides, record and diagram their
observations, gain new insights into the world of science The
Students: This program is readily adaptable for regular, special
needs, or gifted students in grades four through eight. |
The Students: |
The Staff: Judith Mims has taught
intermediate grades and Learning Disabilities for fourteen years. She
holds a BS from National College of Education and an MA from Chicago
State University. She was Teacher of the Year at John L. Marsh School
and has received an Oppenheimer Family Foundation grant. |
What You Need: Materials And Facilities:
This project requires enough microscopes for students to be able to work
in pairs or individually, slides, slide covers, droppers and other
laboratory equipment. Space in the classroom is also needed to set up a
"microscope center." Outside Resources: The program is enhanced
by a visit to the Museum of Science and Industry. Scientists and
medical professionals can be invited to speak to the class. |
Overall Value: Students develop microscope
skills and an overall interest in science and gain effective verbal
presentation skills as they record and share their observations. |
Standards: |
EXPLORASTORIES |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "Explorastories" is a
cross-curricular project providing students with opportunities to
explore a story while identifying and comprehending the main idea,
details, facts written in work, and briefly summarizing their story.
The classroom teacher engages the students in an introductory lesson
focusing on the appropriate elements needed to summarize a story. The
teacher continues these techniques through an Explorastory outline
completed by each student. Next, the student prepares a final
copy/script on chart paper to be read in the final presentation.
The art teacher meets with each student to provide guidance with
artistic enhancement of a favorite part of their story. The music
teacher provides each student with an opportunity to musically express
their own ideas and emotions. This experience enables each student's
presentation to begin and end with a musical piece which will enrich
specific story elements. Lastly, volunteer parents video tape each
student reading their Explorastory accompanied by musical interludes, as
well as displayed story props, book jackets, and background
enhancements. A final video program takes place at an Explorastory
evening school event.
The purpose of this program is to provide students an exciting and
skillful way to retell a favorite story. This project allows each
student to communicate their story summary in a coherent sequence of
thoughts. The presentation is appropriate for story content and the
audience. The students experience the pride and accomplishment from hard
work and persistence while exploring their creative potentials.
To accommodate diverse learning styles, Explorastories exposes the
students to the visual, kinesthetic, verbal and auditory modes of
processing, thereby enhancing the quality and equality of all young
learners. Each student works with three different teachers, representing
three curricular areas. Individual assessment is based on personally
chosen objectives and achievements.
An Explorastory evening program is the highlight of the project. The
children and parents unite to celebrate their Explorastory segments in
the form of a show displayed on a large screen television. The audience
gathers to encourage the students with certificates and an Explorastory
party with friends and families.
|
The Students: This program has been
successfully implemented with 21 second graders ranging from gifted to
remedial students. Due to the program's diverse teaching styles,
"Explorastories" can be adapted to other elementary groups with
appropriate objectives.
|
The Staff: Kim Waltmire, Roslyn Etra and Chris Rose Jack Jackter Elementary School, Colchester |
What You Need: Music excerpts, art supplies,
books, Explorastory outline (handout), chart paper, markers, pencils,
video camera and VCR are needed.
|
Overall Value: The Explorastory program
assures effective learning in the area of students' intellectual
curiosity, reading skills and competencies. These teachings have
intrinsic value and an Explorastory program attends to appropriate
skills, knowledge and attitudes expected, regardless of the students'
diverse learning styles. Through the use of literacy this program
nurtures an awareness and appreciation of creative and performing arts
in our society.
|
Standards: |
EXPLORER CONVENTION |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: From the earliest existence of
our species, man has set forth in quest for knowledge of the world
beyond his own. This innate motivation fueled all exploration to the
present day. The study of exploration, the lives of those great
explorers to whom we owe our legacy, as well as the civilizations that
came before us, provides us a window not only to our past, but to our
future as well. The purpose of this study is to immerse the student in
an active engagement with exploration that will allow the student to
personalize the effects of exploration on individuals and the world. The
student's acquisition of knowledge and development of skills begin with
an examination why people explore. The culmination of the study is the
Explorer Convention, which actively engages students in an authentic
learning experience. The study begins with an examination of the meaning
of exploration utilizing Cooperative Learning and Talents Unlimited
strategies. Graphic organizers are generated by the students to discover
the many, varied reasons why people explore. Methods of instruction
focus on whole class, small group, and individual activities that are
geared to varied student learning styles.
The reading of historical fiction and nonfiction is used as a
springboard for development of an understanding of both the positive and
negative aspects of exploration. Decision making skills are used by the
students to determine which explorer they will research in order to
personalize the trials, tribulations, and major contributions of their
chosen persona. Students employ cartography skills to make a map of
their journey and create representative artifacts in the medium of their
choice. Individual student explorers present their work, visually and
orally, in a convention format, which is open to the community.
Assessment is ongoing throughout the project and includes the use of a
rubric, individual conferences, and authentic assessment during student
simulations. |
The Students: Fourth grade students of varied
learning styles and ability levels have participated in this project
for the last three years. |
The Staff: Sharon P. Lehr Academy Elementary School, Madison |
What You Need: Fiction and nonfiction books, art supplies, computer access, media access
|
Overall Value: The project provides and
active, authentic, and creative vehicle to engage students in the study
of exploration. This unique approach brings history to life in the
classroom. Students are encouraged to couple their academic experience
with their individual talents in order to represent a page in history.
Community is built within the classroom environment as students
collaborate to produce a unified celebration of exploration at the
Explorer Convention. It affords young students the opportunity to
develop intellectual curiosity as they progress through a sequential
series of learning skills within the framework of the project.
|
Standards: Intellectual Curiosity Sense of Community Learning Skills Reading and Writing
|
Exploring 20th Century Loop Sculpture |
Category: Arts |
Grades: 6 to 8 |
How It Works: How many students can name or
identify a great piece of sculpture in the Loop?, Students in this
project become familiar with some of the finest examples of Chicago's
sculpture. They complete a process which includes: reading The Loop
Sculpture Guide (Chicago Department of Cultural Affairs), forming
mini-groups to select pieces for study, researching library resources
for information on sculptors, entering information on personal discs in
the computer lab, photographing specific pieces of sculpture chosen for
study, completing bound portfolios of photos and information |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Exploring Literacy Through The Visual Arts |
Category: Instructional Inquiry |
Grades: 3 to 6 |
How It Works: Instructional Inquiry Process:
This study seeks to determine if the integration of visual arts with
language arts will lead to growth in communication skills, artistic
expression, and critical thinking. Teachers will use the visual arts as
an instructional tool to develop descriptive language, specific verbs
and nouns, story ideas, and planning methods. The fourth grade
students will also focus on developing figurative language, being aware
of sentence patterns, and planning and organizing their writing. The
students will study a variety of artworks and artists and explore a
variety of art techniques including still life, collage, portraiture,
and landscape drawings. First grade students will write narratives
and create collage illustrations using textured paper. All students
will be encouraged to make comparisons and interpretive comments, to
explain their processes, and to evaluate the products. Teachers and
students will keep art journals in which they will respond to art and
literature and plan for a writing or art activity. The Student
Writing Profile will be used to compare writing samples from the
beginning to the end of the program. Anecdotal records and checklists
will be used to measure growth in oral language and critical thinking.
Art samples, art journals, and pre- and post-interviews will be used to
assess artistic expression. The Students: Three first grade and
three fourth grade classes, including learning disabled self-contained
students, will participate. The target populations will consist of 18
at-risk students. |
The Students: |
The Staff: Four first grade teachers, four
fourth grade teachers, and the reading resource teacher will implement
the research. The art teacher will teach art techniques. |
What You Need: Materials and Facilities:
Children's books about art and artists, professional resource books, art
prints and slides, and a variety of art supplies including tempera,
acrylic and watercolor paints; chalk; colored pencils; and crayons are
needed. In addition, each child and teacher will need an art journal.
The research will take place in the classroom. Outside Resources:
Parent volunteers will help with art projects and will type students'
stories. |
Overall Value: Exploring Literacy Through the
Visual Arts will use art as a means to stimulate the development of
language arts skills. Immersing students in a rich visual environment
will enrich the curriculum, provide another medium of expression for
children at risk, and encourage critical thinking. |
Standards: |
Exploring Our Own Backyard |
Category: Science |
Grades: 2 to 14 |
How It Works: The purpose of the project, is
to have students appreciate their, environment by becoming more aware of
it. Students went, to our nearby beach. While there, students
identified plants and animals, illustrated, a big book, sculpted in the
sand, felt a flounder and a skate, broke up plastic rings and disposed
of them, viewed storm lines and iron in the sand, categorized polluting
and non-polluting materials and created new verses to a pollution song.
Students created their own pictures with natural objects found on the
beach, related their experience (touched a crab, walked like a crab,
built a crab) to a story, The Hermit Crab analyzed and categorized
specimens found in the seine net. Additionally, pre/post, classroom
activities were done that related to Beach Day and the various learning
activities done on the beach. All 204 kindergarten students in the
district, high school students in the Graphic Arts class, Marine Biology
class, and the, Video, Production, class as well as parents and
community volunteers were involved in this project. Kindergarten
students went to learning stations staffed by, either two high school
students or a high school student and a community member. There were 15
stations including a touch tank station with local marine animals; a
seine net station for collecting, identifying and sorting specimens; a
beachscape station for drawing; a storytelling station; a sand station,
to investigate storm lines; and a shell jewelry station to name a few. A
student's performance at, the various learning stations, was the
assessment tool. While the kindergarteners were at the various
learning stations, high school students were videotaping the event for
their video production class. A picnic lunch, creative movement
activities, and a songfest provided the opportunity for, large group
interaction. All students wore T-shirts designed for Beach Day by one,
of the kindergarten teachers, silk screened, by the students in Graphic
Arts, and painted by t he, kindergarten students. The, T-shirt, colors
which helped to identify students from each elementary school were
periwinkle, sky and bay blue. Students that completed the pre and
post activities as well as going through various learning stations now,
know, that the beach is more than a place to swim. They realize that,
the beach is, a place to find live animals and plants and to observe
them. They learned, that they can function successfully as part of a
large, diverse group. High school students, found out that they can
share what, they have learned in high school classrooms and can
function, cooperatively with each other, and their teachers to
orchestrate a complex, environmental project. Everyone, discovered that
we are never to old or too young, to learn and that what we learn in
the classroom is valuable in the real world. THE STUDENTS: Two
hundred and, four kindergarten students, (every kindergarten, child in
the, district), and sixty, high school, students participated in this
project. |
The Students: |
The Staff: The kindergarten teachers,
Integrated Arts teacher, and the Biology teacher from the high school
are the primary participants in this project. However, using a
different habitat, one might include other adults and/or high school
classes. |
What You Need: All materials are from the
local habitat. Dowels and cardboard are used for station signs.
Specific for the beach habitat are the seine net, shovels, sand sifters,
algae press, and touch tank. T-shirts optional. Transportation if
needed. |
Overall Value: Learning is connected, to the
real worild and the real world is connected to classroom learning.
Cooperation among, students is emphasized as well as collaboration among
teachers at various levels and in different schools. Community members
and parents and high school students provide a unique and exiting
learning project developmentally appropriate for primary children. It
is one in which everyone is actively involved in learning. |
Standards: |
Exploring Our World Through Library Activities |
Category: Special Education |
Grades: 8 to 10 |
How It Works: Exploring Our World Through
Library Activities is a program that enlarges the learning environment
of moderately and severely disabled students. Its objective is to
extend and integrate the subjects studied by the students in their
classrooms. Activities such as art projects, story reiteration,
individual library book production, and book care skills extend the
customary literature presentations. Additional activities include
preparing individual photo collections for visual clues, participating
in the school weekly news show, producing a video of activities, and
reading with book buddies. These activities lead to increased
self-esteem, strengthened language skills, improved social interaction,
and a deeper appreciation for activities enjoyed by other students in
the school. Through literature appreciation and extended activities,
the students enhance their receptive and expressive language skills,
strengthen listening skills, and practice social skills. Two classes
of 18 moderately and severely handicapped students aged 12 to 15
participate in the program biweekly. |
The Students: |
The Staff: The librarian, teachers, and instructional assistants plan and implement the program. |
What You Need: Art materials, notebooks,
video programs, library books, books with cassettes, Polaroid camera and
film, QuickTake camera, and the Children's Writing and Publishing
Center computer program are needed for the projects. Classes are held
in the library. Writing projects are completed in the classroom and in
the library. Space is also needed to accommodate making the art
projects. No outside resources are needed. |
Overall Value: Including moderately to
severely disabled students in a library program builds their self-esteem
and extends their learning environment into an area used by the other
students in the school. They improve their social, language, and
speaking skills and develop an appreciation for books and libraries.
Other participating students help integrate these special students into
the school environment. |
Standards: |
Exploring The Animal Kingdom |
Category: Science |
Grades: 5 to 6 |
How It Works: Exploring the Animal Kingdom
uses an integrated approach to engage students in a study of the
diversity of the animal kingdom. Students learn that scientists
classify animals according to physical attributes, and that these
attributes, as well as habitat, influence the animals' behavior.
Students use books and computers to gather data about the animal of
their choice and use this information to create a Book of Knowledge
that consists of facts about the animals they researched. The students
are divided into small cooperative groups to conduct hands-on science
experiments that investigate animal behavior and environment. Students
make observations and predictions and classify their animals-all
important science research skills. Research subjects have included land
snails, ants, chameleons, garden snakes, newts, frogs, tadpoles, and
goldfish. Observations are recorded and later used as data for books,
charts, graphs, and maps. Next, students create an animal atlas showing
the many different parts of the world that these animals inhabit. All
of the students construct shoe box dioramas depicting their animal's
habitat. The final classroom project is to open a Wildlife Conservation
Center at the school. For those animals that cannot be represented
live, students' dioramas are displayed. The rest of the school is
invited to visit the center and participate in the learning process.
Through their displays, dioramas, charts, graphs, writings, and oral
presentations, the students are able to convey their conceptual
understanding. |
The Students: Using an integrated approach
affords the class the opportunity to work daily in a self-contained
class of 30 for eight weeks. The group of third graders that is
involved in the program has limited, if any, technical background.
Students are guided through their search for information and final
production of their reports on the computer. This program can be
adapted to other ages and achievement levels. The amount of work,
material to be covered, and level of sophistication can be altered to
meet specific needs. Because the students are expected to report their
findings in many ways, the needs of different learners are addressed. |
The Staff: Deric Borrero has completed one
year of teaching. During his year of student teaching, he took
advantage of the support offered by his professors and the essential
feedback from the participating children to develop this program.
Having his own classroom this year provided the opportunity to
implement and develop it further. He is a member of the school-based
management team and was instrumental in beginning a drama group to
enhance literacy in the school. |
What You Need: Materials for this project may
include snakes and snake cages, terrarium set up, frogs, newts, fish,
tadpoles, crickets, snails, chameleons, an ant farm, and butterflies.
Students should have books, both nonfiction and fiction, along with
resource guides, available to them for research. Teachers need a
computer along with appropriate software, such as Encarta, Animal
Planet from Discovery, Amazon Trail from the Learning Company, and
access to the Internet. The Student Writing Center, ClarisWorks, and
Print Shop are used in publishing work. Digital cameras and flatbed
scanners are used to transfer graphics and texts to published works.
Both Scholastic http://scholastic.com and Discovery
http://discovery.com provide invaluable information on their web
sites. A visit to the local wildlife conservation center is also
helpful. |
Overall Value: This program successfully
integrates a core of knowledge that is presented in a cooperative
learning environment. Students share their findings as they work
together editing and publishing their works. In presenting and sharing
their products, self-esteem is enhanced and a sense of pride and
excitement are developed. |
Standards: |
EXPRESSING OURSELVES: COMMUNICATING WITH THE AUGMENTED SPEAKER |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: Expressing Ourselves is an
activity-based program that provides frequent opportunities for
functionally nonverbal students to communicate through the use of
augmented speakers. Because many tasks that students are asked to
perform require the ability to communicate, giving them the means to
communicate is important. One way to do this is with an adapted voice
output device. Each student's device is programmed with pictures and
symbols based on the lesson or activity. By selecting a picture or
symbol, the student can participate in a lesson, interact with verbal
peers, order lunch, purchase items, or ask for assistance. As a result,
nonverbal students become effective communicators. Students Seven
students with moderate to severe disabilities, ranging in age from 12 to
16 years, participate in the program. These students are functionally
nonverbal and represent various levels of learning. |
The Students: |
The Staff: The classroom teacher and the
speech language technician developed the program and then introduced it
to the classroom staff, the school staff, and their middle school peers.
|
What You Need: Materials needed are easily
programmable voice output devices for one to four messages and a set of
Mayer Johnson Picture Symbols (three-book set or the computer picture
program called "Boardmaker"). The program uses the classroom, specific
areas within the school, and local community sites. Outside Resources
Parents receive daily progress reports and are asked for help.
Community trips to local stores, restaurants, and parks provide
opportunities that promote communicative interaction. |
Overall Value: Expressing Ourselves gives
nonverbal students opportunities to become effective, successful
communicators. Their success builds self-esteem, which then leads to a
greater desire to communicate. |
Standards: |
Expressionism to Fascism |
Category: Social Studies |
Grades: 9 to 14 |
How It Works: Expressionism to Fascism: Germany Between the Wars is
a week-long integrated mini-unit focused on the social, economic,
political, and artistic climate of Germany during the period between the
world wars. Students examine and better understand how people coped
with the devastation of war and the chaos of its aftermath, which gave
rise to fascism. "Art reflects the times" is a mantra we both learned
to appreciate when taking art and history courses that inspired us to
present artworks that reflect the times and encourage students to
engage in the creative process. This unit follows a
reenactment of the Versailles Peace Conference that ended World War I.
Students journal in the first person about their feelings after the
war. After a read-around, students compare their imagined reactions with
those imbedded in literature, art, and music of the time. With
these sensory images in mind, students turn to an even more practical
and personal experience: budgeting the family income during
hyper-inflation. Each student is assigned a job (factory worker, sales
clerk or entrepreneur) and must decide how best to balance a monthly
paycheck with the rising cost of goods. During class, the teacher
reveals each of five month's prices only after students have completed
the previous month's budget. In addition to groceries, students must
budget for winter coats, school supplies and unexpected costs as the
months progress. Students then write in character about the experience
and who they hold accountable. To discourage students
from relying on historical hindsight, we give them a fictitious campaign
scenario, in which they are to choose a leader: one candidate
resembles Paul von Hindenberg, the other Adolf Hitler. After a class
vote, we discuss the historical parallels with Germany's 1932
election. As a culminating project, each student produces a work of art,
literature or music and writes a historical connections paper that
shows his/her understanding of the rise of fascism in Germany. An
evaluation rubric is included in the project description so students
know in advance how their work will be assessed. Students also turn in
their journals and budget for teacher comment and evaluation. |
The Students: |
The Staff: Melanie and Helen have taught
grades 9-12 history/social science for nine and three years,
respectively. Both are California History-Social Science Project
fellows. |
What You Need: Slides of German Expressionist artworks; post-WWI literature; CDs of The Threepenny Opera
by Kurt Weill and Bertoldt Brecht, and songs of Marlene Dietrich;
budget worksheets; overhead transparency of goods and prices; art
supplies. Teacher packet includes simulation masters and bibliography.
Students may visit the Santa Barbara Museum of Art to investigate
artistic styles, including German Expressionism and Cubism. |
Overall Value: Students' active participation
in these lessons helps history come alive. Supporting a family under
these conditions proves to be difficult, and students better
understand the hardship of sacrifice and economic depression. The
interactive approach facilitates greater retention and empathic
responses to history and humanity. |
Standards: |
Extra, Extra, Read All About It! |
Category: Social Studies |
Grades: 14 to 14 |
How It Works: The purpose of this project is
to help teachers and students gain access to information that can be
found by using a full-text CD ROM database of newspapers and other
publications. The rewards of using the CD ROM database are numerous. The
multicultural content of the CD ROM database allows students to form
opinions based on a wide variety of information from diverse
populations. Recent events in some city high schools, reflecting
violence and racial tension, have caused a lack of self-esteem in many
minorities. By using the CD ROM database, students can tap into
publications of the minority presses and be awakened to the triumphs
within their own culture. Another wonderful example of the usefulness
of the CD ROM database is in a social studies class. The CD ROM database
gives students the opportunities to check view points on significant
news event in different publications. Students can explore the events in
the Middle-East from the Jewish point of view or witness how the
ArabAmerican communities view the peace talks. Another use of the CD
ROM database allows Hispanic students to read in their native language.
Additionally, students studying Spanish are provided with several
Spanish language publications to increase their understanding of the
language as well as of the cultural nuances presented across Hispanic
publications. Using the CD ROM database can make any subject more
challenging, but learning to use the CD ROM database doesn't have to be
with EXTRA, EXTRA, READ ALL ABOUT IT. DCPS MAJOR SYSTEM PRIORITIES,
Graduation Rate, Achievement, Bilingualism, Critical Thinking, and
Professionalization of Education, BLUEPRINT 2000 GOALS, Readiness for
Employment, Student Performance, Learning Environment, Teachers and
Staff, THE STUDENTS, This project is best implemented with senior high
school students. |
The Students: |
The Staff: Consuelo Pino was the Teacher of
the Year for Miami Central High School and was the High School Teacher
of the Year for the Florida Association of Computers in Education. Ms.
Pino is social studies department chairperson at Miami Central High
School where she has taught for 22 years. Ivy Montoya has 17 years
of experience in second language learning. She was the 1990 Florida
Association of Computers in Education Teacher of the Year, a finalist
for two years for Florida State, Instructional Technology Teacher of the
Year, and this year was named Florida State Instructional Technology
Teacher of the Year. |
What You Need: MATERIALS AND FACILITIES,
Media centers, in all Dade County public high schools, have the needed
CD ROM player and compatible computer. OUTSIDE RESOURCES,
Representatives from Ethnic News Watch may be available for hardware
training. |
Overall Value: Never before have students had
such a fine opportunity to compare and contrast different points of
view from major news sources of diverse cultures. Teachers benefit,
too, by learning how to use a technology-based learning tool to increase
motivation and achievement in their students!, |
Standards: |
Fabric of Our Lives |
Category: English/Language Arts |
Grades: 6 to 10 |
How It Works: Fabric of Our Lives is a six to
eight week project in which, students translate their,"life stories"
into a nine square, patchwork quilt. Having read many pieces of
literature based on, the role of quilts in history and family
traditions, students, collect memories of people, events, and issues
that are or have, been important through the years by looking in family
scrapbooks interviewing people important in their lives, and writing,
memoirs. Each square of the quilt has a theme, such as family,
traditions, school, accomplishments, future life goals, and, social
issues of our times. Symbols represent these themes. Students select
fabrics for their quilts and the finished squares, are sewn together
parent volunteers. In the meantime, students, also write
autobiographical poems and engage in storytelling, activities to develop
a real sense of the uniqueness of each, others' life experiences. the
unit culminates with a community, Quilting Bee to which 95% of the
parents come to help their, children tie the quilts. Through the
medium of art, students learn that stories can be, told in new ways.
Research provides insight into the role of the, art of quilt-making in
our country's history, as well as its role, today, e.g. the AIDS Quilt
Project's goal of heightening, knowledge and encouraging support to
fight this deadly disease. The value of this project is quite evident
the night of the, Quilting Bee, as the students share their quilts and
stories not, only with their families, but also with the families of
other, students. the students gain a real sense of belonging to a,
community and their places within it. This project not only, promotes a
sense of pride in one's heritage, but also a, connection to the future
as evidenced by a student comment,,"I'm, going to keep this so that I
can pass it down to my children." this project enhances self-esteem
through an appreciation for the, uniqueness of each student's life
story. Personal connection is, evident as students say, 'Mine is going
to be something cozy to, cuddle in and read.","Mine is going to be hung
in my bedroom." It, is a treasured memory of the past and the present to
be shared, with future generations. The Students: Twenty-eight 6th
graders, including gifted and talented students, and resource students,
participated in this project. |
The Students: |
The Staff: Though I have taught Grades 1-6,
the last 12 years I have focused, on 4th - 6th graders. I have been a
Mentor Teacher for six years, and a fellow of the Tri-County Math and
South Coast Writing, Projects. |
What You Need: Materials: muslin and print
material, batting, thread and, needles, and fabric paints. Individual
quilt fabric kits are, organized and finished squares kept in students'
boxes. The, entire project is done in my classroom except the Quilting
Bee which is held in our multi-purpose room. Parents take students in
groups of 5 to 7 to a fabric store to, purchase material with class
funds plus student/parent donations. A parent who makes quilts and
discusses the process of, quilt-making. |
Overall Value: |
Standards: |
Faces and Places: From Africa to Us |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: Faces and Places: From Africa
to Us, is a year long integrated, project that teaches about the people,
culture, geography, and, wildlife of Africa through classroom
activities and, correspondence with a Peace Corps volunteer. Students
begin their study of Africa by seeing photos of our, Peace Corps
volunteer and the village where she is serving in, Cote D'Ivoire. They
locate Africa on maps and share what they, already know about that
continent. Correspondence between the, class and the volunteer includes
letters, drawings, and, photographs. Our volunteer has also sent us a
handmade, wallhanging, African stamps and money, and pictures drawn by,
local children. Since paper and art supplies are not readily, available,
we send related materias to the children in the, village. Using
information about Africa, students are introduced to the, alphabet by
illustrating their class book, Africa: From A to Z. We read nonfiction
and fiction books before the students, determine and chart the
differences between real and make-believe, animals. Since the oral
tradition is an important part of African, literary culture, the
children also listen to African folk tales. We learn about the
desert, grasslands, and tropical rainforest, regions in Africa and what
we can do to help protect the animals, living there. In science we study
a particular animal then the, students draw or paint a picture of the
animal in its natural, habitat and dictate what they have learned about
that animal for, our class book. This is used as a tool to assess what
scientific, information the students have retained and also to evaluate
their, language skills. We look at the daily life of a child living
in Africa and compare, it with a child living in the U.S. In the spring,
the class has, an African revue and food fair. We include
our,"fourth grade buddies" in the reading and writing, activities of the
kindergarten students and the spring field trip, to the zoo. The
children frequently bring in materials about Africa to share, with the
class. They are very enthusiastic about the project and, ask,,"What are
we going to learn about Africa this week?" The English/Language Arts and
the History/Social Science, Frameworks recommend integrating curriculum
areas. The Social, Science Framework also emphasizes geography
awareness and, learning to respect and understand different cultures. I
began this project while teaching third grade and adapted it to, the
needs of 31 ethnically diverse kindergarten students in, 1993-94.
Approximately one-fifth are African American and several, are LEP
students. The class has a wide range of ability levels, but all
participate successfully. |
The Students: |
The Staff: I have taught grades K-6 for 24
years and am now teaching, kindergarten. I have been a process Mentor
and am currently a, Mentor working with substitutes and tutors plus
facilitating, Mentor activities. |
What You Need: Pictures and books about
Africa are needed. Postage costs are, about $100. My packet includes a
bibliography of literature and, reference books about Africa, ideas for
art projects, and, information about the Peace Corps' World Wise School
Program. The World Wise School Program will match third-twelth grade,
classes with a Peace Corps Volunteer. Guest speakers from the, community
are used, as well as a field trip to the zoo. |
Overall Value: |
Standards: |
FALLing for the Five Senses |
Category: English/Language Arts |
Grades: 1 to 2 |
How It Works: "FALLing for the Five Senses'
was a unique way to combine two areas of the kindergarten curriculum in a
hands-on approach that sparked student interest. Children used the
materials gathered on a fall scavenger hunt to meet objectives from the
science, language arts, and math curriculums. Utilizing learning
stations, students chose to use either computer software, participate in
games, do art activities, or write in journals to demonstrate what they
learned. The program concluded with a Fall Festival consisting of
learning station activities directed by parents. |
The Students: Sixteen kindergarten students
participated in the program, which lasted for one week. Since the
program was integrated with other subjects, it was the basis for most of
the language arts and math lessons for that week. Smaller or larger
groups of primary aged children with a wide range of achievement levels
could successfully participate.
|
The Staff: Nora Flanagan has taught for 22
years, the past nine being at the kindergarten level. She was selected
as Pfeiffer School's Teacher of the Year in 1994 and Pfeiffer PTA's
Educator of the Year in 1997. Past grants include those from The Martha
Holden Jennings Foundation, Buckeye Book Fair, Summit Educational
Partnership Foundation, Bank One and IMPACT grants. |
What You Need: Students went on two walking
field trips. Suggested literature can be obtained from the public
library. The software, Sammy's Science House, was used to enhance the
lesson, but it was not necessary.Neither special setup nor equipment was
needed. Materials could be obtained during a fall walk, from the
kitchen, and from the library. A packet was prepared which described an
introductory lesson, materials and ideas showing how to link the fall
season to each of the five senses. |
Overall Value: "FALLing for the Five Senses"
is appealing to young students because it gets them out of the classroom
for a fall scavenger hunt and for a listening walk. Students enjoy
using the hands-on approach for most of the activities and the food is
always a hit! Students may not even realize that they are learning.
Teachers can easily integrate science and math. Materials are
inexpensive and readily available. |
Standards: |
Falls Church High School: A Community of Readers |
Category: Relations |
Grades: 11 to 14 |
How It Works: A Community of Readers
encourages students and faculty members to share their mutual enjoyment
of reading through voluntary book discussion clubs. Each month one or
more faculty members voluntarily sponsor a book discussion group.
Students and interested faculty members can take part in any or all book
groups. Students come to the library, check out a book they are
interested in reading and discussing, and then join a discussion group
to exchange ideas about the book.
This creative approach to teaching reading is based on the assumption
that all students and adults have a desire to read about what interests
them. It extends classroom projects that designate books to be read and
discussed.
Long term and lasting skills are acquired from the program: students
learn to assume responsibility for the selection of a positive outside
activity, for selecting a book, and for participating in a voluntary
book discussion group. They also learn to communicate thoughts and
ideas effectively with adults and other teenagers more as peers than as
teachers and students. |
The Students: Approximately 50 students in grades 9 through 12 participate in the program, meeting once monthly. |
The Staff: Members of the school staff volunteer to facilitate the book club groups. |
What You Need: Sets of books identified by
the book groups are needed. Discussion groups meet in classrooms, in
the library, or other areas of the school when classes are not in
session. Staff members facilitating the groups provide refreshments. |
Overall Value: It is anticipated that
students and teachers would have pleasurable experiences reading and
sharing a book across cultural and age differences, that students
develop a lifelong love of pleasure reading, and that students
experience a love for reading which they, as young adults, would
incorporate into their parenting skills. |
Standards: |
Family Foto Fun |
Category: Social Studies |
Grades: 2 to 8 |
How It Works: The purpose of this project is
to develop cultural and ethnic relations as well as an understanding
among students through the use of photo picture books. Many students
are children from immigrant parents representing many countries. This
project is needed to reinforce pride in the family structure and to
increase each student's awareness and respect for other family
structures, as well as their own. Family Foto Fun increases the
students' knowledge of their individual family and discusses the
important role that each member has as an integral part of that family.
Customs and traditions, as well as the variety of family structures
that are prevalent today, are also discussed. Each student receives
instruction in the care and use of the Polaroid camera as well as
instructions in the film loading process. Students take the Polaroid
camera and one roll of film home to complete the project. While at
home, the student photographs their family and interviews each family
member. The student returns to school with the photos and the camera.
The photo album is completed by labeling the pictures and illustrating
the album. Each album is presented and shared in class. DCPS MAJOR
SYSTEM PRIORITIES: Multicultural Relations, Intergroup Relations,
Parental Involvement. THE STUDENTS: This project can be completed at
any grade level and in small and large group situations with elementary
students. |
The Students: |
The Staff: THE STAFF: Marti Milberg McLean
is currently assigned to Ben Sheppard Elementary Relief II. She
previously taught kindergarten at W.J. Bryan Elementary for six years.
She has a master's of science in Early Childhood from Florida
International University. Mrs. McLean has been associated with the
DCPS/UTD Critical Thinking Skills Project in the capacity as a district
Teacher-Trainer for four years. She is the First Vice-President of the
Delta Kappa Gamma Society International Alpha Upsilon Chapter and the
Secretary of the Dade County chapter of the Association of Childhood
Education International. Last year, Mrs. McLean received an Impact II
grant with Debbie Mink of J. G. DuPuis Elementary for Cafe-Food for
Thought. She also received a Dade Public Education Fund Teacher
Mini-Grant for Family Foto Fun, which was initially implemented at W.J.
Bryan Elementary. She is continuing to implement this project at Ben
Sheppard Relief II. |
What You Need: MATERIALS AND FACILITIES: A
Polaroid camera, film and eager students are all that is needed to
implement this project. Access to a copy machine and a binding machine
would also be beneficial. OUTSIDE RESOURCES: A visiting photographer
and the school photographer are excellent resources. The Polaroid
Corporation's Educational Program has provided resources and was the
supplier of the cameras and the film. Mrs. McLean has developed a
bibliography of student's books about photography. |
Overall Value: Photography is perceived by
children as an adult-like activity. It provides motivation and support
to the language arts and social studies program. If a "picture is worth
a 1 000 words," then there are not enough words to describe pictures of
one's family in an album!, Family Foto Fun becomes a treasured keepsake
for the student! |
Standards: |
FAMILY ONLINE FOR LEARNING |
Category: Social Studies |
Grades: 4 to 10 |
How It Works: History is being written as
students, parents, and other relatives put their heads together to
reconstruct the stories of their families. Students' communication
skills are sharpened as they conduct oral and written interviews,
discuss migration and family history, write letters, and complete
pedigree charts.
Students study maps and learn the special vocabulary of genealogy as
they unravel their families' history. Snapshots, birth certificates,
and other official records are collected and displayed on bulletin
boards, creating a tangible record of families. |
The Students: This project has been
successfully used with children in second through eighth grade,
including special education and bilingual students |
The Staff: Curtis Brasfield holds a masters
degree in Education and has a background in genealogy and family
history. Rachel Fisher has taught for ten years and holds a BS from
Loyola University of Chicago. |
What You Need: The following are needed to
implement this project: reference books on genealogy and family
history; outline maps of the United States; family tree name charts;
tape recorders and blank tapes; mini-cameras and film; stamps and
envelopes. |
Overall Value: This project provides an
engaging, realistic approach to studying American history. Students'
research and writing skills improve, parents become involved, and ethnic
pride is enhanced when families are brought online to trace their own
family's history. |
Standards: |
Family Ties That Bind |
Category: English/Language Arts |
Grades: 8 to 8 |
How It Works: In Family Ties That Bind,
students integrate reading, writing spelling, speaking, listening,
research skills, science, social, science, and gain self-esteem as they
search for their,"roots." They produce personal books to cherish and
pass on to their, descendants. This process of producing a book is
excellent for teaching across, the curriculum. Students develop skills
in language arts both by, writing about the information they research
from their family, oral history stories, recipes, food samples, etc. and
by speaking, and listening as they share this information with the
class. Geography and history research skills increase as they study,
their families' origins. Self-esteem grows when they bring, keepsakes
and memorabilia to display. Higher level thinking, skills increase as
they conduct interviews and present their, findingsÑboth written and
oral reports. Art, creativity, and, self-understanding are demonstrated
as they put together their, own personal coat of arms assignment, later
used to decorate the, book cover. All the students produce a personal
display to their, families, as well as to other parents, interested
teachers and, friends. Science activities include genetics and
fingerprints. The class learns about immigrants, democracy and the
many varied, reasons for their ancestors coming to America through
movies and, other materials. At home each student hears stories and
sees, photographs, newspapers articles, trophies and the details behind,
the valued keepsakes. This is quality,"binding time" which, transmits
family values to the children. The questions provide a, time to open up
and develop closer communication between the, young and the old. I
measure the success of this program by the amount of enthusiasm, it
produces in the children and their families and the wonderful,
cooperation I receive from all those involved. I also am able to,
examine the finished book and the amount of effort that goes into, it.
There is a vocabulary test given on all the new words that I, include in
a student packet. It is very rewarding to watch both, the gifted and
less academically capable students share and, enthusiastically discuss
their equally interesting findings. The sources that stimulated this
project's development were my, love of genealogy, my interest in the
wonderful knowledge that, older family members have to share, the
ever-increasing need for, family members of all ages to share and become
closer in this, too-busy world, and the tremendous need I see in
children to have, something to hold onto in terms of values and
traditions. I also, took pages from Family Folklore by Baker and Kotkin
to aid in the, oral tradition part of the research. I spend about six
weeks on, this unit. State Frameworks: This idea emphasizes the
History/Social Science Framework goals, of integrating listening,
speaking, reading, writing, thinking history, geography, citizenship,
self-esteem, community, involvement, and research skill development.
The Students: In 1991-92, 19 sixth graders enthusiastically
participated in, this project. In 1990-91, there were 32 participants. |
The Students: |
The Staff: I have taught grades two and six for 33 years and have been a, reading specialist. I have been a self-esteem Mentor Teacher. |
What You Need: Facilities and Materials:
Student packet, videotapes from the Santa Barbara County, Education
Office, books, and VCR films familiarize students with, the vocabulary
and concepts with which they will be working. A, laminating machine and
book binding equipment are also needed. Teacher materials are
available. Outside Resources: Guest speakers (such as
grandparents) share their experiences, with the class. Contributions
from parents include recipe, samples, pictures and keepsakes. |
Overall Value: |
Standards: |
FANTASTIC JURASSIC |
Category: Science |
Grades: 1 to 6 |
How It Works: This is a thematic unit that
builds on the natural curiosity children have about dinosaurs and the
time period in which they lived. The "Fantastic Jurassic" unit allows
children to share what they know about dinosaurs through a celebration
of song and dance. The classroom is transformed into a paleontologist's
dream come true. Everything from a fossil hunt to dinosaurs on parade is
showcased. Reading and writing about dinosaurs integrate with science,
and daily math lessons turn into a Dino-mite events of graphing,
computation, and number exercises. Particular emphasis on reasoning and
problem solving comes whenstudents are asked to research such questions
as: Why are dinosaurs extinct? Why do other animals from that time
period still exist today? How big were the dinosaurs?
Individual learning needs and questions can be met by having daily
planning meetings with the class. Students' participation in the
decision making process helps their intellectual curiosity and they
develop a sense of ownership of the activities and the lessons. The
teacher becomes a facilitator for student learning as children embark on
their daily dinosaur hunts. Each day students rotate through activity
centers where they find detailed instructions to pursue their learning
quests. They share their findings daily with classmates, family, and
teachers. To find answers to their dino questions, students work with
electronic and print media at different levels of complexity. Teachers
are able to immerse students into the Mesozoic Era via literature, group
activities, videos, CD Rom, and laser disc research. This multi-sensory
learning format helps us to accommodate individual learning needs and
helps develop skills and attitudes described in the Common Core of
Learning. The teacher deliberately plans experiential learning
assessments such as creative dramatics and puppet shows to give our
students experience in the the arts: creative and performing. They keep
journals, create original stories, write verses to poems or songs, and
compile class books which detail this learning experience. "Junior
Paleontologists" prepare oral and visual presentations on their
dinosaurs for an audience during the culminating activity on our stage,
"Dinosaurs on Parade."
|
The Students: |
The Staff: Dawn Carmody and Angel McCabe |
What You Need: Video Tapes, computer software, fossils and a field trip.
|
Overall Value: As the students are involved
in this theme, they use a wide variety of communication skills such as
reading, writing, listening, speaking, drawing, playing, or singing in
order to learn. This makes it possible for all students to learn within
the context of content and ideas. The final stage production encourages
wonderful attitudes that will help children to become speakers and
presenters using the skills and information that they learn.
|
Standards: Intellectual Curiosity Speaking, Listening and Viewing |
Feed Your Brain - Read! |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: This project promotes parents'
and children's interest in reading as a pleasurable, leisure-time
activity. Children are encouraged to read as often as they eat, feeding
their brains with books and knowledge. To increase their appetite
for reading, students: meet individual reading goals to win
incentives and prizes, complete,"reading recipe cards" listing
ingredients (main characters), a dash of setting (story location), and a
pinch of plot (a brief summary), receive a treat on,"Get Caught Reading
Day" if a secret observer catches them reading take field
trips to local food sites to promote the theme and get first-hand,
behind-the-scenes knowledge of the food industry Students: This
project included students from 1st and 6th grade classes, meeting
several times each week. It is adaptable for different ages and ability
levels. |
The Students: |
The Staff: Elaine Steiner holds a Master's
degree in Library Science and is the Librarian at Hitch school. Debra
Widlock is a sixth grade teacher and holds a Master's degree in
Curriculum and Instruction. Dorothe Tavitian teaches first grade and
has a Bachelor's degree in Education. |
What You Need: Materials And Facilities A
large selection of good children's books are essential. Photocopy paper
and posterboard for room charts are also needed. Outside Resources:
Parents work with their children to increase the amount of reading
done at home. In class, parents record students' progress on a large
class,"main menu." Visits to local food industry sites such as
restaurants and grocery stores reinforce the program's theme. |
Overall Value: Children realize that reading can be fun and their writing skills improve, as well. |
Standards: |
FEEDING THE MIND |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Students develop critical
thinking skills, improve their writing skills, and broaden their
cultural understanding by feeding their minds! To answer the question
"How does food shape our lives?" students visit different ethnic
neighborhoods and eat in a restaurant. Motivated by their visits,
students research the country's customs, history, art geography, and, of
course, the food!
Students work with a food critic from a city magazine/newspaper to learn
how to use the writing process to critique food. They build a
vocabulary of terms and develop criteria for judging. Students conduct
in-class taste tests of potato chips, cookies, and delivered pizza.
Then they submit their written reviews to the local newspaper for
possible publication. |
The Students: The project was developed with 25 fifth graders. It is adaptable for most grades and achievement levels. |
The Staff: Catherine Tanner holds a BA from
Western Illinois University, a MAT from National-Louis University, and a
MA from St. John's College. She has taught for 11 years. Debra Fritz
has taught departmental language arts for four years. Her BS is from
St. Bonaventure. |
What You Need: The following are needed for
this project: paper, pencils and markers; thesauruses; chart paper;
food for sampling; paper plates and napkins. A food writer from a local
publication can model the process of reviewing foods. Visits to such
Chicago neighborhoods as Chinatown, Pilsen, Bronzeville, Taylorville or
Devon Avenue provide first-hand experiences of different cultures. |
Overall Value: Food is always a motivator for
children. Critical thinking and writing skills improve as children
enlarge their vocabulary and their experience of the world around them. |
Standards: |
Finast Links to Education |
Category: English/Language Arts |
Grades: 3 to 3 |
How It Works: The purpose of this project is
to provide an authentic audience for emergent readers and writers that
extends beyond the classroom walls, and to enhance community awareness
of the educational process within the community. This project has
provided a direct link from the educational system to Finast
supermarket. Each month learning takes place through thematic units in
grade one. Activities across all content areas are photographed. Each
student self-selects a photo each month and dictates an original story
to the classroom teacher or a remedial tutor. The text of the story is
recorded by the student onto a special,"Finast Links to Education" paper
and their photograph is glued above their story on this paper too.
Five copies of each photo/story are made and then glued to 250 Finast
grocery bags by our volunteer moms. Every month, the grade one team
produces 250 photo/story bags. Every photo and the accompanying text
reflects monthly thematic units. As the children become more, able
writers, they shift from dictating stories to using temporary spelling
to author their own text. This allows conferencing between student and
teacher to occur, in order to produce the final product. The original
photo/story for each student is laminated and compiled into a class
Traveling Book that will visit each home. Positive reinforcement is
provided by the comments written by parents on the Parents' Pages at the
end of each Traveling Book. These comments are read to the class each
morning by the teacher. On the first of each month the grocery bags,
with the photo/stories glued to them, are delivered to Finast
Supermarket to be used packing groceries for the community citizens.
Our students are thrilled to have an authentic audience that reaches
beyond our classroom. The community may become more aware of classroom
activities, and they will be able to make a direct link to an individual
child's joy of learning! At the end of the school year, all
Traveling Books are taken apart. Each student receives his/her ten
original photo/stories and they are bound into their own individual
book. This provides the student with a written and visual remembrance
of first grade. It also shows the progression of the Writing Process
for each child. Learning outcomes such as capitalization, ending
punctuation, internal punctuation, sticking to a topic, writing
descriptive sentences, and writing a conclusion to a story, etc. can
all be easily observed. The Students: This activity is currently used
with first graders but could be readily used in grades Kindergarten
through five. This project was designed for heterogeneous grouping.
This project allows every student to actively participate at their
developmental stage. |
The Students: |
The Staff: The classroom teacher can
independently implement this project. However, an additional staff
member such as a remedial tutor or an instructional aide would certainly
enhance the ability to interact one to-one with students. |
What You Need: At least two photographs of
each child each month engaged in Facilities thematic unit learning
outcomes are needed. This allows the student and/or a choice for the
topic of his/her story each month. Standard size Outside paper with the
words,,"Finast Links to Education," the school name, Resources: and
grade level as the paper heading is needed. This paper also has a
specific place for the photograph, and lines for the students to write
their story. A laminating machine and volunteer to, laminate each
month's Traveling Books and to glue the 250 stories to the bags are
strongly suggested. Standard classroom supplies such as pencils,
markers, and glue are also utilized. |
Overall Value: Students are provided with an
authentic audience beyond the, Value: classroom for their writing. This
allows them to apply their new, writing skills. Learning outcomes
related to mechanics and to meaning are used in writing their stories.
Every student meets with success through this project. Students will
develop positive attitudes towards writing and reading. Students will
become life long writers and readers. |
Standards: |
FINDING THE MISSING LINK |
Category: Instructional Inquiry |
Grades: 2 to 8 |
How It Works: This study examines the
difficulties children may have when transferring instrumental patterns
to Orff instruments and dance patterns to dance performance.
The music teachers will instruct two control groups using the
traditional method of modeling instrumental and dance patterns for
students using mirror technique, direct imitation, and musical and
spatial activities developed for this study by the researchers.
Students in both classes will then try to produce these patterns in the
corresponding medium. The gifted and talented (GT) resource teachers
will conduct geometric patterning activities with their classes and
report their findings to the research team.
Teachers will keep anecdotal records on the children's experiences with
the activities over a period of six weeks and will videotape the classes
on selected days. They will record any children's comments regarding
their experiences with the activities in a written log.
Students Approximately 90 third grade students in regular classrooms
will participate in this study. Students will meet twice weekly for six
weeks in 30-minute class sessions. |
The Students: |
The Staff: The research team consists of two
music instructors. Four classroom teachers and two GT resource teachers
will participate in the study. Two parent volunteers and two students
will help. |
What You Need: Orff instruments and soprano
recorders will be used for most activities. The music instructors will
create all spatial activity materials that are used with the exception
of the pattern block sets, which are located in each elementary school.
The classes will take place in the music room. An additional room may
be used for spatial enhancement activities conducted by the GT teachers.
Outside Resources The team will consult a Fairfax County Public
Schools' GT resource teacher regarding the geometric patterning
activities. They will also contact researchers across the country who
have studied music and spatial reasoning. Additionally, the researchers
will use ERIC, the Internet, and university libraries to collect
information on current research in this area. |
Overall Value: This study will target
students who may need additional help with spatial intelligence and
develop activities that will enhance it. It will identify additional
questions for further research in the areas of musical and spatial
intelligence as it relates to Orff Schulwerk and teacher training. The
team anticipates that the study will validate the need for teachers of
all disciplines to offer opportunities to help students improve their
spatial intelligence. |
Standards: |
First Generation |
Category: Global Education |
Grades: 9 to 9 |
How It Works: The immigrant experience
touches every facet of our cultural environment. First Generation
features a variety of activities designed to communicate an appreciation
of the determination to realize the American Dream that served as a
major factor in the creation of America as it is today. Students explore
the immigration theme interwoven throughout math, history, English, and
science. The perspective and density of a tenement neighborhood
provides opportunities to address space and shape, statistical analysis,
and algebraic and numerical ratios and proportions. Immigration is a
continuous theme in American history. By researching inventions that
affected the immigration experience, students apply English skills and
increase science knowledge. First Generation affords students the
opportunity to analyze, synthesize, predict, and apply an appreciation
of the immigrant experience to their own lives. Four core classes of 125
heterogeneously grouped seventh graders meet daily over a one-month
period, in pairs and in cooperative groups, as applicable. A staggered
schedule facilitates maintaining a continuous theme and avoids
overwhelming the students with outside responsibilities. Grouping and
flexible time periods allow each teacher to design and implement a
program specific to students' needs. |
The Students: |
The Staff: A history teacher, a science teacher, a math teacher, and a language arts teacher developed the program. |
What You Need: Cooperative math activities
require flat-topped surfaces to facilitate the use of manipulatives.
The use of software requires a Macintosh computer with a color monitor.
A media center is desirable for research activities. A large open area
is necessary for the play presentation. Flat-topped surfaces with
walls behind them serve as the location for a museum. Parents facilitate
the culminating activities of a play and an open house. Outside
activities included teacher research at Ellis Island, the Lower East
Side Tenement Museum in New York City, and a Fairfax County library.
The Smithsonian Institution's American History Museum for field trips
and bookstore materials is also helpful. |
Overall Value: This interdisciplinary
thematic unit enables students to internalize the spirit and pride of
the immigrants no matter when they appeared on our shores. Students
realize that a multicultural world has influenced everything,"American."
|
Standards: |
Florida: Perspectives from Earth, Wind, and Sky |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: "Florida: Perspectives from
Earth, Wind, and Sky" is a literary and, historical dig into Florida's
past, present, and future. Through the seven recognized intelligences
(linguistic, logical, intrapersonal, spatial, bodily-kinesthetic,
musical, and interpersonal), students and teacher(s) collaboratively
explore our state. They investigate the,"earth" of Floridaits
geography, habitats and inhabitants--examining the,"winds" that have
brought environmental and social changes, looking,"skyward" toward
predicting Florida's future. The project offers an introductory unit in
anthropology and archeology as students approach their own roots,
defining relevant terms and working with artifact analysis to make
assumptions about their cultures. To enhance this overview, a
computer-assisted instruction series provides a base of common knowledge
of Florida's history. Literature selections take the students on
journeys to places and cultures, and introduce them to important social
issues. As a culminating activity, students create a Florida tapestry
in which each participant contributes to the cooperative woven visual,
making an unique statement about our state. DCPS Major System
Priorities: Achievement, Standard English, Critical Thinking, and
Intergroup Relations. The Students: This unit is appropriate for upper
elementary, middle, and high school students. It has been used in both
language arts and social studies classes, and can be adapted for an
interdisciplinary approach to the study of Florida. |
The Students: |
The Staff: Penny Wallin has served as a
teacher, curriculum advisor and administrator. She is currently working
toward a doctorate degree in Child and Youth Studies at Nova University.
She has been recognized as an expert in learning and teaching styles
and in utilizing the multiple intelligences. Elizabeth Ferreira-Alves
worked in the business sector before entering the teaching profession.
Currently she is working in a master's program (Teacher Recruitment
Incentive Program), awarded by the Dade County Public Schools, the
University of Miami, and UTD. |
What You Need: Materials and Facilities: The
following materials may be used: The Talking Earth, Florida Handbook,
Miami Herald Florida Packet, Florida Geography and History: A Computer
Tour, and Reflections: A Miami Multi-cultural Oral History Compilation
(student writing in the Foxfire tradition). OUTSIDE RESOURCES: Visits
to state and national parks, the Miccosukee Indian Reservation and the
Historical Museum of Southern Florida provide field-based investigations
and experiences. A community contributors' list of speakers is
available upon request. |
Overall Value: By inviting them to explore
their own roots and the ripple-effect of those roots on themselves,
their community, their state, and their world, students become involved
in the historical, societal and personal concerns of Florida living. As
a result, they accept the responsibility for the Florida that will be
entrusted to them in the future, becoming active, civic-minded
contributors to history in the making. |
Standards: |
Flower Power |
Category: Arts |
Grades: 2 to 8 |
How It Works: Flower Power is an
interdisciplinary program that taps into the "multiple intel-ligences"
philosophy. It allows the students to address flowers from a variety
of expe-riences. The hands-on aspect is the springboard for activities
incorporating math, science, art, and writing. The Language Arts
Performance Standards are reinforced through writing, listening,
viewing, and reading. One of the stan-dards met will be the reading of
two books toward the total twenty-five books required for the year.
Students are introduced to the artists Van Gogh and Monet in the
biographical books of Mike Venezia. These artists are famous for their
sunflowers and water lilies. Reproductions of their paintings are
viewed and discussed. This is followed by a trip to the Brooklyn
Botanical Gardens to view sunflowers and water lilies. Back in the
classroom, students study sunflowers to determine their parts and
functions. Seeds are planted so that each child may grow his/her own
sun-flower. This will also help the children meet the science
standard. The activities culminate with the students painting a huge
mural of water lilies in the style of Monet, as well as individual
poems cele-brating the sunflowers of Van Gogh. |
The Students: There are 25 kindergarten
students in the program. It is important to give them as many diverse
experiences as possible, since they are like "sponges" at this age. |
The Staff: Vicki Amster has been teaching
since 1965. She loves poetry and writes con-stantly. Ms. Diana Rivera,
the paraprofes-sional, has been with Ms. Amster for two years.
Together they work with small groups throughout the day. |
What You Need: This program uses books such
as Camille and the Sunflowers by Laurence Anholt and The Blue
Butterfly by Bijou LeTord, as well as Mike Venezia's books about the
life and works of Van Gogh and Monet. It also includes prints and a
variety of art materials (tempera and watercolor paints). In addition,
a variety of planting materials (seeds, soils, and pots) are
nec-essary. There will also be a class trip to the Brooklyn Botanical
Gardens during which the children observe, paint, and draw the water
lilies in the pond. |
Overall Value: Teaching and learning are most
effective when you study a topic from every van-tage point. This
program allows the stu-dents to investigate, report, and write
creatively. It also helps them to produce an oeuvre through the eyes of
Van Gogh and Monet while enriching the children's knowledge of the
two artists. |
Standards: |
FLYING HIGH |
Category: Science |
Grades: 7 to 8 |
How It Works: The hands-on activities of
this project may inspire the astronauts of tomorrow. Students learn
about air pressure, micro gravity, rocket propulsion, Newton's Laws of
Motion, and the solar system. They build hot air balloons, release
helium balloons with messages inside, and build and launch model
rockets. The project concludes with Space Week, when the class
spends a day inside a plastic bubble, divided into crews of four to
simulate a space mission. |
The Students: Thirty-five fifth grade
students (including bilingual and special education students)
participated in this project. It is adaptable for other ages and can be
a school-wide program. |
The Staff: Barbara Thomas holds a masters
degree in Education and has taught for 20 years. She participated in
the NEWEST (NASA's Educational Workshop for Elementary School Teachers)
program at the Kennedy Space Center. |
What You Need: The following items are
needed: books, videos, and slide presentations about space topics; props
and space products available through several catalogs; Estes rockets; a
box fan; tissue paper; duct tape; helium balloons; large plastic
sheets. |
Overall Value: Children work in cooperative
groups, gaining research and problem-solving skills as they learn about
U.S. space exploration, the effects of space on humans, and how space
discoveries are used in modern technology. |
Standards: |
Flying, Tossing, Building, Flying Olympics |
Category: Science |
Grades: 9 to 10 |
How It Works: How do scientists think and
work?, Students start to understand the scientific method through a
series of activities. Working in cooperative learning groups, they:
identify problems formulate hypotheses design controlled experiments
present data to the class draw inferences and derive conclusions.
Challenging and interesting projects encourage cooperation and
friendly competition. For instance,,"Build Me a Skyscraper" asks
students to build the tallest free-standing structure they can devise
from a single sheet of paper and one meter of masking tape. The
building must stand on its own for at least one minute. These
projects demand everyone's attention and concentration. They direct
thinking to basic scientific concepts. The Illinois State Goals for
Learning in Mathematics and Science are incorporated in this mini-unit.
Students: Originally designed for 7th and 8th graders, this
program involved students at all achievement levels. It was implemented
with 480 students in groups of about 30, including bilingual and
Special Education classes. This mini-unit can be adapted for almost any
sized class, across all grades, at any achievement level. |
The Students: |
The Staff: Rosa F. Ciciora and Eugene A.
Pajakowski, her student teacher, developed this program at Thurgood
Marshall School with the cooperation of classroom teachers. |
What You Need: Materials And Facilities:
Working in classrooms and hallways, teachers used trade books, all kinds
of paper, masking tape, scissors, texts and references. The program
can be as elaborate or as simple as time, space, student readiness and
funds allow. Outside Resources: The Woodrow Wilson Institute,
Physical Science I (c/o Roosevelt University, Chicago) is an invaluable
resource. Some of the activities from the Institute were used
successfully to encourage students to think and solve problems
scientifically. Parents can assist students in gathering materials for
the varied activities. The program can benefit from the ideas presented
by guest speakers from the diverse scientific and business fields. |
Overall Value: |
Standards: |
Focus on the Positive |
Category: Mathematics |
Grades: 1 to 3 |
How It Works: Children love to have their
photograph taken, especially if it's with a Polaroid camera. The simple
process of capturing children on film as they use classroom
manipulatives to demonstrate the skills and knowledge they've just
acquired is a remarkable motivator.
When children demonstrate their mastery of colors, sorting shapes,
expanding patterns, etc., the moment is photographed and the photos are
displayed in the classroom. Children are enticed to learn new skills
when the reward is a photo which commemorates those 'I know! I can do
it!' moments. |
The Students: This project was introduced to
two half-day State Pre-K classes. The children were considered to be at
risk for a variety of factors and most were low income. Having their
pictures taken was a novelty and an incentive to learn. |
The Staff: Pat Schwandt holds an MA in Early Childhood. She has taught pre-kindergarten at Ravenswood School for six years. |
What You Need: A wide variety of manipulative
items, such as Unifix cubes, wooden beads, counting bears, links, inch
blocks, etc., are essential for the project. It also requires a
Polaroid camera, film, and poster board or construction paper |
Overall Value: The beauty of this project is
that as photos are taken, it is the children who inspire other children
to work on skills and accomplish goals. Children learn to verbalize
their wants when they ask to have their photo taken. They become
self-directed, self-motivated, while interacting with materials and
classmates.
|
Standards: This project addresses Illinois
State Goals #6-9. It covers Pre-K Learning Objectives G & H and
Pre-K Milestones 36-38 and 45-50. |
FOLK TALE THEATER |
Category: Arts |
Grades: 6 to 8 |
How It Works: This program submerges students
in the story-telling process. After reading a folktale, children
identify the story's elements and use puppets and a puppet theater to
produce the folktale they have read.
The performance is recorded on video; children then review the tape and
self-correct their performance. The process is repeated with a folktale
written by the children themselves. |
The Students: The project was originally
developed with two fourth grade classes, two fifth grade classes, and a
self-contained special education room with students from 4th to 8th
grade. It has also been used with sixth graders. |
The Staff: Linda Comminos holds a BS from the
Illinois Institute of Technology and a MAT from Columbia College. She
has taught for six years, the last three years as the Art Teacher at
Vernon Johns Community Academy |
What You Need: The following materials are
needed: cloth and other puppet supplies; paint, paper and miscellaneous
art supplies; a camcorder and blank tapes; books of fairy tales. |
Overall Value: Children demonstrate the power
of literature, art and theater by creating, writing, and producing
folktales with puppets. They learn to work together. By video taping
their productions they learn to self-correct and improve their
creations. |
Standards: |
Folklore Festival |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Follow Me: Peace Begins Here |
Category: Social Studies |
Grades: 7 to 8 |
How It Works: Follow Me: Peace Begins Here
develops leadership skills, improves self-esteem, and encourages
cooperative learning among emotionally disabled students. Fifth and
sixth grade students share their understanding of emotions, negotiation
techniques, and conflict resolution with students from kindergarten
through third grade. There are six intertwined parts of the program.
First, in partner sharing time, the older students help the younger
ones read books about various social skills. Second, cooperation with
others is developed through puppet shows put on by the older students.
Show themes include holiday customs around the world and
conflict-resolution skits. Students create skits that identify
problems, develop techniques to solve the problems, and point out
choices to be made. Third, art projects reinforce the themes of the
program; mentor students lead their younger partners through the
construction of cooperation-related art works and help them display them
at school. Fourth, a helping hand patrol of older students,"catches"
younger students in the act of helping others. This reinforces
appropriate behavior after school when students are boarding buses. The
younger students receive certificates for their behavior from the
patrol members. Fifth, the sixth graders also serve as editors of the
Kidline column in the school newspaper. Younger students write a
letter to the editors describing a problem. The editors discuss the
problem in the column and offer possible solutions. In the sixth part,
at the end of the year, parents are invited to a Peace Celebration Day
to sample multicultural food, to see the art projects, and to watch the
plays put on by the students. The Students: The fifth and sixth
grade students with emotional disabilities and a broad range of skills
participate; seven also have learning disabilities. They work one on
one with 20 younger students who also have emotional and learning
disabilities. |
The Students: |
The Staff: The teachers and instructional assistants implement the program. |
What You Need: Materials and Facilities:
Story books involving social skills, puppets, and art supplies are
necessary. In addition, high visibility belts for the helping hand
patrol, materials to build a model of a conflict negotiation bridge, and
reinforcers are needed. No special facilities are necessary, although a
sturdy puppet theater would facilitate the program. Outside
Resources: The school library and public libraries are used in the
program. |
Overall Value: Students successfully apply
numerous language arts skills, experience satisfaction at successfully
completing activities, become more comfortable interacting with others,
and share accomplishments and knowledge with parents. The program helps
students to improve their self-esteem and to develop a knowledge base
of strategies to use later in life. |
Standards: |
FOLLOW THE RIGHT TRAIL |
Category: Foreign Language |
Grades: 3 to 7 |
How It Works: This collaborative project was
initiated to help students experience the local Colonial period in our
history. We also focused on student learning and comprehension by
reading literature and examining the human attributes of the characters.
This project involved two third grade teachers, their classes and the
music teacher.
We chose Alice Dalgleish's novel, The Courage of Sarah Noble because of
its readability and correlation to essential questions of our social
studies curriculum. This is a novel about the cooperation and possible
conflict that could develop between between Sarah's family and a Native
American family who had already settled in the area. This allowed
students to develop an understanding of how the human attributes of
courage and cooperation could help overcome the tendency for fear and
conflict between two cultures.
|
The Students: The two heterogeneously grouped
classes, including students with special needs, read the novel and
demonstrated their understanding of it by completing comprehension
questions, story cloze, summary writing and graphic organizers. The
classroom options utilized various tasks leading up to the writing of a
script, creating scenery, making stick puppets, and performing for
parents and peers. They examined their different levels of comprehension
by writing the sequel script, writing music lyrics, and composing a
song and producing the puppet show. One class composed song lyrics
around the theme of the story and sang it throughout the production and
the other class learned to play the recorder and composed an original
melody to accompany the puppet show.
|
The Staff: Judy Maier, Martha Millett, Susan Palma Pomperaug Elementary School, Region 15, Southbury |
What You Need: Copies of the novel, The
Courage of Sarah Noble, packet of teacher-made comprehension activities
including organizers and performance assessment task, recorders, music,
and supplies for scenery and puppets were all used.
|
Overall Value: Students learned that courage
and cooperation can overcome fear and conflict. This project is an
engaging way to enable students to look at language and culture,
authenticity of time and place, through song, art, scenery, and
dialogue. It allowed them to reflect and personalize with the diversity
of the two cultures. It helped them to realize that through
communication and understanding they could, "Follow The Right Trail."
|
Standards: |
Food Choices: World Hunger |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: The aim of World Hunger is to
increase the students' understanding of the problem of world hunger, and
to explore solutions to the problem of the world's food supply and its
distribution, and to consider the implications of this knowledge for
their own dietary habits. The lessons could be utilized by teachers of
economics, environmental science, social studies, and math. The unit
contains lessons on inefficient land use, the food chain, meat supply
and demand, plant sources of protein, and health benefits of reducing
meat consumption. The unit begins with a simulation. Students sit
around a large central table with a loaf of french bread, a knife, and a
cutting board on it. The teacher explains, "Imagine that this loaf of
bread represents the food supply of the world, and that you represent
the entire population of the world." Students draw a piece of paper
from a basket. The instruction continues, "If you received a dot on your
paper then you represent the fortunate few in the world who are
well-fed." At this point the teacher cuts a piece off (70% of the loaf),
cuts it into four pieces and distributes the bread to those four
individuals who represent the well-fed (16% of the world population).
"The rest of you are the unfortunate people in the world. You represent
the malnourished and starving people. Most of the people in the world do
not get enough to eat." The teacher then distributes the final 30% of
the loaf by cutting it into 21 little pieces. As the students nibble,
listen for comments and casually ask: "Is this fair? Unfair? Should the
'haves' be sharing with the 'have nots?'" Students learn terms such as
first, second, and third world nations, developed, developing,
underdeveloped, and industrialized. They use maps and globes to identify
the geography of hunger. They learn to interpret and graphically
display statistics related to world hunger. To personalize world
hunger, students study a first-hand account of poverty in a village in
Africa. In chart form, the students identify economical, educational,
geographical, sanitational, and nutritional issues which contribute to
poverty, malnourishment, and starvation. Each group is then able to
discuss intelligently the reasons for world hunger and develop
solutions. Student enthusiasm and use of knowledge in discussions
indicate successful learning The idea was inspired by books, newspaper
articles, and television programs, and developed with encouragement from
my colleagues. All people must eat, and most of us participate, to
some extent, in our daily food choices. This unit helps students see the
importance of this issue, how it affects their lives, and to accept
some responsibility for their food choices State Frameworks: The Home
Economics Framework recommends nutrition study. The History/Social
Science Framework recommends study of "unresolved problems in the modern
world." The Students: Thirty students of varying achievement levels,
grades 9-12, participated in my 1992-93 Foods and Nutrition class. I
always get a favorable response to it. It is visual and shocking. I have
had students from Vietnam, Guam, and Mexico relate their stories of
impoverishment to the other students, openly and frankly. |
The Students: |
The Staff: I have been teaching science, history and home economics for seven years. I co-owned and managed a restaurant before teaching. |
What You Need: Facilities and Materials: My
teacher packet includes information about speakers, books, and videos.
Outside Resources: Guest speakers from the Food Bank provide valuable
insights for students about local hunger issues. |
Overall Value: |
Standards: |
Food for Thought |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: Combine: Cups of creative
cooking experiences and tablespoons of teacher questioning. Add: A
dash of diversity, desire and determination. Mix well with eager
students willing to hypothesize, inquire, discover, analyze and
evaluate. Enjoy! Yields: Gallons of Great Thinkers!, The project's
purpose: to develop students' basic skills in reading writing,
language arts, the content areas, mathematics and the fine arts. As the
students read, write, speak and think about their experiences with
foods, they are using their senses. Sensory activities make learning
meaningful and aid in the retention of basic skills. Recipes feature a
variety of foods that appeal to the multi-cultural tastes of our
community. Cooking is perceived as an adult activity, and students find
working with foods both motivational and satisfying. DCPS Major System
Priorities: Critical Thinking, Achievement. The Students: "CAFE -
Food for Thought" has been implemented with both second-graders and
Kindergartners, but it is appropriate for all elementary-age students in
both, small and large group situations. |
The Students: |
The Staff: The Staff: Marti Milberg McLean
has taught Kindergarten at Williams Jennings Bryan Elementary School for
five years. She has completed an M.S. in Early Childhood Education
from Florida International University. Mrs. McLean is associated with
the DCPS/UTD Critical Thinking Skills Project. Deborah Mink has been
teaching at John G. DuPuis Elementary for ten years, previously serving
as a music teacher at Miami Gardens Elementary School. She has traveled
throughout the United States collecting ethnic recipes. Mrs. Mink loves
to cook herself and had fun writing the cookbook and adapting the
recipes for the classroom. (In contrast, Mrs. McLean hates to cook at
home, but loves the results she gets cooking with her students!) |
What You Need: Materials and Facilities: A
regular self-contained classroom with access to running water and soap
is all that is needed to begin a cooking program. The teachers have
written a cookbook full of recipes that have been classroom-tested by
the children. Outside Resources: Children's cookbooks are valuable
resources. Field trips to restaurants, grocery stores and food-service
businesses provide learning experiences. Guest chefs and parents who
share favorite recipes also add to a successful program. |
Overall Value: "CAFE - Food for Thought"
increases attendance, improves student achievement and helps children
think critically as they develop life skills. Students rarely miss a
cooking day at school. Through teachers' questioning, students
develop skills such as sequencing, seriation, part-to-whole
relationships, measuring capacities and observing changes in the foods,
skills which build a knowledge base for reading and math. |
Standards: |
For Rent: A Lover Of Books And A Spinner Of Tales |
Category: English/Language Arts |
Grades: 7 to 9 |
How It Works: This across-the-grades project
strengthens skills and confidence and builds unexpected friendships.
Upper grade students work directly with groups of younger children in
the school. Students learn techniques for: reading aloud and
storytelling presenting literature through puppet plays selecting
appropriate books to be used with younger groups, stimulating critical
and creative thinking Then students plan, advertise and schedule
readings, storytelling and puppet play sessions with Primary and Special
Education classes. Students: This project was developed with
fifth, sixth and seventh grade students who needed to improve their
reading, vocabulary and critical thinking skills. Presentations were
made to other classes during recreational reading periods. It can be
adapted for other ages and skill levels. |
The Students: |
The Staff: Dorothea D. Lattyak has taught in
Chicago Public Schools for twenty-four years. She holds a BS in
Education from Loyola University and an MA in Administration and
Supervision from Roosevelt University. |
What You Need: Materials And Facilities: A
well-stocked classroom library of books is essential. A writing center
and an art center in the classroom let students write and illustrate
their own stories and make puppets. Children in the primary grades need
space to sit in a semi-circle during storytelling sessions. Outside
Resources: Parents, the neighborhood library and local book stores
all contribute to the success of the project. The class can also visit a
publishing company to see how books are produced. |
Overall Value: Students who plan story
sessions boost their reading, writing and vocabulary skills and develop a
sense of responsibility and teamwork. They learn, the value of reading
to others and the joy and magic of sharing a good story with younger
children. |
Standards: |
Forensics Fundamentals |
Category: English/Language Arts |
Grades: 13 to 14 |
How It Works: Forensic Fundamentals is
designed to assist teachers in beginning a speech and debate program.
The project is designed with the understanding that once teachers work
in forensics and participate in tournaments they will establish their
own style and resources. The project materials are geared to preparing
for participation in competitions. Separated into three loose-leaf
binders for easy access and additions, these materials cover The
Fundamentals, Individual Events and Debate through a collection of
observations, lessons and materials from the Developer, noted coaches
and national forensics organizations. DCPS Major System Priorities
Achievement, Standard English, Critical Thinking, Job Preparedness,
Intergroup Relations, Parental Involvement, Blueprint 2000 Goals,
Readiness for Employment, Student Performance, The Students, Forensics
Fundamentals Is geared to junior and senior high school students
preferably in classes with 25 or fewer students. Although the project is
primarily for students who would be willing and able to enter forensics
competitions, it can benefit students of all levels of ability and
aspirations. Some aspects of the lessons also would benefit adults,
although they are not eligible for competitions. |
The Students: |
The Staff: Dianne Campbell began the
forensics program at Miami Carol City, Senior High School in 1990. She
attended forensics institutes at University of Iowa in 1990 and Nova
University in 1991 and received a Phillips Petroleum Company grant to be
a presenter at the National Forensics League Urban/Rural Planning
Conference in Denver, Colorado in 1992. She is a Teacher Mini-Grant
recipient and organized and wrote much of Forensics Fundamentals while
on a DATA grant. Ms. Campbell has been in the Miami Carol City English
Department since 1988, following a 20-year career as an international
travel writer. |
What You Need: Materials And Facilities, A
forensics program can be started in an average classroom. The advice and
assistance of the school media specialist and social studies teachers
will surely be called upon by both the teacher and the students. Audio
and video recording of speeches can add exciting dimensions as the
program develops. Additionally, easily obtainable forensics books,
newspapers and news magazines may be helpful. Outside Resources, Local
forensics coaches, national organizations for both students and
teachers, and a schedule of the South Florida forensics tournaments,
which are all provided in the Idea Packet, may be useful. |
Overall Value: Teaching forensics and
coaching a competitive team is a stimulating challenge for the teacher
who is interested in more than,"business as usual." Students of all
ability levels are empowered to grow and develop through their new-found
self-confidence and personal expression. Although forensics is a
complicated field, the project, Forensics Fundamentals, eliminates the
mysteries and frustrations of starting a program and quickly offers
teachers rewards that cannot be attained in any other area of teaching. |
Standards: |
FORGING INTO THE FUTURE |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: The goal of this unit is for
students to (1) develop a concrete understanding of conceptual notions
of past, present, and future, (2) to speculate how and why things change
over time and (3) to experience how a culture evolves.
To meet these objectives, students cooperatively participate in
inventing a futuristic society, "a new planet" to add to the solar
system. Students are immediately challenged to analyze the elements of a
culture - what is the planet's name? What does it look like? Who or
what inhabits the planet? Do they eat? What do they eat? How do they
communicate? How do others travel to the new planet? Does the planet
have a flag or an anthem?
As the children generate the issues, the list becomes endless. The
children then vote on six vital elements necessary to create their new
planet. No matter what learning style a child possesses, each activity
encourages the children to become active participants where language,
drama, art, problem solving, cooperation, decision making, and
imagination flourish. Assessment includes observing and noting student
performance, as well as parental feedback. Students have successfully
achieved if (1) they are able to distinguish important elements of a
culture, and (2) if they are able to create and merge these elements to
form a new planet.
"Forging Into the Future" is truly a hands-on unit as children actually
cook futuristic foods, write and communicate in their new language, and
design a flag to represent their unique culture. As a culminating
extravaganza, the children journey to the futuristic planet. They come
to class with a suitcase full of items needed on the new planet. We
create passports, and children go through customs. Parents are invited
on our expedition.
|
The Students: Each mini-course has involved
22 students from grades 1 and 2 comprising all ability levels. The
students are racially and culturally diverse, including many recent
immigrants.
|
The Staff: Rachel Haron Hart Elementary School, Stamford |
What You Need: General art supplies, boxes, furniture, cooking utensils and cooking ingredients.
|
Overall Value: "Forging Into the Future" is a
terrific unit where every child has an opportunity to be successful.
The Common Core of Learning stresses intellectual curiosity. Each
activity in this unit stretches every participant's imagination.
Children are challenged to speak, listen, and view as they work
cooperatively, make concrete decisions, problem solve, and produce a
finished product reflecting what they have learned. The children truly
enjoy this educational experience.
|
Standards: |
Fraction Action |
Category: Mathematics |
Grades: 6 to 6 |
How It Works: Fraction Action . . . A
Saturation Success begins an intensive study of fractions for two fourth
grade classes. They manipulate fractions, cook fractions, measure
fractions, do P.E. games with fractions, eat fractions, create music
with fractions, read and write literature dealing with fractions, create
fraction art, and do fraction drama on "Fraction Action Day." This
kickoff day finds students in groups of seven to eight rotating every 12
minutes to a different station for "hands on/minds-on" experiences,
with manipulation, comparison, problem solving and use of fractional
parts. Each instructional hour, a student is saturated with a fraction
concept doing eight different activities led by eight different adults.
As the day progresses from fractions of a whole to fractions of a set,
equivalent fractions, mixed fractions and finally adding and subtracting
fractions, students are seen enjoying their learning and applying their
newly acquired knowledge. "This is fun and I learned a lot, too . . ."
"Fractions are cinchy, I use them every day and I didn't even know it!"
commented students who felt that fractions were going to be the
"scariest" thing in fourth grade. The excitement and anticipation is
electric throughout the campus on this beginning day. Students help one
another and relate to each other with a team spirit. Their confidence
carries over to the next four weeks where they return to their
classrooms and proceed to pencil and paper tasks, problem solving, and
finally creating and identifying fractions in their daily lives.
Self-esteem is high as all students carry "fractional" understanding to
decimals and preliminary percentage study. The unit culminates with an
individual project, where each student prepares a model that is "real"
and exhibits the value of fractions in life tasks. Projects are
displayed at Open House and cover a range of activities, e.g. cookbooks,
money-making ideas, science projects, marketing studies. The depth of
each student's ability is displayed in the final project. Using a
pre-test and a post-test, we found that the results of this saturation
were conclusive: all students gained a clear understanding of fractions.
Everyone wins, because everyone can succeed and enjoy this program.
State Framework: This unit directly addresses Standard 12 of the Math
Framework, "the concept of frac-tions should be developed with a number
sense for fractions." The Students: Fifty-six 4th grade children from
two classes participated in this project. Students ranged in ability
from severely learning disabled to the gifted and talented, and included
ESL students. |
The Students: |
The Staff: Joan has taught 2nd-5th grade for
18 years, 14 years at Monte Vista. She has developed many grade level
projects for the fourth grade to reinforce social studies across the
curriculum. Jean has taught grades 1-6, has worked as a Reading
Specialist and French teacher in elementary grades. She has taught
fourth grade for the past 2 years. |
What You Need: Materials and Facilities:
Fraction Day begins with a skit and distribution of student material in
the multi-purpose room, and it is used to share projects on the first
day and at the end of the unit. Two classrooms, the patio and an
adjacent park are used during the project. Materials include: cereals,
fresh fruits and vegetables, pizza, cake decorating supplies, art
supplies, egg cartons, play money, geo-boards. cuisenaire rods, fraction
games and manipulatives, recorders, textbooks, old magazines, grocery
ads, and number lines. Outside Resources: Parents work with small
groups of students to develop concepts, bring in and oversee the
distribution of foods and a pizza lunch, share the value and use of
fractions in daily life, share games and music that use fractions. |
Overall Value: |
Standards: |
French Fry Frenzy |
Category: Mathematics |
Grades: 7 to 11 |
How It Works: Imagine yourself sitting at
McDonald's carefully measuring each French fry to the nearest centimeter
before eating it. Our 8th grade students did this (willingly) while
participating in French Fry Frenzy Ñ a math investigation. First, the
class was divided into randomly selected cooperative groups after
collecting data on the length of French fries in one fast food chain's
restaurant, each group tallied and organized the information obtained.
They then statistically analyzed their results to compare their chain
with all the others. Where do you get the most centimeters of fries per
penny in Santa Maria? This is the question the students developed after
studying the data. Each group analyzed all the information. To answer
the question for the group's restaurant, the students did detailed
analyses of the data.Then each group wrote a report which included
charts and graphs as well as analytical, explanatory and reflective
writing. An original advertisement for the group's fast-food restaurant
featured statistics about French fries. The final activity was an
individual report in the form of a letter to USA Today recommending a
restaurant for french fries and justifying that recommendation with
facts, figures and graphs. Measuring French fries is a meaningful way
to experience mean, mode, median and range and review metric measurement
at the same time. Although we didn't actually stretch out kilometers of
fries to cut in equal lengths, making "fries" out of graph paper
allowed us to simulate this with manipulatives. This investigation took
approximately ten class periods. Lessons on graphing were presented as
needed. Ninety-eight percent of our students successfully completed the
investigation. Seventh grade students are asking: "do we get to measure
French fries next year?" State Frameworks: The Math Framework suggests
that two to three mathematics investigations be completed each year.
Probability and statistics is one of the unifying ideas for the middle
grades. The Students: Two hundred forty 8th grade math students of all
ability levels participated in this investigation. |
The Students: |
The Staff: Judy has taught math at Lakeview
Junior High for 21 years but taught 5th grade one year early in her
career. She is a coach in the California Math/Science Demo Program and a
Central Coast Math Project fellow. Jane has taught at Lakeview for 12
years, and earlier taught 6th grade for two years. She is the author of
Investigations in Math, and is Co-Director of the Central Coast Math
Project. |
What You Need: Materials and Facilities: A
normal classroom can be arranged for groups of four students. French
fries are also needed. Sixty-two of our students gathered the data. This
is a significant sample. Outside Resources: None are needed, but it
would be nice to have someone from a fast-food restaurant come to talk
about the wholesale price of fries, the cooking expense, and how the
price is determined. Parents are also a necessary resource for this
project. |
Overall Value: |
Standards: |
Freshman Research Project: Orientation to the Library |
Category: English/Language Arts |
Grades: 11 to 11 |
How It Works: The purposes of this project
aim at the understanding of techniques and the gaining of skills in
attacking research problems in the library. Both the instruction, the
activities, and any reporting focus far more on process than on
information about some topic, which can be viewed primarily as an
arbitrary vehicle. Students are introduced to library research through
viewing an amusing but inspirational film (The Mind's Treasure Chest,
produced by the Follett Software Company). They discuss and take notes
on basic terminology of the library itself, research, and documentation.
They are led on a "tour" of the library, where they note and record the
nature and location of the resources of the library: shelving order,
periodicals, indexes, databases, readers, etc. The focus then narrows to
the electronic databases, including the computerized catalog to the
library collection, CD-ROM based indexes to newspapers, magazines, and
encyclopedias, and dial-up access databases (read here the range of
technological development of any specific library). Prior to coming to
the library for the next session, the class will have spent some time
brainstorming some topic in order to elicit and frame research
questions, the keywords of which will be used to formulate queries to be
used at each database. Students learn the terminology of computer
searching and, most importantly, get small-group, hands-on experience at
each of the kinds of databases mentioned above. During the course of
this experience students focus on and exercise the skills of
note-taking, narrow definition, brainstorming, cross-referencing,
paraphrasing, querying, keyboarding, and using printers. Initial
assessments may be made through the checking of notes and testing on
terminology, locations, and the contents of the various sources. The
most useful evaluation of their learnings will be found in the facility
with which they attack practical follow-up research assignments, either
in their English classes or in other disciplines. It cannot be too
strongly emphasized that this project involves a sequence of exercises,
aiming toward and only ending with some practical, hands-on research
which demands that the researcher manipulate a wide range of the
resources introduced here. The Students: The project is designed
specifically to aid the transition from middle school or junior high
school to high school where, typically, the ninth grader confronts
significantly more complex or more demanding systems and requirements.
All levels of ninth grade can benefit. For library visits, which spread
over a minimum of five days, each class is divided into groups of from
four to seven. |
The Students: |
The Staff: Involved are the English teacher,
the librarian(s), and additional personnel such as trained
paraprofessionals to provide enough instructors to handle the number of
groups. |
What You Need: The film: The Mnd's Treasure
Chest, approximately $130 from the Follett Software Company; a map of
the library showing the key stations furnishings, and equipment; a
note-taking form to facilitate the,"tour"; a specialized form which
summarizes the electronic databases available and reviews the basic
understandings and procedures for intelligent gent access to them. |
Overall Value: Remember from your high school
mathematics or physics the startling formula for acceleration of a
falling body? 32 feet per second per second! The numbers seemed to
explode, didn't they, in a way we had never seen. That is a useful
analogy to keep in mind when we consider our roles in preparing our
students to make use of the information available to them in research.
We are in the era of the,"information explosion,","the information
highway," and our task is to prepare students to make use of that
information. Understanding that it is an,"explosion" requires a sense
of history which the ninth grader lacks, of course. They are creatures
of the moment, and the vast bulk of information out there, to them, is
simply what is. But we know that that bulk will continue to explode and
that the key to the door will be an understanding of how and where the
information is stored and some facility with the machinery which allows
access to it. Young minds are quick. Once students have a standard,
minimal proficiency with the general concepts needed to find their way,
they will grow in skill as the system grows in complexity -- SO LONG AS
WE KEEP THEM BUSY USING THE SYSTEMS. But that is another project. |
Standards: |
Friendship: The Common Denominator |
Category: English/Language Arts |
Grades: 8 to 11 |
How It Works: The purpose of this project is
to allow diverse populations of students to interact, find
commonalities, and work cooperatively toward a common goal such as the
completion of a craft project. The two target groups that worked
together are middle school students identified as academically talented,
and adolescents in a vocational program for the developmentally
disabled. The adolescents would be identified in society as mentally
challenged. In addition, some are physically challenged. From
individual and group writings by the class identified as,"gifted," the
students have an opportunity to discuss stereotypes and common
misconceptions about any group known as,"the other." The initiation of
the project with both groups of students involves a getting-to-know-you
session in which participants come face-to-face and consider the
selection of a long-term project. The process of working together to
achieve the goal of a common craft activity begins with the development
of a questionnaire by the gifted students in cooperation with the
adolescents. This reflection on common needs and interests enables both
groups of students to see that they are part of the human population.
Questions that key into the common core of human experience (e.g. What
is your favorite food?, T.V. show?, Music?, What kind of pet do you
have?) will be developed into the interview. Simultaneously, the
adolescents are reviewing language skills and appropriate behaviors
during an interview. Both groups of students are developing a different
set of communication skills while becoming familiar with
the,"differences" they have in common. A set of posters designed by the
students graphically illustrates the commonalities of both groups.
Follow-up activities that evolved from the interview have included a
slide show about the lives of the adolescents, a yearbook highlighting
their interests, and the decision to become involved in a craft
activity. Assessment for the gifted group comes in the change in
attitude towards students who are initially perceived as completely
different. For the developmentally disabled adolescent, the successful
completion of the interview and craft activity are major
accomplishments. THE STUDENTS; Any two groups of students that at
first glance seem radically different from each other, whether by age or
mental ability, could benefit from this project. In this particular
case, the two groups were by definition, the top 5% and the lowest 5%
academically in the school district. Approximately 20 students in each
group were paired. Two meetings with the whole group followed by small
group interviews, time for completing the craft activity, and a
culminating session are recommended. There is the option of expanding
and developing new joint projects if time and desire permit. |
The Students: |
The Staff: One teacher from each of the
groups would need to meet and work cooperatively in developing the
format for meetings and desired outcomes for each group. |
What You Need: A tape recorder, posterboard,
craft materials, a large space for group meetings, and smaller rooms for
interviews are the main components. A video such as,"Reaching for A
Dream" - The Stories of Six Who Struggle Against Prejudice Because of
Their Disabilties", and books such as The Blue Rose by Gerda Klein, and
Differences in Common by Marilyn Trainer are helpful for setting the
tone but are not absolutely necessary. |
Overall Value: Students in taking the risk of
meeting someone perceived as,"different" learn that friendship comes in
many forms. Working together for a common goal multiplies the rewards
for all participants. For both groups, the ability to communicate
effectively outside their peer group resulted in pride and increased
self-esteem. The project promotes inclusion in a very positive way. |
Standards: |
From Buccaneers, To Baymen, To Belizians: A Multicultural Study |
Category: Global Education |
Grades: 6 to 10 |
How It Works: One of the smallest countries
in Central America is Belize. Its history, people, and geography are
integrated into "Many cultures, One nation." Belize's geographic
location makes it difficult to approach by ship thus preventing early
destruction of its rainforest, yet allowing escaped slaves and Maya
Indians access to the interior. Archaeologists, zoologists, and tourists
are just now rediscovering Belize. This set of lessons teaches of early
Belizian explorations, adventures, and discoveries.
The students, divided into travel teams, use hands-on teaching
strategies to identify, locate and recreate cultural artifacts. This
travel simulation through Belize has them analyze the cultural and
physical geography. The lesson contains student handouts, resource
lists, and activities to extend the content and skills being taught.
Strategies are supported with the National Geography Standards. |
The Students: |
The Staff: I currently teach gifted students
grades one through eight. The curriculum's emphases are science and
social studies. This is the second year that I have used this program in
my classroom. I have continued to make it available to other teachers
to use with their non-gifted students. An elementary classroom teacher
can introduce and teach the entire program by herself if needed. Middle
level teachers teaching Cultures, World Geography or other Social
Studies class could incorporate this unit into their curriculum. |
What You Need: A regular classroom equipped
with either tables or desks is ideal. Materials can be distributed to
travel teams at the beginning of the lesson or placed in a central
location for students to use as needed. The program contains
reproducible student reference material and handouts, along with a
teacher resource list and optional media materials to extend learning.
The lesson is written so that a teacher can easily understand what to do
each day of the lesson.
Outside Resources
This program is self-contained and does not need outside resources. |
Overall Value: Increased geographic knowledge
about the culture, physical features and economic situation in Belize.
Introduction and practice using cooperative learning and higher level
thinking skills. Understanding of the concept of culture and
multiculturalism. Hands-on lessons adaptable across several grade levels
and abilities. |
Standards: |
From Dreams To Reality |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: This program focuses on figures
in American history whose conviction and determination transformed our
society. Using a calendar, children travel through the year and learn
by: identifying great people who are honored in special ways,
formulating their own ideas on why these figures deserve recognition,
reading and creating their own books, making puppets, singing, dancing
and performing skits to bring history to life. A Character Corner is
created to help students understand fifteen qualities described in the
Character Education Program. The words are big and the ideas are
overwhelming, but students are able to identify with the honored figures
who turned their dreams into realities. Students: The program was
developed with two half-day Kindergarten classes. |
The Students: |
The Staff: Mary Ann Mangano holds a BS from
Loyola and an MS from the University of Illinois. She has been at D.R.
Cameron School since 1970. |
What You Need: Materials And Facilities:
Trade books were used primarily, along with basic classroom art
supplies. Outside Resources: Parents and other classrooms provide
audiences for the children's performances. One or more trips to museums
add background information. |
Overall Value: Dreams to Reality introduces
children to some of the people who helped make America great and to the
character traits needed to make dreams come true. |
Standards: |
From Fables to Facts |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: In From Fables to Facts,
students read folk and tall tales, then write tales about agricultural
products. This leads to students exploring product questions, such as
"why do carrots grow underground?" To make their oral presentations more
interesting, students use visual prompts, e.g. stick puppets and scenes
drawn on paper bags.
Each student researches a product's history and current use, writes a
factual report and shares interesting facts using magazine pictures as
prompts. They also research product recipes, then prepare and sample
them with the class. When possible, students bring in fresh products so
classmates can examine and compare them for size, taste, color, texture
and flavor. Chemical and nutritional changes during cooking are
discussed. Parents help students find recipes, obtain ingredients and
prepare them at home in a trial run. |
The Students: 1997-98: eight students, grades 4-8, in a learning handicapped special day class. |
The Staff: Diona has taught special education
for five years, three years with severely emotionally disturbed
students (K-6), and two years in a special day class. She attended the
Agriculture in the Classroom Summer Institute and received three
Community as Classroom grants. As a seven-year 4-H leader, she
specializes in raising puppies for Guide Dog and Therapy Dog programs. |
What You Need: Library, Internet access,
County Farm Bureau, State Agriculture in the Classroom program, state
Dairy Council, University Extension Office for guest speakers, portable
appliances if recipes prepared in school, teacher packet. |
Overall Value: The project was successful
because it built on students' curiosity and taught them how to answer
their own questions using the Science Framework emphasis on learning
through hands-on exploration. The students' writing improved as they
worked in pairs to discuss and edit their rough drafts. This interaction
also built confidence for reluctant presenters. In turn, the students'
oral skills improved as they presented their stories and reports to the
class. Students learned to receive and give positive critiques as well
as compliments. The students' self-confidence and cooking skills greatly
improved as they shared their recipes with the class and taught how to
prepare them.
Teacher and student assessment of individual and small group
interaction occurred throughout the project . A rubric scale of 1-3 was
used to evaluate written and oral work. Because a process for improving
quality was built into instruction, all students achieved a 3 on their
finished products. |
Standards: |
From Hawthorne to Bioethics |
Category: English/Language Arts |
Grades: 12 to 14 |
How It Works: From Hawthorne to Bioethics enables
students to interpret classical literature, while developing critical
thinking skills to analyze current bioethical problems. Nathaniel
Hawthorne's short story, Rappaccini's Daughter, has long
intrigued me with its various possible readings. Deciding who is good
and evil in this story is the perfect introduction to bioethical
challenges facing society. This unit encourages students to use
classical literature to access an understanding of today's issues. Using interpretation skills, the class conducts a "Coroner's Inquest" after reading Rappaccini's Daughter.
After all, a beautiful young woman is dead at the end of the story,
so the cause of and responsibility for the death need to be determined.
The class debates and explores the possible conclusions. They discuss
motive: is there any evidence that anyone wants her dead? They also
explore the relationship between motive (or intention) and consequence.
The class continues their interpretations with an allegorical reading
of the story. Gradually, they come to realize the theme: good and evil
are so intertwined they cannot be separated. Then they research the
legend of Prometheus, comparing Dr. Rappaccini and Prometheus, two
scientists who "tread where angels fear to go," and pay a price for
their actions. Students make the connection to bioethics as they read
articles or watch taped news programs about such issues as genetic
research, biological warfare, and life-prolonging medical advances. As
Dr. Rappaccini and Prometheus become the scientists of today, students
see that issues presented on the evening news are much more
complicated than sound bites, and that humans have always dealt with
scientific "advancements." The culminating activity is an essay that
further develops their critical thinking and writing skills.
Evaluation tools include teacher evaluation of students' final essays
and their discussion of bioethical issues. There is
excellent potential for integration with history and science classes,
and wide-ranging research opportunities. In 1996-97, 80 students in
heterogeneous and honors American Literature classes (11th grade) used
this curriculum. |
The Students: |
The Staff: Judy has taught high school
English for 30 years, including 10 years of teaching both history and
English. She currently team teaches with a history teacher. She has
been a Mentor, and a South Coast Writing Project fellow. She was a
member of the People to People delegation of English teachers to Great
Britain in 1996. |
What You Need: Rapaccini's Daughter
by Nathaniel Hawthorne; vigilant reading of newspapers, and viewing of
television programs; various research sources, including libraries and
the Internet. A speaker who specializes in the bioethical issues
being examined adds to this unit. Physicians discuss issues associated
with dying. |
Overall Value: Throughout the activity,
students develop critical thinking skills by exploring questions more
deeply. As they identify underlying questions, they see that
bioethical issues do not have just two sides; instead, many issues are
multi-faceted, making them very complex. Students show heightened
awareness of complex bioethical issues, and become more adept at making
sense of the issues orally and in writing, including understanding
that motives and outcomes are not always the same. |
Standards: |
From Isolation To Globalism |
Category: English/Language Arts |
Grades: 9 to 10 |
How It Works: This program provides a way to
bring the world to a group of poverty-stricken, disenfranchised
children, who seldom travel more than ten blocks from their homes. All
students are involved, but this project primarily focuses on the needs
of severely mentally handicapped students. It reflects a primary
concern for their quality of life after leaving school, focusing on
building independence through the development of functional living
skills. Students learn how to: -budget money and comparison shop for
food and household needs, -complete employment applications and search
want ads, -prioritize goals and activities to achieve fruitful lives,
-protect their rights and know their responsibilities as tenants,
-develop higher level thinking skills in science/social studies, -speak
in English, Sign Language and Esperanto, -sing in six languages,
correspond with pen pals world-wide, -greet visitors from many countries
in their classroom. Students: This program works well with all
students. Striving for inclusion, regular education students integrate
themselves voluntarily with this special education group. They join to
learn Esperanto and Sign Language before and after school and when they
have free time. They work hard in class to earn time to join the fun. |
The Students: |
The Staff: Adrienne LeDree attended Wilson
Jr. College and holds a BS from Chicago State University. She has been
teaching for 23 years and is the recipient of several awards for
teaching excellence. |
What You Need: Materials And Facilities:
Best implemented in a spacious classroom, this program requires
materials for teaching both Sign Language and Esperanto. (The teacher
can learn the languages along with the students.) Outside Resources:
The Chicago Esperanto Society will work with teachers and provides
free classes and guest speakers. |
Overall Value: This program introduces all
students to a global society and makes geography come alive. Children
make contact with others in Chicago and around the world. There is a
remarkable effect on the self-esteem of all students involved in the
project. |
Standards: |
Fun Activities for American History |
Category: Social Studies |
Grades: 9 to 14 |
How It Works: American history can be a
boring, uninteresting and nonstimulating subject to students at the
secondary level, unless the teachers take up the challenge of making our
subject,"fun". The purpose of this project is to share professional
ideas that would create a new freshness in the attitude students have
towards the history of our country and a new vitality that history
teachers would gain toward the curriculum that they must teach.
Students will engage in battle re-enactments, class plays, the keeping
of a diary, slogan writing, period parties, class government, student
teaching days, class competitions and more. For example, when studying
the period of the 1920's a class can have a "flapper party". This
activity would include music from this period, costumes put together at
home and perhaps conversational topics to be discussed by students at
the party. This type of activity is fun and helps students to
conceptualize dress, attitudes and mores of this particular time in
history. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Intergroup
Relations, Individual Student Preparedness, Parental Involvement. THE
STUDENTS: Activities suggested have generally been used in classrooms
with students ranging in numbers between 30 to 45. The program can be
adapted to different age and grade levels at the secondary level, grades
seven through twelve. Activities suggested are recommended for regular
and/or advanced level students. The program can be adapted to lower
levels of reading abilities and to elementary level education. Larger
or smaller number of students can participate in all suggested
activities as well. |
The Students: |
The Staff: Phillip Chait has been teaching
for eight years. The first two years were at private school and six
years at DCPS. He was Teacher of the Year at Gulliver Academy in his
second year and was a finalist for DCPS Teacher of the Year in Social
Studies (1988-89). He was selected to participate in the DATA Program
during the 1990-91 school year. As sponsor of Hammocks Middle School
History Club, his team won the Dade County History Bee during the
1986-87 school year. |
What You Need: Almost all activities
suggested in the project require materials that are readily available at
most school sites. Any materials not at hand can be reproduced at
home. Many of the materials in this project are reproduced and
available by reproduction for all teachers to use. OUTSIDE RESOURCES:
Field trips to local historical sites such as the Museum of Science
Florida History or Coral Castle might be a good method of introducing a
new unit or chapter. Using the public library, perhaps even as a field
trip, can help with enhancing specific areas that the teacher may want
to emphasize. Guest speakers may be utilized for units such as World
War II, Korean War, the Holocaust, etc. |
Overall Value: Teaching American History can
be fun--not only for the students but for the teacher as well!, This
project contains activities that are not normally practiced in a typical
classroom. Using these types of activities enhances the total classroom
and produces a feeling that students look forward to coming to class.
Student achievement soars--both cognitively and affectively. This
method also helps with that,"burnout" feeling! |
Standards: |
Fun Language Activity |
Category: English/Language Arts |
Grades: 9 to 11 |
How It Works: Fun Language Activity is
designed for French, but can be tailored to fit the study of any major
foreign language. The project's purpose is to acquaint students with the
cultures and lifestyles of the people who live in French-speaking
countries. Students go to libraries to look for information about the
countries where that language is spoken. The class is divided into
groups. Each group is responsible for gathering brochures on a specific
country by contacting travel agencies, consulates and other
organizations related to that country. The groups gather information
about money, lifestyles, newspapers, national and local geography, and
the people(s) of that country. After the research is done, each group
presents its findings on its assigned country on a different day. To
accompany each group presentation, a guest speaker is invited to the
class to talk about the country and food typical of the country is eaten
in the class. This
activity teaches students that the language they are learning, is not
only spoken in France, but also is spoken in Africa, Latin America and
even in the United States. This activity can be enriched by repeating it
every year and keeping the information gathered about these countries
in previous years as samples to help future students. Particular places
in the classroom can be selected to create a unique spot to hold
materials for each designated country. DCPS Major System Priorities:
Intergroup Relations, Bilingualism, Critical Thinking, Achievement,
Blueprint 2000 Goals, Students Performance, Learning Environment, The
Students: This project was implemented with entire classes, grades
seven through nine. It can be adapted easily for small groups in any
grade level. |
The Students: |
The Staff: Josiane Marzouka started her
career as an ESOL teacher at MiamiDade Community College. She has a
bachelor's degree in French education and has been teaching since 1990. |
What You Need: Materials And Facilities,
Public and school libraries, travel agencies, chambers of commerce and
bureaus of tourism can provide the necessary research materials.
Outside Resources, University and college professors who teach
geography, history, anthropology, languages and political science could
be guest speakers. Public and school libraries are the main outside
resources to find information to share with other students. |
Overall Value: This project motivates
students to want to learn anything and everything related to the
language they are studying. In addition, it exposes students to
different cultures of the same language. |
Standards: |
Fun with Foreign Words |
Category: Foreign Language |
Grades: 14 to 14 |
How It Works: Students are easily frustrated
by words of foreign origin; the SAT contains a few reading questions
using foreign words that they generally misinterpreted. This vocabulary
game, a "hands-on" learning activity designed to improve reading
competence and SAT scores, is designed to be a fun way to learn.
Students use a computerized vocabulary building game (TicTac-Show), a
format that is appealing to them. Every correct response is rewarded by
a happy tune coming from the computer. Every wrong answer, is followed
by a "sad" tune as the correct response appears on the monitor screen.
The game includes some French, Spanish and Italian words commonly
integrated into English. Using a survey given to 100 students to
establish major vocabulary weaknesses and a list of commonly found
foreign words transferred into sentences on three floppy diskettes,
students learn French vocabulary (divided into three sections:
literature, social studies, and gastronomy), Spanish words (deals with
geographical terms), and Italian words (containing musical terms). DCPS
Major System Priorities: Achievement, Standard English, Job
Preparedness. The Students: This project was developed with the
contribution of a senior high school level III French class. The
diskettes have been used by, other levels of French classes. The
software could be used in different subject areas. |
The Students: |
The Staff: Monique Fauvel, a recipient of a
Master's degree in Reading from the University of Miami, has taught in
public schools for, 17 years. With the support of her school's A.V.
Department, Mrs. Fauvel was able to work on developing the project
involving her students. |
What You Need: Materials and Facilities: The
available software is designed to be used with an Apple IIe, Computer.
Outside Resources: No outside resources are necessary. Community
resources may be, brought into class, such as guest speakers who could
tie in, discussions and lectures with the vocabulary included on the,
diskettes. |
Overall Value: Computer literacy is becoming
compulsory in an increasingly technological world, and will soon be
required for graduation from senior high school. Students are willing to
use computers; the idea of presenting vocabulary lessons as games is
well-received by students. Students are easily frustrated by unknown
vocabulary words. It is important for students to be familiar with
terms that will enhance literacy across different content areas. Since
students participate in developing the project, they gain a, feeling of
accomplishment. |
Standards: |
Funky Water |
Category: Science |
Grades: 11 to 13 |
How It Works: This learning experience allows
students to establish meaningful relationships between chemistry and
biology, science and industry, the economy and the environment. In
addition, successful implementation of this learning experience requires
a transfer of authority for learning from the teacher to the students.
The initial task for each team of students is to create a unique soap
product. Students apply for different positions within each team,
establishing a division of labor. Students must research, design, and
execute an experiment with limited resources, time, and technology in a
simulated business environment. Upon completion of soap prototypes,
students switch gears and act as employees of various government
agencies such as the EPA, the USFDA, and the Consumer Product Safety
Commission. Their task is to assess product safety for the consumer and
to evaluate the impact on the environment. The final phase involves
product advertising and marketing strategies. Computer technology is
used to assist students in this campaign. Finally, the best product is
selected by students and the winning teams are recognized and awarded. |
The Students: This learning experience was
designed as an interdisciplinary, year-long project for freshmen
(Integrated Lab Science), sophomores (Biology), and juniors (Chemistry)
in high school. Student ability levels ranged from below average to
honors. Funky Water can be adapted for use in a single age level course.
|
The Staff: Classroom teachers |
What You Need: Regular classroom; computers with Internet connections and Hyperstudio software; an auditorium for the award ceremony.
Visits from local environmental specialists and people in the industry
would be valuable additions to the learning experience at different
points in the learning experience. |
Overall Value: This learning experience
incorporates transfer of authority for learning from the teachers to the
students. Meaningful learning occurs when each student is allowed to
build on her or his own unique foundation of knowledge and encouraged to
explore individual pathways for information acquisition.
Problem-solving on technical and social levels were integral components
of team success. This success was dependent on each individual's ability
to acquire skill in cooperation, time management, and oral and written
communication. Meaningful connections and relationships that are
constructed within the classroom environment are essential for a better
understanding of the world outside the classroom. With these tools for
success, students are better prepared to evaluate natural and social
phenomena and are able to make informed decisions that reflect a more
integrated, and therefore, holistic view of the world. |
Standards: |
FUN-Tastic Student-created Magazine created Magazine |
Category: Mathematics |
Grades: 8 to 8 |
How It Works: The Math-FUN-Tastic
Student-created Magazine, a joint project of Hillside Middle School and
Louis Armstrong Middle School, affords each student the satisfaction of
producing math activities, games, puzzles, and articles to challenge
themselves and their classmates. The purpose of this year-long project
is to develop students' conceptual and critical-thinking skills, to
encourage them to express themselves creatively through the production
of their own magazines, to foster positive interdependence and social
skills, and to create a bond between students in two community school
districts. Students are introduced to Dynamath magazine early in
the year; after solving Dynamath problems, they are asked to create
similar problems to challenge each other. Manipulatives such as pattern
blocks, tangrams, rainbow cubes, and dice are used to help make
abstract concepts more concrete. As students become more experienced at
adapting these problems, they create more original problems that become
part of their portfolios. Students created Valentine's Day cards with
math puzzles, which they sent to a local children's hospital. This
helped prepare them for their final project and gave them personal joy
from brightening the lives of others. |
The Students: |
The Staff: The Math-FUN-Tastic project was
collaboratively developed by Deborah Silverberg, a math teacher at
Hillside Middle School, and Rossana Perez, a math teacher at Louis
Armstrong Middle School. They are excited by the project's potential to
promote learning and self-confidence among students, and they are
available to offer suggestions, demonstrations, and copies of students'
work to teachers interested in initiating the project in their own
schools. |
What You Need: Materials include Dynamath
magazine (published by Scholastic), 8 1/2" x 11" or 11" x 14" rexograph
paper, magic markers and colored pencils, construction paper, and books
containing worksheets of math puzzles, brain teasers, games, and
biographies of famous mathematicians. Mathematics manipulatives are
useful to help students conceptualize problems. A desktop publishing
system to produce the magazines may be used if a more professional look
is desired. |
Overall Value: Math-FUN-Tastic allows
students to take responsibility for their own learning in a fun,
challenging, and rewarding way. Students take pride in their work and
have even asked for more class time to share their challenges with each
other. "Eighty percent of the students who had not been handing their,
homework in on time were on time for this project," note Silverberg and
Perez. The students' work has been well written, informative, and well
designed, they add. |
Standards: |
GAMES CHILDREN PLAY |
Category: Mathematics |
Grades: 3 to 5 |
How It Works: Third graders "adopt" first
graders and create colorful, fun game boards to use at home and school
for practicing math facts. Games for first graders focus on addition
and subtraction; third graders tackle the added challenge of
multiplication and subtraction. To discover what factors add to or
detract from the fun of a game, older students bring commercial games to
school, play them, and then analyze their experiences.
The two classes meet for a session of stories read by the teachers, then
complete an art project. Now they're ready to get down to work. The
older children find their assigned younger partners and together they
choose a game board design from an "idea book." The third graders
choose colors for their boards, outline the game board with a black
marker, and letter-in the "consequences." After a final proof-reading,
the boards are laminated, and play (and learning) begins! |
The Students: A first and a third grade class
were paired for this project. The classes included visually impaired,
learning disabled, ESL, and regular learners. The project can be easily
adapted for other grade levels and subject areas. |
The Staff: Laura Kubitz holds a BS from DePaul University. She has taught third grade at Sawyer School for five years. |
What You Need: The following are needed for
this project: teacher source book(s) of games; poster board; markers and
high lighters; 3x5 index cards; pawns and dice; laminating materials. |
Overall Value: Third graders loved learning
about color and design as they create unique game boards. First graders
enjoy having their own personal math trainers. Both groups of
children were often caught having a lot of fun while practicing math
facts! |
Standards: |
Games Galore |
Category: English/Language Arts |
Grades: 7 to 7 |
How It Works: Children love to play games!
The goals of Games Galore are to inspire a love for reading, develop
better comprehension, promote cooperative teamwork and help build a more
positive self-concept. Games Galore is a motivational technique that
will meet the needs of students -- from Learning Disabled students to
those in the Gifted Program. Each child can be a star. What's more,
students are encouraged to read, gain proficiency in writing, learn to
follow oral and written directions, and improve their vocabulary and
comprehension skills. Of
course, there are a multitude of possibilities for incorporating Games
Galore into the daily lesson plans for any subject. A scavenger hunt can
be used to teach reading and grammar skills; quiz show games can be
used with social studies; races can be used for spelling; bingo-type
games can be used to teach math--but wait there's more. "Oh Swami" can
teach health and then there's,"TicTac-Toe in the Know". The
possibilities are endless while the,"how to's" are easy. From choosing
teams to obtaining prizes to involving all of the students, it is all
spelled out in this program. The only hard part will be containing the
excitement when it's time for Games Galore. DCPS Major System
Priorities, Achievement, Critical Thinking, Blueprint 2000 Goals,
Student Performance, Learning Environment The Students, More than 70
fifth graders, including students from ESOL, Exceptional Education and
Gifted classes, participated in Games Galore. This project is adaptable
to all ages and levels. |
The Students: |
The Staff: Janet Diaz has been teaching for
20 years for DCPS. Her GAMES GALORE program has been an integral part of
her curriculum for more than 17 years and has been presented at various
workshops and university classes. |
What You Need: Materials And Facilities, A
typical classroom setting can be used. Paper, index cards, markers, pens
and pencils are the basic materials needed. Outside Resources,
Parents, the PTA and other community members are excellent source of
donated prizes. |
Overall Value: Children love Games Galore
because it involves student-centered activities. Teachers love it
because it provides a natural setting for an exciting learning
experience. The result is a fun-filled atmosphere where children retain
facts and concepts. Games Galore is fun and more! |
Standards: |
Gateway to Understanding |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: As our communities become more
culturally diverse, our students need to be more aware and tolerant of
other cultures, as well as informed and proud of their own. In the
English classroom, literature serves as the gateway to a better
understanding of people, cultures, and beliefs. Also, this program
combines several objectives in the English curriculum. First, students
read a variety of literature by authors of various ethnic backgrounds.
Next, they watch movies and videos based on those stories or on the
authors' lives. Next, students working in pairs or alone, selecting two
authors for their comparison. Then they research their authors by
reading biographies, watching biographical videos, and researching in
the library. They compare the historical perspectives and backgrounds
of each author. Then they read works by these authors. As an
incentive, students publish biographical books on their authors from
their research using desktop, publishing programs and graphics. Then
the middle school history, English, or reading students use these
sources. As an extension of their study, students write a comparison
essay on the chosen works that goes on displays to encourage other
students to read those authors' books. The essay also goes into their
portfolios. Upon completion, students meet and present their findings
in an optional luncheon. Students discuss and share the authors, the
books, and the various aspects of the project. This provides a
non-threatening environment to practice public speaking skills. The
Student: The students range in age from 15-19 in a self-paced high
school curriculum, primarily ninth grade, in a predominantly
African-American school. The students enjoy reading literature written
from their cultural view point and learn a great deal by comparing
cultural perspectives. This project is easily adapted to any grade level
by modifying reading level, writing assignments, and extended
activities. All ages will benefit from the cultural exposure and the
critical analysis of literature. |
The Students: |
The Staff: The classroom teacher is all that is needed as staff. |
What You Need: Materials: A variety of
literature by diverse writers is needed in the classroom. Short
stories, poems, speeches, novels, and biographies should be included.
Videos describing authors' lives and works are also helpful. Students
need access to a computer with a desktop publishing program. Outside
Resources: Field trips to school and public libraries, bookstores, and
guest speakers can enhance the project. |
Overall Value: As a result of the program,
students find literature more interesting; and when working in teams,
they learn how to critically analyze literature by putting their heads
together. Some students find a passion for reading through the exposure
to ethnic literature, and all students benefit from the cultural
experience. In addition, the option of working with other students
individualizes the program to be adaptable to all levels. |
Standards: |
Geometric Connections |
Category: Mathematics |
Grades: 4 to 4 |
How It Works: Geometric Connections is a
hands-on approach for instructing basic, mathematical concepts related
to geometry. Preparation of the, project involves the selection and
purchase of appropriate hands-on, materials related to geometry.
Students are then introduced to the, various materials during their math
class. Simple investigative and, exploratory activities using the
hands-on materials are designed to, provide students with an opportunity
to begin making various, geometric connections. As a culminating
activity, students will construct geometric, creatures, design geometric
pictures and posters, and create and, write original stories using
geometric designs. Students will have, an opportunity to share their
work and what they have learned with, parents and community members as
well as other students within the, school at a special day set aside for
making Geometric Connections. DCPS Major System Priorities:
Achievement, Critical Thinking, Parental Involvement Blueprint 2000
Goals: Student Performance, Learning Environment The Students:
Geometric Connections has been successfully used with second-grade,
students. This project is easily adapted for all levels, including,
kindergarten classes as well as classes with students of limited,
English proficiency. It can be implemented within one individual,
classroom or within an entire grade level. Geometric Connections, lends
itself to cooperative learning situations as it can be used, with either
small or large groups of students. |
The Students: |
The Staff: With a doctorate degree in Early
and Middle Childhood Education Karol Yeatts is a 12-year DCPS teaching
veteran. She was Dade, County Schools' 1989-90 Mathematics Teacher of
the Year and was the, 1990 Florida Mathematics Classroom Teacher of the
Year District XI, Winner. She has been a nominee for the 1991 and 1992
Presidential, Award for Excellence in Science and Mathematics Teaching.
Dr. Yeatts has received several Teacher Mini-Grants and is a
1990-1991, and 1991-92 IMPACT II Developer. |
What You Need: Materials and Facilities
Geometric Connections uses geometric shapes, geometric solids
geometric stencils, geoboards, pattern blocks, tamgrams and origami,
paper folding activities. This project can be used in any, classroom
setting. The hands-on materials can be stored easily in, plastic bags
or containers and placed on book shelves or in tote, trays. Outside
Resources Geometric Connections can be operated without any outside,
resources. However, the school's PTA is an excellent source for,
obtaining parent volunteers and additional materials. A field trip, to
the Children's Museum of Art is an excellent outside resource, for
enhancing students' interests and curiosity in discovering, geometric
connections found in the world. |
Overall Value: Geometric Connections provides
the means for creating a positive, and motivating environment for
introducing, discovering and, learning about geometry. Geometric
Connections provides an, incentive for enhancing and enriching the
students' critical, thinking and problem solving skills and their
interests and, acquisition of basic geometric concepts through the use
of hands-on, materials and activities. Additionally, critical thinking
and, problem solving skills are reinforced and enhanced as students,
discover various geometric connections and create their own, geometric
products. |
Standards: |
Geometric Excursions |
Category: Mathematics |
Grades: 2 to 5 |
How It Works: Motivated by a good story,,"The
Goat in the Rug" students soon, discover the geometric properties of
shapes around them. Combining activities in art, science and math, this
unit encourages children to recognize two and three dimensional shapes,
to explore the concept of angles and find that geometric shapes occur
in nature. Students will -, create their own geometric rug designs, use
pattern blocks, body movement, geostrips and yarn to discover, measure
and identify geometric shapes, build 3-D solids, describing their
constructions in detail, look at plants, animals and crystals (grown in
class) Students: This program was designed for third grade
students and is easily adaptable for grades two through five. |
The Students: |
The Staff: Mrs. Benedix, who began her
teaching career in 1973, holds Bachelors and Masters degrees from
Northeastern Illinois University. She has done extensive graduate work
in math and science and is currently the math resource teacher for her
school. In addition, she is the recipient of numerous awards and
grants. |
What You Need: Materials And Facilities:
These geometric explorations can be conducted in the classroom using
commercial materials: pattern blocks, geo-d-sticks, models of geo
solids, etc. However, low cost alternatives for these items can be made
using tag board and construction paper. Blackline masters are provided
for this purpose. Outside Resources: Let parents help make
classroom materials and accompany you on a neighborhood walk.
This,"geometric discovery" walk is a nice culminating activity.
Children can record their observations to report back later in class or
have a scavenger hunt to find assigned shapes on the playground or in
the school building. |
Overall Value: To understand the inherently
geometric world about them, children need to develop their spatial
senses. By exploring and experimenting in the classroom, they gain
insights and information that will lay a firm foundation for future
awareness and learning. |
Standards: |
Geometric Figure Extravaganza |
Category: Mathematics |
Grades: 4 to 7 |
How It Works: Students learn to identify and
apply their knowledge of geometric space figures. The figures are
introduced. The students search the classroom to find objects which are
these geometric figures. This may be done orally or as a written
assignment. A worksheet with each of the geometric figures and its label
is suggested. Next, attributes of these three-dimensional figures are
discussed and comparisons of the attributes are made. In the next
lesson, students work in small groups. Each group is given a brown bag
containing several space figures. One student reaches into the bag and
touches an object, giving its attributes. The other students name the
figure;. The object is taken out for verification. If identified
correctly, the object remains outside of the bag. Otherwise it is
returned to the bag. The activity continues until all students have
multiple turns. As a home project, students save materials consisting
of these geometric figures to create a person, animal, or mechanical
being. Students must include all of the figures studied in their
project. Students write about the creatures after they are brought to
school, giving them a name, a personality, and a description of what
they do. Students may include sex, age, and place of origin. While the
home project is being done, students do work from their math textbook as
well as worksheets. A quiz is then given on the identification of the
four figures studied. Students: The third grade class consists of 21
high, average, and below average students who meet daily. This program
may be adapted for large or small grups of 2nd - 5th graders of various
achievement levels. |
The Students: |
The Staff: Classroom teacher |
What You Need: Materials/Facilities: The text
quiz sheet and some of the diagrams on the worksheet are from
Addison-Wesley Mathematics, Reading, MA, 1985. Authors are Eicholz,
Robt.; O'Daffer, Phares; Fleenor, Charles R. et. al. This program is a
success within the regular classroom; it could be adapted to meet the
special needs of a particular class. Materials available include: a unit
outline, a worksheet, a "Brown Bag" idea list, assessment measures and a
bibliography. Outside Resources: This program could benefit from a
guest speaker in the field of mathematics. |
Overall Value: All learning styles are
utilized. Therefore, this program reaches out to all students. Teachers
are able to help students as they work in small groups, or on an
individual basis. Student interest and participation are high as a
result of the use of manipulatives. This program offers an exciting
method for students to learn geometry and for teachers to promote that
knowledge. |
Standards: |
Geometry / Lunar Lego Living |
Category: Mathematics |
Grades: 7 to 7 |
How It Works: During the six weeks of our
program, fifth grade students study geometry during math time, while
applying these concepts to the designing and building of moon colonies
during science time. For example, the students learn to measure area and
perimeter using metric measurement in math class. They then apply this
skill in the designing of their blueprints. The students are told that
their group of architects has been commisssioned to draw up plans for a
space station on the moon. The best designed structure will be given a
contract by NASA. The students must create a set of blueprints and a
model built out of Legos. The students must make sure their structure is
stable, functional and aesthetically pleasing. They are given a list
of approximately 20 requirements from NASA. They also make a formal
presentation of their portfolio. The students work on their blueprints
and structures during math and science class, but are allowed to stay
after school if interested. Their final assessment includes finished
blueprints, the space structure, a display folio, an oral presentation
of the display, and a 20 page student packet. Students: Approximately 50
fifth grade students work on this unit. All levels of achievement are
in these two self-contained classes. Learning disabled and behavior
disordered students are mainstreamed into science and/or math classes.
Any size classroom could be adapted for this program. Since the students
work on groups of 3 or 4, small or very large classes could be
accommodated. Older students could make their designs more complex and
their objectives could be made more challenging. |
The Students: |
The Staff: Classroom teachers, the gifted and special ed teachers are used. |
What You Need: Materials/Facilities: We use
standard classrooms. Since we team teach, while one teacher teaches both
classes of math, the other teaches both science classes. This allows
all space stations to be displayed in one room while all geometry
investigations are displayed in the other room. The materials needed
include at least 8 pieces of graph paper per student and at least 4
buckets (420 pieces each) of Legos per group. Lesson plans and workshops
are included. As an alter-native, students could work on this program
intensely for 2-3 weeks if they work on it for longer periods of time
each day. Outside Resources: We had an architect come in to discuss
common problems and procedures. Our school custodian also comes in to
point out engineering used in the classroom (lighting, wiring, heating,
etc.). |
Overall Value: The most satisfying thing
about this program for the teachers involved is seeing all of the
students excited about math and science. Even though we don't teach this
unit until April, the fifth grade students have begun the school year
talking about the,"Space" unit the last two years. They can hardly wait
to see what else we do in fifth grade math and science. This is the
perfect unit for teachers who are trying to get their students excited
about math and science. Students realize the connection between math and
science and the need for these skills in the future. |
Standards: |
Get A Job |
Category: Special Education |
Grades: to |
How It Works: Get a Job adapts School Store
and a Lot More (see IMPACT II catalog 1989) by, recycling profits to
provide school store employees--ten moderately retarded, students--with a
salary. The salary is then used by the students to purchase,
additional supplies during their weekly community-based instruction
trips. The, program enables these students to use vocational,
mathematical, and social skills, while providing a useful service to the
entire school. The school store is open, daily in the mornings. The
students must report to work on time, count daily, inventory and
profits, and interact with their nondisabled peers. This interaction,
heightens awareness, enhances human relations skills, and establishes
improved, understanding between the two groups. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Get Growing With Math and Science |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: Get Growing With Math and
Science allows students to actively participate in learning about the
foods they eat. Students germinate seeds, make cuttings from plants,
transplant seedlings, maintain plants, and enjoy the harvest from the
garden. Through this year-long thematic program, students learn how to
garden without pesticides and develop an appreciation for insects that
are beneficial to a garden. All this is done while they develop skills
in math, science, reading, writing, and art. In their science class,
students germinate seeds and make cuttings. They record data and
observations as their plants germinate and grow. The older students go
to the garden to till the soil and transplant the seedlings. All age
levels take turns weeding and watering plants. A few more students
serve as researchers, using resource books to identify insects and
other creatures in the garden. Another group does the actual physical
work in the garden. Students learn about life cycles by caring for and
then releasing butterflies, ladybugs, and praying mantis into the
garden. Students observe and record the development of the plants and
insects by drawing diagrams and by writing narratives and reports. Math
concepts, such as ratio, percentage, charting, graphing, and
measuring, are easily incorporated. Music is also a part of this
program as students learn songs about parts of plants and about
insects. Reading is an important part of this program as students read
about plants and insects, research the origins of some of these plants,
and learn about the germination and care of plants. With the help of a
few parents and paraprofessionals, students are able to plant
everything in the garden by the end of May. |
The Students: Every child in the school,
which incorporates kindergarten through fifth grade, participates in
this program. The school building also houses a special education
school-SIE VI and SIE VII students. Some of these students join us for
gardening projects. |
The Staff: Frances L. Bosi has been a science
teacher at P.S. 205 for four years. Three years ago she started an
outdoor flower garden with the fourth grade. It was a natural
development for this to evolve into a whole-school food garden. |
What You Need: Helpful resources for this
project include books about organic gardening and life cycles of
beneficial insects. Resources that describe the harvesting times for
particular crops are also helpful. Trips to the library, garden
centers, and botanical gardens augment the program. A GroLab and
composter kit enhance the indoor and outdoor gardening. Seedlings may
be sold at a fundraiser to expand or maintain gardening projects.
Videos, such as My Amazing Garden, are used to reinforce the reading.
STAC Packets, curriculum aids, and posters are used to develop hands-on
activities. Materials for the program include peat moss, pitchfork,
spade, hoe, hand tools (such as trowels, claws, clippers), seeds, rake,
starter pots (substitute milk or egg cartons), plastic trays
(substitute lunch trays), hose, nozzle, composter kit, weed block,
bulbs (garlic), tomatoes, cages, lumber or old bricks, ladybugs,
praying mantids |
Overall Value: Students develop observational
skills while examining growing plants. Their math skills increase
through measuring, charting, and graphing their plants' growth. They
read for information as they plan the garden. Their writing skills
develop as they record their observations and share them with others. |
Standards: |
Get Ready for History Day |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: , All students who participate
in the History Day contest benefit by learning skills that will help
them in their academic futures and personal lives. The knowledge gained
from working on History Day projects is more than just content; students
begin to understand how inter-related all the research skills are and
how important it is to know where to find information. The skills for
producing History Day projects include: conducting original research,
organizing notes, compiling an annotated bibliography, analyzing and
synthesizing complex information, writing and performing for an
audience, conducting interviews, working on a team (if they so choose),
and it may also include photography and videotaping/editing skills. The
History Day contest has several categories for which these skills are
applicable: students may choose to write a research paper, create a
display, present a performance, or produce a slide show or documentary
video. For students to achieve and sustain the level of concentration
necessary to get that far, they must be highly motivated. What motivates
them? The answer is keen curiosity about local and ethnic history and a
deep desire to receive recognition from the community for their
outstanding contribution. |
The Students: |
The Staff: |
What You Need: In addition to this, a field
trip to local monuments, cemeteries, or historic sites can launch a
student's investigation. Interviews also are a valuable source of
information. (For lessons on interviewing skills, please call me.) Other
important ingredients in motivating History Day students are the
teacher's enthusiasm and curiosity about local and ethnic history and
her/his willingness to provide guidance, transportation, supplies, and
snacks. |
Overall Value: The purpose of Get Ready for
History Day is to generate and facilitate students' interest and
enthusiasm for documenting local and ethnic history and to guide them in
becoming independent researchers. Participation in the district, state
and national History Day contests is the ultimate goal, but along the
way students learn how to conduct research using many primary sources.
The beauty of having students prepare projects on ethnic or local
history for the History Day contest is that they become experts on their
topics and they end up feeling that they,"own" a little bit of history.
They also revel in the idea of making history themselves by the
publicity and recognition that they receive due to their efforts, and
they enjoy contributing the products of their efforts to local libraries
and historical societies. |
Standards: |
Get Up and Grow |
Category: Science |
Grades: 3 to 7 |
How It Works: This interdisciplinary learning
experience enables children to learn about plants, flowers and trees in
a hands-on manner while improving their academic, fine motor, thinking,
and socialization skills. They learn the life cycle and importance of
trees and plants and take responsibility for caring for their own
seedlings. Students truly "grow" through their experiences, with this LE
as they learn about plants and trees. Students begin learning about
trees by going on a "Leaf Safari" to collect a variety of leaves. They
categorize and classify the leaves, find the perimeter, area, length,
and width of the leaves, and then make an artistic leaf rubbing. They
read books and observe trees throughout the year to learn the life cycle
of trees and complete a seasonal tree related art learning experience.
Students use technology (e.g. computer discs, CD-ROM, Internet, etc.) to
write reports and learn about various careers in the field of science.
The children learn about plants and flowers in a variety of ways. Plants
are grown in plastic bags and milk cartons. A plant journal is
maintained in which scientific observations and measurements, poetry,
and creative stories are written. The students create collages of
products derived from plants and trees (perfume, furniture, sugar, etc).
They learn in a firsthand way about the importance of plants in
flavoring foods such as ice cream. As a culminating event of this
learning experience, the students hold an ice cream social. Family
members are invited to view the students' plant related work and taste
vanilla ice cream made by the children. In making ice cream the students
learn to read thermometers, and make, read, and interpret charts and
graphs. |
The Students: This learning experience was
originally designed for students who received learning disability
resource tutoring in a small group setting. Their ages ranged from eight
to twelve years and ability levels ranged from first to fifth grade.
This learning experience is adaptable for regular, bilingual, and
special education classes of all sizes and ability levels. |
The Staff: Special education teacher |
What You Need: This learning experience was
carried out in a learning disabilities resource room with common
household/classroom materials and tree/plant theme literature. A
computer with science related can add to this learning experience. An
activity packet is available upon request. Visits to or guest speakers
from a conservatory, botanic gardens, grocery store, nature center, or
pumpkin farm can enhance this learning experience. Sources: Leaf Safari
worksheet taken from the AIMS Education Foundation book entitled
Primarily Plants. |
Overall Value: This LE motivated my students
greatly. I was amazed to see the care and responsibility they took in
maintaining their plants and seedlings. They worked well cooperatively
and helped one another frequently. The variety of multi-sensory
activities enabled everyone to experience success. The students took
extreme pride in their work and put forth strong efforts to strengthen
their skills. Significant improvements in their self- esteem were
results of their hard work. My shy students blossomed as they
volunteered to share their work such as plant poems entitled "Ode To A
Marigold." When asked to assess this learning experience, they all gave
two, enthusiastic, green thumbs up! |
Standards: |
Get with the Program! |
Category: Technology |
Grades: 7 to 8 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Computer software programs
such as Odell Lake, Oregon Trail, Carmen San Diego, and Expedition are
needed, though other programs may also be used. Students also enjoy
using Hypercard. A writing program and art supplies are needed. Access
to the library is a must; a library resource center in the classroom is
helpful, as well as a video camera and an overhead projector. |
Overall Value: "Get with the Program! helped
me to use programs that I had not used because, even though I felt they
were interesting, after a while the kids got restless and wanted to go
on to the next thing,," says Santiago. Now, she says, students are
motivated because they can become experts in selected areas and they see
the tangible rewards of their efforts. The use of art, building
materials, and computers is exciting to them; they have also learned to
share information, accept advice, and work cooperatively. |
Standards: |
Getting into Print |
Category: English/Language Arts |
Grades: 5 to 14 |
How It Works: Getting into Print connects the
student writer to the current revolution in desktop publishing
technology. Using workshops, teacher training sessions, cultural
journalism, and the traditional English class, students learn to take
writing seriously by giving them a real voice in their communities.
Kaleidoscope, a community-based magazine produced by Morse High School's
Publications Workshop class, is the flagship of the program. This
student production is truly unique! Unlike the traditional high school
newspaper or literary magazine, students come from a variety of academic
backgrounds to produce a publication with a community focus and a
country-wide distribution. Students learn to work as generalists
because each student handles as many aspects of the publication process
as possible, from gathering ideas and writing the story, to typesetting
and computerizing page composition. But the magazine is just the
starting point. Students have followed up their interest in writing and
publishing in a number of ways: ¥ Students in second semester Design
Workshop helped fifth and sixth graders publish a yearbook. ¥ A school
in South Carolina sent stories on disk and Morse students designed the
pages and set the copy for a hundred-page cultural journalism project.
¥ Morse students have also done the page composition for Language
Works, a statewide literary magazine. ¥ Students brought their Macs and
LaserWriter across the river to the Woolwich School for a publishing
day. ¥ Morse students have published collections of holiday stories and
book and movie reviews for younger students. The Students: The program
has been used in different forms with heterogeneously mixed third and
fourth graders, with a mixed group of fifth graders, with junior high
students, and most extensively with heterogeneously grouped eleventh and
twelfth graders. |
The Students: |
The Staff: |
What You Need: Materials Needed: Schools can
start where they are with whatever equipment they have on hand. Morse
students started with a broken electric typewriter, then graduated to a
cast off Radio Shack TRS-80. Currently, this project uses three or four
Macs, at least one with 4 MB memory, a flatbed scanner, a LaserWriter
IINT, a solid commercial word processor program like Word 3.0, and a
page makeup program like PageMaker 4.01. Outside resources include the
Print Shop at the Maine State Prison and the Graphic Arts program at the
Central Maine Technical College. Overall Value: Teachers looking for a
way to make life easier or their work faster should pick another
project! Desktop Publishing is a lot of work. Learning and continuing
to learn the skills is frustrating as well as exhilarating. But the
result is incredible. Student integrate the writing process into their
real lives and learn skills that will serve them long into the future. |
Overall Value: |
Standards: |
Getting on with Government |
Category: Global Education |
Grades: 6 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The most essential ingredients
of Getting on with Government are a willing teacher and motivated
students. Computers and software such as MAC Publish It Easy are useful
for publishing a school newspaper. Other materials needed will depend
on the activities planned, e.g., designing posters for campaigns and to
publicize events, making person-alized tee shirts, or creating video
presentations. |
Overall Value: Beyond teaching citizenship
and academic skills, the project allows students to appreciate what they
have and what they are capable of accomplishing. For example, the
charity fund-raising campaign made them aware of those less fortunate
than they are and promoted feelings of concern and success at having
been able to help others. "I have seen the pride and self-esteem of
our students whenever we undertake and accomplish any project,"
Seidenstein notes. |
Standards: |
Getting to Know Sue |
Category: Science |
Grades: 7 to 9 |
How It Works: Dinosaur lovers were delighted
when "Sue," the Field Museum's new T-Rex, arrived. This project builds
on that interest. Students conduct primary and secondary research,
learning about the newest theories on the life and death of the
dinosaurs, fossil formations, and careers in paleontology. They make a
time line, publish Dino Digest, build dioramas, and customize Dino
Beanie Babies. Students even build a six-foot dinosaur model. The
crowning event is a dinosaur party-anyone for some carnivore stew or a
cup of swamp punch? |
The Students: The project was developed with
about 90 junior high students, although it is adaptable for primary and
middle grade children.
|
The Staff: Angela Tagaris holds a BA from
Northeastern Illinois University and has been a departmental science
teacher since 1972. Lia Tomoleoni teaches math at Dever School and holds
a BA from Illinois State University. Ann O'Connell, who holds a PhD
from Loyola University, has been a speech pathologist for 27 years.
Lynn Wasserman holds a BS in Special Education from Southern Illinois
University. |
What You Need: This project can be done in a
standard classroom, but if building a large replica, a library or school
foyer is better. The following items are needed: a dinosaur kit,
book(s) on the topic, a basic fossil kit, a how-to video. Access to the
Internet adds additional resources. |
Overall Value: By using the unique resources
in the Chicago area, students' investigations of dinosaurs allow them to
answer questions about a fascinating subject. Students work
effectively in cooperative groups and learn where human beings fit into
world history.
|
Standards: |
Getting to the Point with Pointillism |
Category: Arts |
Grades: 2 to 4 |
How It Works: "Getting to the Point with
Pointillism or Seurat Can You See?" is a series of art activities
revolving around the study of two major food groups Ñ fruits and
vegetables. It includes using these food groups to learn what a
portrait is by working cooperatively with groups of four students to
create portraits with real fruits and vegetables, thus stimulating the
imagination. It was a lesson of discovering that art can be created out
of almost any material. Learning how to work together with the
magnifying glass to derive just what pointillism was brought
scientific discovery into the picture. Studying the newspaper comic
section closely helped the student come to the conclusion that
pointillism was the use of dots. Activities then turned to the artist
Seurat and his style of painting. The students placed themselves in
Seurat's shoes and became the artist, creating a still life of their
own. They learned the relationships of the fruits and vegetables to
their shapes and color. There was decision-making going on when each
student decided how to arrange the fruits and vegetables in the picture
thus learning about composition, placement, and overlapping. In
conclusion, students learned the difference between still life,
landscape, seascape, and portraits by becoming familiar with famous
prints. The resulting vegetable portrait and Seurat still life
reinforced their enthusiasm to be creative and imaginative! The Student:
Students from K-2 participated in this art lesson. They had various
abilities, talents, and socioeconomic backgrounds. The students worked
several forty-five minute class, periods on this study, creating,
pictures of individual fruits and, vegetables weekly until there was,
enough to combine and create an arrangement that could be classified,
as a still life. It was later adapted to a third grade class. |
The Students: |
The Staff: The program was developed by an
elementary art teacher at the suggestion of an elementary kindergarten
teacher who was doing a unit on food groups. The lesson was developed to
stimulate the creative process in an effort to combine classroom
teaching with art activities, teach cooperatively with regular classroom
teachers, and integrate art activities in her unit of study. |
What You Need: Materials: Magnifying glass,
comics from the Sunday newspaper, books, prints, slides, manila paper,
Q-tips, paint assorted real fruits and vegetables, construction
paper, large brown circle, scissors, glue, and water are needed for
these art activities. Outside Resources: No outside resources are
needed. |
Overall Value: "Getting to the Point with
Pointillism" is a hands-on experience that, stimulates the imagination
to be, more creative. It enhances motor, skills while enabling the
student to discipline himself to act, think, and produce like the
artist he is while learning to appreciate the artist Seurat who used
this method on his paintings. Art History is a very integral part of
the learning process and helps the student to relate to the world around
him. |
Standards: |
GLOBAL ART CELEBRATION |
Category: Arts |
Grades: 8 to 9 |
How It Works: On the way to learning about
the cultures of Africa, Asia, the Middle East, Europe, and Latin America
students develop their artistic talents, as well. Children examine the
who, what, when, where, and why of particular art forms or styles as
they create their own African modern and French impressionist paintings,
Chinese cut- paper designs, Middle Eastern clay seals, and Mexican
tinware squares.Students learn about the values and belief systems of
world cultures through each culture's art. By working within a
culture's art form, students become more appreciative and accepting of
our multi-cultural world. |
The Students: The project was developed with
80 sixth graders meeting daily for a forty-minute period of Social
Studies. Art assignments were completed at the end of each
three-to-five week unit. The project can be adapted for other grade
levels and class sizes. It can also be taught independently of the
social studies units. |
The Staff: Lisa Juarez holds a BA from St. Xavier University and a MA from Chicago State University. She has taught for nine years. |
What You Need: The project requires common
art supplies as well as clay, toothpicks, copper squares, and samples of
relevant paintings. Resources in the Chicago area include the Art
Institute, the Field Museum, the Mexican Fine Arts Museum, the DuSable
Museum of African History, and local public libraries. |
Overall Value: The high-interest, hands-on
format of this project captures students' attention and imagination.
Children are excited about creating finished pieces and proud to display
their artwork. |
Standards: |
Global Education Goes High Tech |
Category: Global Education |
Grades: 11 to 14 |
How It Works: The purpose of this project was
to engage students in an integrated activity which involved writing,
computer technology, negotiating, and knowledge of global issues. Using a
modem, students were able to log on to the University of Connecticut
mainframe computer and then to branch off to other high schools in
Connecticut and New York to discuss such topics as world trade, the arms
race, the environment, and human rights. In a simulation set in the
near future, different high schools played the role of an assigned
country and proceeded to research that country's position on the issues.
It was necessary not only to understand the country you represented
but to also anticipate how each of the other countries would react to
proposals concerning the issues. Some of the communication between the
schools was carried on through normal electronic mail and major meetings
were held on,"real-time conferencing" when all the schools were on the
computer at the same time. This was Trudy exciting. The
first step in the process was to prepare students to be able to discuss
the concepts. Since this is not a packaged program, the teacher has a
great deal of flexibility to develop lessons. With this thought in mind,
students were assigned research on such topics as GATT, European
Community, U.N. Declaration on Human Rights, and START. After reporting
to the class, students determined which area they wanted to become
the,"experts." After the slmulation officially began, students prepared
messages to be sent to other,"countries." These included statements of
our position, reference to another countries ideas, and proposals for
agreements. Three times a week we met after school to discuss the
issues via computer. In addition to preparing for the
conferences, students had to analyze the messages we received and had to
determine how we would respond. All electronic mall had to be filled so
that it could be used for future reference and we received well over a
thousand messages in the six week period. Group decision making was led
by the students who had become the experts in a particular topic and
the teacher became the faciilltator. Some of the messages were
sent in |
The Students: |
The Staff: The classroom teacher could easily
conduct this activity but it could also be expanded to include the
librarian and a foreign language teacher. |
What You Need: The classroom teacher could
easily conduct this activity but it could also be expanded to include
the librarian and a foreign language teacher. |
Overall Value: |
Standards: |
Global Friends Club |
Category: Global Education |
Grades: 5 to 8 |
How It Works: The Global Friends Club is
designed to introduce students to educational resources found on the
Internet. The teacher uses an Internet account from home to link up
with teachers from Japan, Germany, and the island of Fleinvaer (off the
Norwegian coast) in a partnership in educational collaboration.
Students are selected as club members, assigned keypals, and write
introductory letters on office or classroom computers located
throughout the school. They learn how to copy their work on a disk. Each
week, students give the teacher their disks to send to colleagues
across the globe. The students work on activities with their keypals,
comparing similarities and differences in their cultures. They list
favorite music groups and most popular places to visit. They also
exchange photos and memorabilia through regular mail. The students
graph the things they have in common with the children from the three
other countries. They learn how their partnership with one country
yields quite different results than those with other countries. For
example, the school in Fleinvaer consists of seven students. The
students live on adjacent islands and travel back and forth by boat to
school. Students work vigorously during lunch and after school to put
together a database reflecting their global exchange. They create maps
of their keypals' countries, along with descriptions of their
exchanges. Using a digital camera, pictures are taken and inserted into
their database, along with an audio clip of their experiences. When
the project is completed, they have 30 databases describing their
keypal exchanges. |
The Students: There are approximately 70
students in the program. It is important to include a variety of ages
and academic levels, so that students may benefit academically and
socially. The club meets during lunch hours, homeroom, and after
school. |
The Staff: Eileen Venezia has been teaching
at P.S. 60 for 15 years. She has serviced the students as a computer
cluster teacher for the last two years and established the Global
Friends Club. Its entry in the annual District 27 Computer Contest was a
winner this past year. |
What You Need: It is suggested to link up
with Intercultural E-mail Classroom Connections _http://iecc.org, a
database of schools requesting cultural exchanges. Other materials for
this program include paper, ink, a zip drive with a pack of disks, a
web page kit to construct a club web site, and books on web sites and
on how to develop meaningful Internet exchanges. |
Overall Value: Writing, communication, social
skills, and global awareness of different cultures and people are
transmitted through this program. The school has included in its
mission statement the need to have all students become creative,
independent thinkers capable of problem solving, and to become skilled
to meet the challenges and technologies of the new millennium. The
Global Friends Club assists the school in attaining the mission of
educational excellence. |
Standards: |
Global Portraits of Change |
Category: Global Education |
Grades: 12 to 14 |
How It Works: Global Portraits of Change is a
twelve-week social studies course, which students may choose as a way
to fulfill one of their two world area social studies requirements for
graduation as an elective. The course focuses upon how individuals and
organizations have worked to improve the human condition and extend
social justice throughout the world. The Iowa City Community School
District has adopted the National Council for the Social Studies
Standards and this course implements several of those standards.
During the trimester, students examine historical profiles of social
change agents, present their papers, identify a local agent of change as
a role model; and design or become involved in a service learning
project.
|
The Students: Between 25-60 students elect
this course each year. Students range in academic ability; some receive
resource assistance, others are talented and gifted. The course can be
adapted to other age and achievement levels and/or used with larger or
smaller groups, depending upon the resources chosen for student
research. Some visual learners utilize films and the Internet in order
to complete their research for their papers and presentations.
Materials can be supplemented through public and regional educational
libraries to expand existing school resources.
This program addresses the needs of all learners through its emphasis on
projects, opportunities for cooperative learning, and a
student-centered format.
|
The Staff: Global Portraits of Change has
been taught for five years. The instructor is a veteran social studies
instructor at the junior and senior high school levels.
By involving a wide range of guest speakers (e.g. RPCVs, volunteer
service coordinators, etc.) to class who are working as change agents,
students can meet positive role models and come to think of themselves
as capable of accomplishing similar tasks. Guest speakers to my class
have included former Peace Corps volunteers and local residents who have
previously worked on international service projects. The local
volunteer service coordinator helps students identify potential service
projects that may be completed with local community agencies. The
outreach coordinator for the Ronald McDonald House visits class to
explain their program and offer service opportunities to the students.
Teaching this class is manageable without a full-time, in-class
assistant. However, media specialists, audio-visual personnel, and
community members are invaluable guides for students as they complete
their research and service projects. The willingness of local service
groups to accept student volunteers is critical for the successful
completion of the students' 15-hour service requirement.
|
What You Need: This course can be taught in a
traditional classroom. Access to library reference materials,
computers connected to the Internet, software presentation program such
as Power Point, and a video library provide essential tools for students
to complete their class projects.
This course can be taught with a relatively small initial investment in
materials. The A&E Biography on Gandhi is less than $25 and other
biographical materials on world change agents may already exist in your
school or public library. The Peace Corps book, The Great Adventure:
Volunteer Stories of Life Overseas, can be ordered by calling
1-800-424-8580. Access to on-line magazine indexes and the Internet
expand the number and types of sources for student research. The
Internet has many excellent sites where students can read about
individuals who are working as positive change agents in their local
communities.
Borrowing from other school libraries or from public and regional
educational libraries can increase the number of research books on
Gandhi or other change agents. Films on Gandhi, Nelson Mandela, Chico
Mendes, and other change agents are often available in video rental
stores.
Students utilize the school media center and public library in
preparation of their papers and Power Point presentations. Parents have
supported service projects by providing transportation to and from
service agencies after school hours. Several members of the community
have served as guest speakers, including returned Peace Corps
volunteers.
|
Overall Value: Global Portraits of Change
provides students with meaningful content, personal challenges, and
opportunities to make a difference in the world. Students analyze
international change agents in terms of the risks they take, the
strategies they use, and the accomplishments they achieve. Then
students design a 15-hour community service-learning project
(individually or as a member of a group). Class members grow in their
understanding of themselves as they observe first-hand the dynamics of
change within their local community.
The program gives responsibility for learning to the students and allows
teachers the opportunity to serve as facilitators of that learning.
Through class discussions, students confront the challenges of changing
the world to be more socially, politically, and economically more just.
Students struggle with the moral dilemmas that individuals such as
Gandhi, Mandela, Mendes, and Wiesel have faced. As one student wrote:
"Learning about all these change agents has changed the way I deal with
situations that life hands me. When something seems unfair to me, I no
longer keep quiet. I no longer accept things because society says it
should be accepted. I stand up for what I believe in and I spread the
word to others to get them involved." This same student spearheaded the
establishment of the first Free the Children chapter in Iowa after
hearing Craig Kielburger, the 16-year old founder of Free the Children,
speak about the abuses of child labor. Many students felt inspired,
motivated and empowered to take responsibility for making a positive
difference in the world.
|
Standards: |
Global Society to a Micro Society |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: Students examine the structure
of a democratic government and create the foundations for their own
society within the classroom in this problem-based, active learning
project. After the "micro society" is established, students learn "real
life" skills needed to succeed in our free enterprise economy. They
learn about money and banking, how to create a successful small
business, and the requirements for entering various occupations |
The Students: One hundred sixth graders
participated in this project. It is adaptable for different grade and
achievement levels, for large or small groups. |
The Staff: Dalia Tapia has taught for three
years; her bachelor's degree is from the University of Illinois-Chicago.
Robert Reznar's bachelor's degree is from Indiana University; he's
taught for seven years. Patricia Hernandez has taught for two years;
her bachelor's degree is from DePaul University. Timothy Canavan holds a
bachelor's degree from St. Ambrose University in Davenport, Iowa; he
has taught for 29 years. |
What You Need: The following items are
needed: pretend money, bank statements, and checks; the Arthur video
Let's Start a Business; a Junior Achievement kit; selected job
descriptions; 3-section poster board; space for two mock businesses |
Overall Value: Students develop their own
model society within the classroom, learning to manage a checking
account and taking responsibility for their own business ventures.
|
Standards: This project addresses Illinois State Goals and Chicago Academic Standards for Math. |
Global Society to a Micro Society |
Category: Mathematics |
Grades: 8 to 9 |
How It Works: Students examine the structure
of a democratic government and create the foundations for their own
society within the classroom in this problem-based, active learning
project. After the "micro society" is established, students learn "real
life" skills needed to succeed in our free enterprise economy. They
learn about money and banking, how to create a successful small
business, and the requirements for entering various occupations. |
The Students: One hundred sixth graders
participated in this project. It is adaptable for different grade and
achievement levels, for large or small groups. |
The Staff: Dalia Tapia has taught for three
years; her bachelor's degree is from the University of Illinois-Chicago.
Robert Reznar's bachelor's degree is from Indiana University; he's
taught for seven years. Patricia Hernandez has taught for two years;
her bachelor's degree is from DePaul University. Timothy Canavan holds a
bachelor's degree from St. Ambrose University in Davenport, Iowa; he
has taught for 29 years.
|
What You Need: The following items are
needed: pretend money, bank statements, and checks; the Arthur video
Let's Start a Business; a Junior Achievement kit; selected job
descriptions; 3-section poster board; space for two mock businesses |
Overall Value: Students develop their own
model society within the classroom, learning to manage a checking
account and taking responsibility for their own business ventures. |
Standards: This project addresses Illinois State Goals and Chicago Academic Standards for Math. |
Global Studies Across the Ages |
Category: Global Education |
Grades: 5 to 5 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Research materials for the
project include Native People of the Northeast Woodlands, and curriculum
units on ancient Egypt, Mexico, and Puerto Rico. Art materials include
clay, paint,, brown paper for a mural, and construction paper; dry
beans, poster board, and spray paint; and experience charts, notebooks,
and worksheets. Additional materials include a tom tom, peace pipe,
dolls, and other artifacts of the cultures studied. |
Overall Value: Children are excited by the
field trips and the numerous opportunities to make articles from other
cultures. "They eagerly participate in all of the art projects and have
asked to resume work on them from day to day," say Warlock-Banks and
Ferguson. Through game playing and other activities, students have
developed more tolerance of children from cultures other than their own.
"We found that during the course of the project, conflict among the
children decreased, and their reasoning abilities grew as they began to
understand how people react invarious situations." |
Standards: |
Go Speed Racer! |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: This learning experience
involves various objectives: building go-karts and using gasoline,
methanol, and electric motors to see the advantages and disadvantages of
each fuel; gaining a better understanding of physical, biological,
chemical, and physiological principles involved in running and
building the go-karts; reinforcing and practicing the skills necessary
to effectively perform scientific inquiry by improving the go-karts;
and creating concept maps to directly see the connections between the
fields of study and how to see where students need to look in order
to find leads into answering the questions posed by the project. The
culminating activity involved the design and performance of a series of
tests to illustrate various physical concepts involved in the
operation of go-karts. |
The Students: Average to above average levels. |
The Staff: Classroom teacher |
What You Need: Go-kart
kits; motors; misc.
parts;
analysis software; video editing
board for computer. |
Overall Value: This integrated science
learning experience satisfied national standards for science as
inquiry, physical science, and unifying concepts and processes. It is
important that the students develop a knowledge base that is broad as
well as beyond a surface level knowledge of facts, to concentrate on
concepts and their connections rather than on terms and labels. For
this reason, this learning experience involves the development of the
concept map. This learning experience also transfers authority to the
students; to rely on themselves and each other to accomplish their
goals. As the learning experience progressed, the students became
extremely confident in their own problem-solving abilities, and yet
appreciated the strength that comes from working as a team. |
Standards: |
Golden Oldies: The Best Of The Science Fair |
Category: Mathematics |
Grades: 2 to 8 |
How It Works: A concern for the decreasing
number of children participating in, the Science Fair each year brought
about this project to create, school-wide excitement for the Science
Fair. As a result, many, students completed projects and participated
in the Fair. Elementary students, sharing their award winning
projects from the, previous year's Science Fair, provide the inspiration
for their, peers to complete science projects for the current year's
Science, Fair. Imagine a third grader proudly returning to an adored
first, grade teacher to share a science fair project with the class.
Well, presented projects captivate the imagination of even the most,
reluctant young scientist. Teachers sign up for the student
presenters to bring their, experiments and displays to their classes.
Teachers then have, motivating examples to refer to when teaching how to
create a, project. The projects are on display in the Library/Media
Center, when not being presented to classes. Books with science
project, ideas are available in the Library/Media Center. DCPS
Major System Priorities: Critical Thinking, Achievement Blueprint
2000 Goals: Student Performance, Learning Environment The
Students: There are two areas for student participation at any grade
level, (K-6): the student presenters and those who were motivated to do,
projects as a result of the presentation. Approximately 30, presenters
were selected -- enthusiastic students whose knowledge confidence and
self-esteem dramatically improved by this, experience. Equally
exciting were the responses from the children, throughout the school who
never before had attempted projects. They had role models to
stimulate completion of projects. In, addition, the quality of projects
throughout the school improved, over previous years. |
The Students: |
The Staff: Annette Rubin has 13 years of
varied public school experience. She, is completing her fifth year as
the Academic Excellence Teacher. She is the recipient of two Teacher
Mini-Grants and is a 1991-1992, IMPACT II Developer. Margie
Buchbinder has been a Media Specialist for nine years in, Dade County
Public Schools. Marilyn Boswell has taught fifth and second grades in
Dade County, Public Schools for ten years. |
What You Need: Materials and Facilities:
Science project idea books can be purchased, a sample list is, included
in the Idea Packets for this project. The Library/Media, Center is the
perfect location for maximum visibility of projects. A special area
should be set aside to display project idea books. Outside Resources:
No outside resources are needed. Donations are appreciated to,
expand the science fair idea books collection. |
Overall Value: Much more enthusiasm is
generated for science. The scientific, process and the appearance of
Science Fair projects greatly, improve. A new status is created for
students selected as next, year's presenters. This program truly raises
the level of, consciousness in the whole school as students are using
the results, of experiments to change their lives (i.e. product
comparison plant growth, ecological awareness, recycling, etc.). In
addition students see how science relates to real life. |
Standards: |
Good Books, Good Night, Sleep Tight |
Category: English/Language Arts |
Grades: 3 to 7 |
How It Works: Good Books, Good Night, Sleep
Tight is an innovative way to foster, life-long reading habits and
promote the love of reading by, inviting students to attend a giant
reading slumber party at, school. The children arrive at school on a
Friday evening with, their sleeping bags and books and read (and sleep?)
all night long. After more reading in the morning and a light
breakfast, they each, receive a certificate and depart with a memorable
experience. Celebrity readers are invited to come read to the
children which, gives community leaders the opportunity to be involved
in their, schools plus the satisfaction of interacting with the children
as, positive role models. Parents feel proud of their school's
efforts, to develop motivated readers and enjoy reading and being a part
of, the slumber party. Teachers enjoy sharing their favorite books
with children as well, as spending this informal time with their
students. Everyone who, participates shares a dramatic reminder of the
importance of, reading in their daily lives. DCPS Major System
Priorities: Achievement, Critical Thinking, Parental Involvement
Blueprint 2000 Goals: Learning Environment, Student Performance
The Students: At Leewood Elementary all students in grades first
through fifth, are eligible to sleep over -- provided they return a
permission, slip signed by a teacher and a parent. The kindergarten
children, come in pajamas for a "Story Time" that evening but do not
spend, the night. It is preferred that the entire school participates
for, motivational purposes, but the event can be limited to an,"earned,
reward" for a smaller, select group, or for an honor group. |
The Students: |
The Staff: Marlene Christmas McLean has been
teaching in DCPS for 26 years. She has a master's degree in Elementary
Education from the, University of Miami. She was the 1991 Teacher of
the Year for, Leewood Elementary and was selected as a Region V finalist
for Dade, County Teacher of the Year. In 1991 she was a nominee for
the, Bertha Shouldice Reading Teacher of the Year. She currently
serves, as the sponsor for Leewood's Future Educators of America Club
and, initiated the,"Lee-Woods" Pineland Restoration Project for which,
Leewood has won local and state awards. She is a 1990-1991 IMPACT, II
Developer of,"Meet the Superstars!" |
What You Need: Materials and Facilities
Leewood Elementary is an Open Space school made up of learning, centers
that house three to four classes per grade level. These, carpeted
centers make it ideal for each grade group to sleep within, their
individual center. However, classes could easily sleep, within their
self-contained classroom and various schools have held, the event in
their cafeteria or library depending on the lay-out of, their facility
and/or the number of children participating. Outside Resources
Parent participation is an absolute necessity for conducting the, event.
Beyond this, Dade Partners provided book character costumes, and
evening snacks. Local personalities and celebrities have been, very
kind and gracious to come and read to the children. |
Overall Value: Good Books, Good Night, Sleep
Tight is a unique way to make reading, come alive for elementary
students while reinforcing concepts, explored in reading lessons. It
provides a creative outlet that is, fun and motivating and one you won't
mind losing a wink of sleep, over! |
Standards: |
Goody Goody Gumshoes |
Category: Social Studies |
Grades: 2 to 8 |
How It Works: This unit has three phases
which culminate in a day long, schoolwide computer and research project
festival. All of the fourth grade classes work on this unit at the same
time. Prior to the project, the students have been exposed to library
skills, notetaking skills, and geographical features of the U. S. The
students have worked in cooperative groups and have been exposed to
working in various group roles. In the first phase, the students work
in computer groups of three or four members with a folder that has the
directions of how to play the Carmen Sandiego game. They must read the
information and work together to learn the game. The groups get two
weeks to interact with the program and experience the various group
roles. A whole class debriefing session is held to discuss what happened
in the groups. After the two week period, each computer group creates
their own detective agency's name and receives a new case log folder in
which to record all of their work. At this point of the project, all of
the detective teams are working to solve the most cases correctly and
play in the finals at the festival. The groups work on the computer for a
two hour period a week. While the computer groups are working, all of
the fourth graders are engaged in phase two. Each class is responsible
for different regions of the U.S. Students select the state they wish to
research, and the class brainstorms topics to be included in their
state projects. Business letters are taught and then written to Chambers
of Commerce. Using the library resource materials, the students locate
information on their state, read, and begin the notetaking process. As
the students research progresses, the teacher helps each student to edit
and organize his/her information for the purpose of creating a state
poster and product map. The completed projects are displayed at the
festival. Students present an oral talk of their state. The third phase
involves parent volunteers. A parent and small group of students
select, plan, organize, and build one of the henchmen of Carmen
Sandiego. A henchman is one of the villains that the students encounter
as they play the computer game. The group will read, discuss, design and
create a lifesize henchman. The group can include the henchman's
favorite food, hobby, sport, and music. These characters are on display
at the festival and help the students write character descriptions and
stories. At the end of the six to eight week unit, the day long
festival is planned for the students to display their state projects,
present oral talks, and demonstrate the computer game to the rest of the
school, parents, teachers, Board of Education members and the
curriculum directors. A final activity is a computer playoff of the top
computer teams from each of the fourth grade classes. THE STUDENTS:
This activity was designed for all ability levels of fourth graders to
learn to work individually and in cooperative groups. This project could
be expanded through eighth grade with the use of different Carmen
Sandiego programs. |
The Students: |
The Staff: Classroom teachers supervise and
implement this activity. The library media specialist introduces library
skills and parent volunteers help construct the henchmen characters. |
What You Need: Materials for the project
include purchasing a software lab pack of,"Where In The U. S. Is Carmen
Sandiego?" poster board, magic markers, index cards reference
materials, and computers. Each group is provided with a folder which
includes, maps, database information, and a recording log book for each
computer team. This unit can take place inside the regular classroom and
the culminating festival may be held in the school gym. At the festival
the computer teams dress up as detectives. |
Overall Value: Students learn about the
United States in a meaningful and fun way which incorporates the
computer program,"Where in the U.S.A. is Carmen Sandiego?" The students
practice working together in groups which encompass students of varying
ability levels. Students learn to problem solve and become responsible
for their own learning. Practical applications of skills are assessed
throughout this interdisiplinary approach. The students are full of
excitement, and an educational festival is created that students share
with pride. There is an increase in self awareness and a gain in
practical experiences. Student knowledge of research is enhanced, and
team work is improved. Goody Goody Gumshoes makes learning fun and
creates a gradewide unity. |
Standards: |
Gorques: The Scientific Method |
Category: English/Language Arts |
Grades: 6 to 14 |
How It Works: Imagine the first science
activity of the new school year . . . the students walk into your room
and around, under and on top of the desks, tables, chairs, etc., are
clustered strange colored organisms. You announce to the students that
there has been recent interest in an organism called gorques. Their task
as researchers in a small group is to observe and collect data about
this life form. A database is set up on the overhead or in the class
computer. The group, with very little instruction, is then told to
gather some data. What emerges is not what you'd expect . . . Gorques
is a research simulation of teams of scientists representing widely
spaced locations gathering data about organisms called gorques. During
the simulation the students find gorques within the boundary of their
study site, make observations, record data in a database, look for
patterns, make hypotheses, and check the "worldwide" data for support
for their hypothetical relationships or generalizations. It is a great
introduction to collecting real data and using it to support your
hypothesis. In a class discussion, you'd list the hypotheses which were
supported and those which were not supported by the data. You would
summarize the results and generalizations which could be made from the
data. You would discuss predictions or inferences which might be made.
All these are the science process skills contained in the Framework. As a
wrap up, you as the teacher would point out student behaviors which are
characteristic of "good" scientific investigation techniques, including
objectivity, open-mindedness and cooperation. The key point is that
the students will almost always assume that the gorques are animals and
will base all their assumptions on that incorrect idea. At the end of
the lesson you will produce a potted gorque and tell them that "Gorques
have been found to be plants." Listen carefully as their brains
readjust. A stimulating discussion of bias and tunnel vision will then
occur. This simulation provides one of the best ways of teaching the
scientific method, analyzing data and approaching bias in science. The
students will definitely remember their first week in science class.
State Framework: This unit teaches process skills such as observing,
ordering and categorizing, inferring, and communicating ideas to others,
which are recommended by the Science Framework. The Students: This
activity has been taught in workshops and to more than 500 students in
grades 4-12. It can be taught in any classroom or situation. |
The Students: |
The Staff: I have taught science to gifted,
multi-age and ESL students in grades 2-12. This is my second year at
Santa Ynez High School. I am a Co-Director of the South Coast Science
Project. |
What You Need: Facilities and Materials: Lab
Handout "About the Gorque Activity," database or program, gorques,
tape, country signs, and a potted (hidden) gorque are required. Outside
Resources: None are required. |
Overall Value: |
Standards: |
GRADE EXPECTATIONS |
Category: Arts |
Grades: 11 to 14 |
How It Works: "Grade Expectations"
familiarizes prospective students and their parents with the special
education programs offered at the high school. Multidisciplinary
classroom projects serve as a framework for correspondence and contact
between current high school special education students and special
education students considering placement in the program. While students
anticipate and prepare for the arrival of new classmates, they are
engaged in a variety of activities such as art, reading, writing, social
studies, listening, and viewing. Whenever appropriate, teaching
strategies employ technology such as use of the computer, E-mail, or Fax
machine. An end of the year reception is planned for current students,
intended students, teachers and parents to not only meet classmates and
instructors, but to acquaint new students with the high school.
Assessment is ongoing. The teacher measures student progress by
monitoring activities, observing student performance and reviewing
completed projects. Incoming students, along with their parents and
teachers, are pre and post surveyed to evaluate program effectiveness.
|
The Students: |
The Staff: Merle Hart and Karen McGuire The Morgan School, Clinton |
What You Need: A camcorder, VCR, camera, computer and Fax machine enhance the activity.
|
Overall Value: "Grade Expectations" immerses
special education students in a cooperative learning activity while
focusing on attitudes and skills related to the Connecticut Common Core
of Learning. Students build self-esteem, confidence and a strong sense
of school pride and community while improving their communication skills
and interpersonal relations. Connecting with a buddy allows prospective
students to begin the new school year more confident and offers them
the opportunity to be more productive. They feel special to have made
new friends who care enough to help them make a smooth transition from a
familiar setting to a new school.
|
Standards: |
Grand-parents Show Children the Mountaintops |
Category: Global Education |
Grades: 2 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The project involves a
teacher, a paraprofessional, and parents and grandparents who are
available to visit and to become involved in class activities.
Materials needed include art materials, a tape recorder, a camera, chart
tablets, and paper for writing letters. If there is a senior center
nearby, teachers may want to invite volunteers to visit the class or
have the children visit the center. |
Overall Value: The grandparent-child
relationship has great emotional power and is a source of pride in
children. Classroom visits by grandparents and other elderly people
create interest and excitement in children. The visitors communicate
their joy in being there and the children respond in kind. "After I
brought my mother to class,," says Sperling,,"one child, who was too shy
to speak, went home and told her father that maybe her own grandma
could come to class when she recovered from a stroke. The next day, she
drew a picture of her grandmother. She also gave one of the visitors a
big hug." |
Standards: |
Graph-It |
Category: Mathematics |
Grades: 8 to 8 |
How It Works: Students often ask the
question,,"When will I ever use this?" when, new concepts in math are
introduced. This cooperative group, project extends the use of graphs
into a real world application. Graph It is an interdisciplinary
project that requires students to, conduct a survey to collect data,
analyze the data and present, their findings in the form of a graph.
The final phase of the,,"Graph It" project requires students to give an
oral presentation thus, incorporating science, social studies,
language arts and art, as well as math. Students are placed in
groups. Each group selects a topic for, their survey. The students
conduct their survey in and out of the, classroom. Each group uses a
response form or tally sheet to, record responses and some information
about the respondents (age sex, etc.), After the data is collected,
the students select the, most appropriate type of graph. The graphs are
created on poster, board. When the graphs are completed, each group
presents its, graph to the class for discussions. All students
complete a handout analyzing their findings. Before, and after the
presentation, many opportunities arise to discuss, bias in surveys and
why information about the participant is, important. DCPS Major
System Priorities: Achievement, Critical Thinking, Intergroup
Relations Blueprint 2000 Goals: Student Performance, Learning
Environment The Students: Approximately 300 sixth-grade students
participated in this project, during the 1991-1992 school year. The
students ranged in math and, reading ability from very low to very high
and ten-percent of the, students had limited English proficiency. |
The Students: |
The Staff: Martha Pijuan is a sixth-grade
Math teacher at Miami Lakes Middle. She has been teaching in the DCPS
system for 12 years and was the, 1989-90 Dade County Middle School
Mathematics Teacher of the Year. She is the recipient of a Chapter 2
grant. |
What You Need: Materials and Facilities:
Any classroom can be used. The students will need poster board
markers, rulers and stencils. Outside Resources: Guest speakers
would, be excellent, especially, an art teacher or, professional graphic
artist. However, guest speakers are not, essential to the success of
the project. |
Overall Value: This project capitalizes on
the positive effects of cooperative, learning and allows educators to
teach a natural interdisciplinary, unit. The students are proud of
their graphs and enjoy showing, them to visitors. Critical thinking
skills are sharpened by the, use of problem solving, analyzing and
discussion. The process and, the final product are an exciting learning
experience. |
Standards: |
Group Investigation |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
GROWING TOGETHER: HARVESTING A GARDEN |
Category: Science |
Grades: 2 to 7 |
How It Works: Students, teachers, and parents
work together to create and maintain a garden throughout its entire
life cycle. In May, students begin by brainstorming what they want to
plant and harvest. Using seed catalogs, they research the cost and
quantity of the seeds needed. A group of students then measure an area
of land on the school property that will accommodate its planting needs
(approximately 250 square feet). They prepare the ground by using real
gardening tools such as spades, hoes, and rakes. They plant the seeds
and maintain the ground by weeding and watering. Once a week during the
summer, the students and parents come to school to monitor the garden's
progress with us. Parents frequently visit the garden and assist
students during the entire garden cycle.
|
The Students: The initial purpose of this
project is to develop a summer connection that is meaningful and
educational to children. It integrates all subject areas while
addressing multiple learning styles through hands-on, real life
experiences. Students gain practical knowledge about science (the
scientific method, cycles, environment, weather, etc.), math (counting,
measuring, weighing, graphing, etc.), language arts (reading, writing,
illustrating, researching, etc.), health (nutrition), social studies
(basic human needs, regional climate, community effort), and technology
(mapping and labeling garden diagrams using computer skills). The
culminating activity is a Harvest Festival held in October. During the
Harvest Festival, children work cooperatively in groups, using the newly
acquired skills and knowledge to complete rotating center activities.
For example, one activity involves cooking. Students measure and weigh
the vegetables grown and make vegetable soup and corn bread. Students
are expected to write about their experiences at the Harvest Festival
and share them in a presentation. This activity serves as the primary
assessment tool for this project.
|
The Staff: Anne C. Burke and Karen S. Martin |
What You Need: A garden plot, tools and seeds. |
Overall Value: A solid community connection
was made during the summer where extensive life-long learning
experiences occurred. The project addressed all curriculum areas,
especially those in the areas of science and mathematics.
|
Standards: Sense of Community Quantitative Skills
|
Guess My Proverb |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: Guess My Proverb is a year-long
language arts program which incorporates listening, speaking, reading,
and writing. At the beginning of each day, while attendance is taken,
students copy a proverb or idiom into their notebooks, then write what
they think the proverb means. They are encouraged to take risks as they
do this. As the year progresses, the children move from literal to more
abstract and personal interpretations. Reflecting on "Hitch your wagon
to a star" one student wrote, "This means that you should keep your
dreams and hopes up until you fulfill them and keep them hooked up high.
Don't give up." Daily practice promotes the use of higher-level
thinking skills as students evaluate proverbs and apply them to their
own lives. After discussing what they think the meaning of the proverb
is, a widely used meaning is given by the teacher. Students then expand
their interpretations. The same student wrote, "A dream that I have is
to become a helpful person someday throughout the community and known
not famously, but just to my friends and family." Another child wrote,
"A dream of mine is to be able to finish school. And to not have
lreaning disablates [learning disabilities], being able to finish what I
have started to do." This program integrates with other parts of the
curriculum. For art, students illustrate the proverbs literally. "Two
heads are better than one" is a real favorite. A creative writing lesson
involves writing a fable or a legend using the proverb for a classroom
book. These proverbs become part of the history/social science
curriculum as students see that when we hear a proverb, we are hearing
the advice of our ancestors. We also learn about proverbs from other
cultures. As a culmination, students dramatize various proverbs, which
are videotaped for viewing at Open House. Success is measured by a
portfolio of daily writings and reflections, illustrations, original
fables, and a final videotape production. All children become involved
and excited as they try to guess or act out the new proverb. Teachers
in all grade levels can adapt this idea to fit the needs of their
students. Societal values and multicultural appreciation can be
reinforced through the use of proverbs and idioms. Students learn values
and morals while learning to think positively. State Framework: The
English/Language Arts Framework promotes experiences which provide
students with "the necessary language and thinking skills acquired
through frequent and meaningful listening, speaking, reading, and
writing." The Students: This idea was used with 30 students in grades
4-5 in 1992-93, but has been used with students of various abilities,
grades 3-6. Students with limited English ability learn the familiar
sayings that may often bring confusion if taken literally. |
The Students: |
The Staff: I have taught grades 1-6 for 23
years, but most of my experience has been with upper grade students. I
am a Tri-Counties Math Project fellow, have been a Mentor Teacher and a
Science/Technology Lead Teacher. This idea was adapted from another
teacher's daily reflections of positive thoughts. |
What You Need: Facilities and Materials: The
proverbs and idioms for this activity come from A First Dictionary of
Cultural Literacy, a book about "what our children need to know." A
collection of suggested proverbs and idioms, and a bibliography is
available upon request. The use of a video camera is suggested. |
Overall Value: |
Standards: |
HANDS ON...HABITATS, PICTOGRAPHS, AND TOTEMS |
Category: Arts |
Grades: 2 to 6 |
How It Works: For six weeks, students are
provided with information about the art and culture of the Native
American through reading, research, audio-visual, and hands-on
activities. As a collaborative effort between the art, classroom, and
computer teachers, these interdisciplinary units are implemented to
provide students with a better understanding of the Native American
culture through verbal, auditory, visual, tactile, and written learning.
This multisensory approach to learning provides the students with a
unique opportunity to totally immerse themselves in the Native
American's culture. The students are involved in expressing their own
ideas creatively through art, architecture, modem technology, and
written projects. These activities develop a sensitivity to the needs,
opinions, concerns, and customs of others.
|
The Students: The students will understand
how the environment of Native Americans shaped their habitats. Through
active group work on murals, and by designing replicas of Native
American homes, students will experience how the environment dictated
construction. The students will further stimulate their imaginations by
creating stories using pictographs as the written language style. They
will review the Native American concept of "The Circle of Life" and
learn the importance that Native Americans put on this continuum and
their place in it. To better understand the needs, personal beliefs, and
customs of the Northwest Native Americans the students will be involved
in the design and construction of their own portion of a totem. Using a
video, written work, and photos, students are introduced to totem pole
art construction and its cultural and religious significance. Morals to
their story or lessons to be learned may be added at the end. To
finalize the activity, a computer generated totem drawing is added to
accompany the published story. Students will interpret each other's
pictographic stories and use a graphic organizer to show the
similarities and the differences between the two story versions.
Students will deliver oral presentations of "Totem Tales" using a
coherent sequence of thought, suitable vocabulary, and appropriate
non-verbal communication. The audience will view the totems as an art
form. Computer generated tales will be evaluated for creativity and
authenticity.
|
The Staff: Lois Eagan, Marlu Kirby and Frank Marszalek |
What You Need: Computers, videos and a field trip to the Mashantucket Pequot Indian Reservation
|
Overall Value: Through this interdisciplinary
approach, students develop a sensitivity to and an understanding of the
needs, opinions, concerns, and customs of the Native American culture,
an attribute of Connecticut's Common Core of Learning. Students will
gain valuable insight into human development and the role of the
environment while using their artistic, writing, speaking, and listening
creativity. These projects provide the student with kinesthetic
experiences that stimulate interest and provide a unique and fascinating
way to learn, while empowering students as learners.
|
Standards: Interpersonal Skills Speaking, Listening and Viewing |
Hands On: Writing Your Way to Success |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Creativity is an instinctive
talent in every child. Reluctant writers come alive as they use the
writing process, to express their feelings about real life experiences.
This project originated with a small group of migrant students who
turned a calamity - the freeze which hit Dade County in 1989 into a
positive learning opportunity. The students, whose families earn their
living as migrant farmworkers, examined the impact of the freeze upon
them. First, they brainstormed vocabulary, discussed the crisis, and
wrote and edited first drafts. Next the students met in conferences
sharing their writing with their peers, after which they wrote a second
draft incorporating suggestions from the conferences. After sharing
this draft with peers, a teacher or tutorial aide made further
corrections. Students typed their final drafts on the word processor,
copying and binding them into a 95-page anthology titled,,"The Day the
Crops Failed". Finally the students took the lesson to the community
where they read their work to parents, friends, special quests and the
media at an Authors' Conference. DCPS Major System Priorities:
Intergroup Relations, Standard English, Bilingualism, Job Preparedness.
The Students: Although the program was initially developed for
elementary-age children, it can be adapted to any group. In the case
of,"Hands On" all participants were migrant farmworkers' children,
whose education is fragmented when their parents follow harvests seeking
work. "Hands On" met daily in small groups of five to eight students
per teacher/tutor. Small group size was the key to the program's
success as it allowed students to build a working relationship with
their teacher/tutor. |
The Students: |
The Staff: Richard Albaugh began teaching in
1982 on an Indian Reservation in the state of Washington. He has also
taught in migrant farmworker camps in Washington and in Florida.
Bilingual in English and Spanish, Mr. Albaugh spent several years
teaching English in Mexico and South America. Parents and volunteers
can serve as tutors once they have been trained to use,"Hands On". |
What You Need: Materials and Facilities:
Materials needed to implement this program include pencils, paper, a
tape recorder (optional), a typewriter, a computer and printer and a
binder (optional). Outside Resources: Initial training which the
developer will provide. |
Overall Value: To have a complete,
well-rounded education, students must be able to write,"from scratch".
"Hands On" takes a step in the right direction by offering teachers and
students a model to follow. But offering that model is only half of the
solution for reluctant writers, the key to,"Hands On" success, is the
pride students take in belonging. Choosing themes close to the
students' backgrounds enhance the effectiveness of the Language Arts
lessons and personalizes the learning experience. One student's comment
best sums up,"Hands On":,"What are we going to write about today?" |
Standards: |
Happy Trails |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: Happy Trails is an innovative
one-to-two week unit designed to, familiarize students with the cowboy
era that evolved into a, 30-year period beginning with Texas'
reconstruction at the close, of the Civil War and continuing with the
Westward Movement. The, value of the idea is that it helps students gain
an understanding, of how history evolves and changes as elements
entered our, society, such as the cowboys, and how these elements
disappear, from our society but continue to affect the mores and culture
of, America. I was stimulated to develop this unit when various,
American History discussions made it apparent that my students, had very
little awareness of the true cowboy versus the movie, cowboy. In
addition, I wanted the students to develop reflective, thinking skills
about the cowboy era and how it relates to the, current era's western
lifestyle which students experience in the, Santa Ynez Valley. This
mini unit can be adapted to other grade levels and subjects such as
art, literature, music and the language arts. All, learners have success
with this mini unit. Its contents take into, effect all learning
modalities. Since it is action packed and its, contents are geared to
all learners, the students' attitudes and, behaviors are positive.
Throughout the unit, due to the nature of, the activities, the
assessment using teacher observation, class, discussion, writing
feedback is ongoing. Some of the activities include a visit to the
classrom by a real, cowboy poet, amateur ropers teaching students how to
rope a cow singing old cowboy songs, drawing,"Wanted" posters,
studying the, first cattle drive along the Old Chisholm Trail, viewing
parts of, old western movies and rewriting endings, cooking cowboy foods
and studying the outlaw versus the lawman. My seventh and eighth
grade students so enjoyed this unit that, they included a cowboy song
performance at 8th grade graduation, and used a cowboy theme at home
parties. All of my students including me, developed a real knack for
yelling,"YEE-HAA!" This unit supports the History/Social Science
Framework's, guideline that the west should be studied for its deep
influence, on the politics, economy, mores, and cultures of the nation.
At Solvang School, our junior high students are on a two-year,
curriculum rotation schedule. The classes are a blend of seventh, and
eighth grade students. Each class is a mixture of ages learning styles
and cultures. This unit was taught during the, 1992-93 school year and
will be taught again during the 1994-95, school year. |
The Students: |
The Staff: I have been teaching at Solvang
School for seven years, grade 5, for the first four years, and grades
7-8 social studies, media, and writing since then. I received an IMPACT
II Disseminator, Grant in 1991 and was a Mentor in 1991 and 1994. |
What You Need: As part of the teacher packet,
I have developed a step-by-step 14, day guide for the unit. Outside
resources include local roping groups, local cowboy poet western
clothing, cowboy equipment, library and video services. |
Overall Value: |
Standards: |
Hatching How-to Handbooks |
Category: English/Language Arts |
Grades: 4 to 8 |
How It Works: Hatching How-to Handbooks
engages limited English proficient (LEP) students in creative activities
that develop the four communication skills: listening, speaking,
reading, and writing. While activity-based approaches in promoting
language acquisition have been shown to be effective, many students are
too self-conscious to participate fully in class activities. This
project gets students so excited about what they are doing that they
lose their self-consciousness. The project opens with a project that
students enjoy, such as cooking pancakes, making pinatas, folding
origami, or planting a garden. Vocabulary development, reading, and
discussion familiarize students with concepts related to the activity.
Each stage of the activity is photographed. When they see photos of
themselves doing activities, it is much easier for students to recall
the activity, and put it into words. Students create a book based on
their project. They review the photos, place them in order, dictate and
write text to go with them, and type their text on a computer. Once
the book is assembled and completed, students read and reread them.
After reading the book aloud, students read it to a class of first
graders. Sharing their work with, the younger children is exciting for
students and helps raise their confidence and self-esteem. The books
are enduring and important additions to the class library. |
The Students: |
The Staff: Kristina Zukauskas teaches ESL at
the Bilingual, Bicultural Mini School in East Harlem. She has,
presented the project to several groups of educators and is available to
work with teachers, individually, or in groups, who would like to adapt
it in their, own schools. |
What You Need: The basic materials needed for
the progam depend on the activity in which the students are involved.
Students used chart paper to dictate their sentences. Bookmaking
supplies include paper, oaktag, glue, staples, or fasteners. Crayons or
markers may be used to illustrate some books. A camera and film and a
computer may be used. |
Overall Value: "I work with recent
immigrants," says Zukauskas,,"and the majority of them have a very
limited English vocabulary. Although they are all capable of higher
order thinking, their lack of English vocabulary sometimes inhibits
their expression of thoughts. The projects we have done have helped
them get over their initial shyness; even the most quiet, reticent
students want to go to other classes to read them our books," she
explains. |
Standards: |
Have Your Cake And Eat It Too |
Category: Classroom Management/Intergroup |
Grades: 5 to 7 |
How It Works: The In-School Student Chamber
of Commerce program is the vehicle, that students in the gifted magnet
schools utilize to manage, themselves and their projects efficiently and
effectively. As a result of using the procedures listed in the
program of the In-, School Student Chamber of Commerce, students can
improve their, academic grades and be motivated to go beyond what is
required. Some initial activities include writing an agenda and
identifying, priorities. Students utilize the computer to produce mass
mailings, to promote membership and build student awareness. The
Student, Chamber of Commerce also organizes and conducts fund raising,
activities to support their organization. Participants receive, merit
points for community service, mentorships and other, activities such as
reading for a lower grade level. The In-School Student Chamber of
Commerce program offers students, the opportunity to visit other schools
and attend other Student, Chamber of Commerce meetings to hear
speakers. The speakers are, business, education and community leaders
who are personally, invited by Student Chamber of Commerce members.
DCPS Major System Priorities: Intergroup Relations, Critical
Thinking, Achievement Blueprint 2000 Goals: Student Performance,
Learning Environment The Students: Currently, 45 Exceptional
Education students, grade levels third, through fifth, make up the
In-School Student Chamber of Commerce, program at Naranja Elementary.
The entire student body is invited, to participate. Student members are
encouraged to learn the by-, laws and develop the skills necessary to
make the Student Chamber, of Commerce work properly. |
The Students: |
The Staff: Thelma White-Horton has been
teaching in DCPS for six-years. She, is endorsed by the State of
Florida to teach the gifted and is a, teacher of the gifted at Naranja
Elementary. She is a sponsor for, the In-School Student Chamber of
Commerce program. Lora McKinney is a certified teacher of the
gifted. She has taught, Varying Exceptionalities classes at the
junior-high level as well, as the elementary level, for four-years. She
was selected by the, gifted magnet program at Naranja as 1992 Teacher
of the Year. |
What You Need: Thelma White-Horton has been
teaching in DCPS for six-years. She, is endorsed by the State of
Florida to teach the gifted and is a, teacher of the gifted at Naranja
Elementary. She is a sponsor for, the In-School Student Chamber of
Commerce program. Lora McKinney is a certified teacher of the
gifted. She has taught, Varying Exceptionalities classes at the
junior-high level as well, as the elementary level, for four-years. She
was selected by the, gifted magnet program at Naranja as 1992 Teacher
of the Year. |
Overall Value: The In-School Student Chamber
of Commerce gives students the, opportunity to perform the same
professional tasks that grown ups, do. They see and experience how
things are done, and they learn, the importance of planning and
organizing. Math, language and, public speaking skills are developed
and polished. Student members, are exposed to capitalistic ideals and
given a first-hand look at, how the chamber system works |
Standards: |
HAVING OUR SAY |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Using various hotlinks from a
Web site, high school English students read about the history of
discrimination against African Americans in the United States and
examples of racist (or "Jim Crow") laws. This provides the background
necessary for the book Having Our Say by Sarah and Elizabeth Delany with
Amy Hill Hearth. They then read primary documents---oral history
accounts of African Americans affected by discriminatory laws. They also
read speeches by famous African Americans (such as W.E.B. Dubois)
mentioned in the book and they take notes and answer questions. In
class, they write literary essays individually and within groups. The
students word-process their best essays in the computer room and revise
and edit before submitting them to the class Web site at
highwired.com/fklane/e201. On the site, students can view the featured
essays, which are chosen by their teacher. Students also hand in a
portfolio of their best essays, including all drafts, and view the
made-for-TV movie Having Our Say and write an essay comparing it to the
book.
|
The Students: I covered this unit with ninth
graders in New York City. The ability level can be quite wide since the
book is actually transcribed from interview tapes and therefore slightly
easier to read than a formally written text.
|
The Staff: Peggy Maslow, a New York City high
school English teacher for 23 years, has used technology in the
classroom for over 16 years. She has also been her school's newspaper
advisor for almost two years. She has taught all levels of students
ranging from those with reading difficulties to honors, and has taught
courses in journalism, mystery, American literature and other topics. |
What You Need: This project requires 10 or
more class periods to complete. Computers with Internet connection and
word processing equipment are necessary. Students need basic computer
and Internet skills. Teachers must be versed in creating a Web site. |
Overall Value: Students study an unfortunate
but highly relevant part of American history. The lives and beliefs of
the two sisters in Having Our Say are very inspirational. Since the book
is written using an oral history format, it is a primary source
document: a first-hand account of "ordinary" people's lives. Also,
essays based on the book help students learn basic essay technique. They
read the book (largely at home) and for each of seven parts, they hand
in a double-entry notebook. This involves dividing a notebook sheet of
paper in half and labeling the top-left-hand side "Notes." The students
copy the words from the book that stand out for them or make them think
about specific issues. They label the top-right-hand-column "Comments
and Questions." Then they write what they are thinking about the words
or notes they copied.
|
Standards: Technology: Students develop
note-taking, drafting, writing, and editing skills while using the
computer, and develop critical thinking and research skills while
evaluating the credibility and appropriateness of Web sites and the
validity of the information available at those sites. They compile and
analyze the data collected while visiting Web sites. They locate
specified sites, employ the computer and the Internet as research tools
and resources, develop word-processing skills, develop research skills
appropriate to computer usage, and express information with accuracy and
creativity.
|
HAVING OUR SAY |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Using various hotlinks from a
Web site, high school English students read about the history of
discrimination against African Americans in the United States and
examples of racist (or "Jim Crow") laws. This provides the background
necessary for the book Having Our Say by Sarah and Elizabeth Delany with
Amy Hill Hearth. They then read primary documents---oral history
accounts of African Americans affected by discriminatory laws. They also
read speeches by famous African Americans (such as W.E.B. Dubois)
mentioned in the book and they take notes and answer questions. In
class, they write literary essays individually and within groups. The
students word-process their best essays in the computer room and revise
and edit before submitting them to the class Web site at
highwired.com/fklane/e201. On the site, students can view the featured
essays, which are chosen by their teacher. Students also hand in a
portfolio of their best essays, including all drafts, and view the
made-for-TV movie Having Our Say and write an essay comparing it to the
book.
|
The Students: I covered this unit with ninth
graders in New York City. The ability level can be quite wide since the
book is actually transcribed from interview tapes and therefore slightly
easier to read than a formally written text.
|
The Staff: Peggy Maslow, a New York City high
school English teacher for 23 years, has used technology in the
classroom for over 16 years. She has also been her school's newspaper
advisor for almost two years. She has taught all levels of students
ranging from those with reading difficulties to honors, and has taught
courses in journalism, mystery, American literature and other topics. |
What You Need: This project requires 10 or
more class periods to complete. Computers with Internet connection and
word processing equipment are necessary. Students need basic computer
and Internet skills. Teachers must be versed in creating a Web site. |
Overall Value: Students study an unfortunate
but highly relevant part of American history. The lives and beliefs of
the two sisters in Having Our Say are very inspirational. Since the book
is written using an oral history format, it is a primary source
document: a first-hand account of "ordinary" people's lives. Also,
essays based on the book help students learn basic essay technique. They
read the book (largely at home) and for each of seven parts, they hand
in a double-entry notebook. This involves dividing a notebook sheet of
paper in half and labeling the top-left-hand side "Notes." The students
copy the words from the book that stand out for them or make them think
about specific issues. They label the top-right-hand-column "Comments
and Questions." Then they write what they are thinking about the words
or notes they copied.
|
Standards: Technology: Students develop
note-taking, drafting, writing, and editing skills while using the
computer, and develop critical thinking and research skills while
evaluating the credibility and appropriateness of Web sites and the
validity of the information available at those sites. They compile and
analyze the data collected while visiting Web sites. They locate
specified sites, employ the computer and the Internet as research tools
and resources, develop word-processing skills, develop research skills
appropriate to computer usage, and express information with accuracy and
creativity.
|
Heal the World With Music |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: Heal the World with Music
provides authentic assessment for, thematic units, while stimulating
each child's creativity and, imagination. Choose a current song, which
addresses your theme then observe how students interpret the music in
art and tie it, to previous learning. Musical books are powerful
assessment tools for all students who, use prior knowledge and
newly-learned material to generate, creative pictures for a specific
subject area. For example, after, finishing a unit on endangered species
and completing their, reports on specific animals, students create a
book using the, music of the Carpenters,,"Bless the Beasts and the
Children." Another example of a musical book would be on a
multicultural, unit of Africa, using the song,"Africa" by Toto. How
does it work? The teacher plays a song twice as students just, listen
quietly, formulating pictures in their minds which portray, what they
feel and/or what they've learned from the unit. Then, the students make
that picture on white paper using markers or, watercolors to fill the
entire space. The teacher has previously, written the lyrics to the song
on construction paper, at least, one verse per sheet. After the
students complete their pictures they choose the verse their picture
best fits and place it on, that page. Then all pictures in the,"music
book" are laminated, and bound. The results are delightful! Play the
song again, turn, the pages of the book, and enjoy this display of
student learning, through fine arts. Fifth and sixth graders make
musical books for themes such as: peace, ecology, Africa, endangered
species, oceanography, death geography, and accepting differences.
They enthusiastically share, their books with other classes, which
elevates self-esteem. At, times they have been surprised to see tears in
the eyes of, educators and peers. One student described this activity
as the,,"the greatest experience we've had all year!" Sharing these
books, has inspired other teachers in the area; they can't wait to get,
back to their classrooms and make a book with their students. This
end assessment enables students to demonstrate a broad and, in-depth
acquaintance with themes studied, and a range of, thinking skills from
summary to analysis and interpretation. The English/Language Arts
Framework states that most useful, information for assessing students'
growth in English-Language, Arts comes directly from students' classroom
encounters with, literature, writing, speaking, and listening
activities. In 1993-94, sixty fifth and sixth graders in two classes
with a, variety of achievement levels, many limited-English proficient,
and some Spanish readers, participated in making musical books. Grades
K-8 have been successful participants in this activity. |
The Students: |
The Staff: Deborah and Janet have both taught
for five years and are members, of the California Science
Implementation Network (CSIN). Deborah, has taught grades 5 and 6, Janet
grades 3-5. |
What You Need: Materials needed are 12x18
colored construction paper, white, 8-1/2x11 construction paper, glue,
markers, watercolors, or, crayons, music of your choice, yarn or book
binding materials and a thematic unit. No outside resources are
required. |
Overall Value: |
Standards: |
Health Fair |
Category: Science |
Grades: 6 to 10 |
How It Works: A Health Fair is always fun,
but this one is special. Students conduct the testing themselves, using
unusual and interesting testing devices. Project activities involve
students in: measuring breath control, pulse, grip strength, balance,
eye/hand speed and physical flexibility recording the scores and
analyzing the results comparing individual and class results
speculating on the differences formulating hypotheses to explain and
improve scores. Students: This project involved students in grades
five through eight. The project can be adapted for younger children by
letting older students conduct the measuring and helping with the
analysis and data display. |
The Students: |
The Staff: Paul Scott is a science laboratory
teacher and science coordinator at Hefferman Elementary. He is also
working to develop the West Side Science Network with Rush Presbyterian
St. Luke's Medical Center. He received his BA and MA degrees in
Education from Virginia Tech and has taught in a self-contained
elementary classroom for fifteen years. |
What You Need: Materials And Facilities:
This project was conducted in a regular classroom with the measuring
stations spread around the room. The measuring devices and materials
were ordered from the Hubbard Scientific company. A detailed list of
these resources will be provided. Outside Resources: This is a
great opportunity to bring health professionals from the community in to
the classroom. Students can talk with them about the tests conducted
in the Fair and other health-related topics. |
Overall Value: Students develop their skills
in measuring, analyzing data and formulating hypotheses. They learn
about human physiology. Because they do the testing, students feel
competent and confident about their abilities. The Health Fair is a
popular event with students as they manipulate the instruments and try
to beat record scores. |
Standards: |
HECTIC HOLIDAY SHOPPING |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: |
The Students: Sixty sixth graders participate
in this project. This project can be implemented from an enrichment
activity for third graders to a life skills project for special needs
high school students.
|
The Staff: Jennifer Carew Bombard Timothy Edwards Middle School, South Windsor |
What You Need: A supply of checks, ledgers, catalogs, and order forms at a workstation.
|
Overall Value: Mathematics and writing are
connected throughout the project. Students are required to budget their
spending money. Once accomplished, the shopper has to find the total
price for each present purchased, adding the base price, the sales tax,
and shipping and handling. The student then enters the purchase in
his/her checkbook ledger. These math skills are practiced for each
present.
The children's writing skills flourish during this unit. Details and
description enhance expository paragraph development. The students
genuinely enjoy explaining their reasons for purchasing their gifts.
Students also write fantasy stories about the discovery of one thousand
dollars. The development of setting and dialogue is introduced in the
final writing project of the unit. Students set the scene of the gift
giving in short stories. One of the most positive attributes of this
unit is its ability to attract and funnel student excitement into a unit
that addresses many skills.
|
Standards: Writing Quantitative skills
|
Hello, Author! |
Category: English/Language Arts |
Grades: 3 to 5 |
How It Works: Hello, Author! is taught
jointly by the classroom teacher and the librarian. The program invites
students with diverse learning styles to become experts on selected
age-appropriate authors or illustrators. Students have the opportunity
to know an author as a real person and to learn about what influenced
him or her. After information on an author is introduced in the
library, a multimedia package drawn from library books, book and tape
sets, filmstrips, periodical articles, and videotapes is sent to the
classroom, where students are immersed in books by the author. After
readings and rereadings, as well as subsequent visits to the library,
students analyze the authors' works. The program introduces students to
several styles and genres. This unusual in-depth approach encourages
students to begin comparing authors as early as first grade. This
program integrates the elements of the language arts program with
library strategies and incorporates the language arts goals of the
school's biennial plan. Teachers conduct informal evaluation by
observing student participation in discussion, by students' choice of
books for checkout, and the students' final group projects. The
Students: All students in grades 1 through 3, including students in the
immersion program for the learning disabled (LD) and students for whom
English is a second language, participate in the program. |
The Students: |
The Staff: The librarian and the classroom
arts goals of the school's biennial plan. Teachers conduct informal
evaluation by observing student participation in discussion, by
students' choice of books for checkout, and the students' final group
projects. |
What You Need: Materials and Facilities:
Library books and related audiovisual materials such as filmstrips,
videocassettes, posters, and a carrying case are necessary. An area in
the classroom for the author's corner is needed. A VCR, a tape player,
or a filmstrip projector may be required. Outside Resources: No
outside resources are required. However, a visit from a local author
would extend the program. |
Overall Value: "Hello, Author!" is successful
because it involves the students personally when they come to know an
author as a real person. Students become excited and involved in
award-winning literature, while learning about authors and illustrators
through an approach that incorporates and values all learning styles.
Since students become experts on several authors and their styles, they
naturally begin comparison of styles at an early age. This program
motivates students to become critical in their selection of books from
the library and in their reading. |
Standards: |
Helping Hands |
Category: Classroom Management/Intergroup |
Grades: 3 to 10 |
How It Works: "Helping Hands" a
community-service project conceived by the Ridge Arts Students at Cutler
Ridge Middle School, enables middle school students to become more
involved in the visual arts, the community and the school by serving as
art instructors to elementary students. "Helping Hands'" purpose is to
provide positive educational experience for both elementary and middle
school students. "Helping Hands" encourages these growth experiences by
placing the middle school students in the role of facilitators, which
allows them to acquire objective skills in planning, sequencing and
decision-making, as well as receiving the intrinsic rewards of teaching
and helping others. On a monthly basis, middle school students visit a
neighboring elementary school, where they divide into teams to provide a
one-hour art lesson for 175 first-graders. The middle school students
plan the curriculum around basic art concepts and a variety of media
with lessons ranging from puppetry to printmaking. Additionally, every
week fourth and fifth graders visit the school for a more advanced look
at art. The students are provided with portfolios, art supplies and
enthusiastic teachers. DCPS Major System Priorities: Graduation Rate,
Critical Thinking, Intergroup Relations. The Students: Three groups
participate in,"Helping Hands": middle school students, first graders,
and older elementary students. This project can be adapted for almost
any age group or subject matter. It is particularly well-suited
for,"hands-on" classes such as those in the humanities or vocational
areas. |
The Students: |
The Staff: Marilyn Polin began her career in
the Dade County Public Schools in 1975, teaching at the elementary,
middle and high school levels, as well as in talented, magnet and
exceptional education programs. She has been, recognized at the school
level as Teacher of the Year and at the district level for her efforts
in art education. |
What You Need: Materials and Facilities:
Basic art supplies (paper, paint and drawing tools) are needed to
implement this project. A room with a sink is also desirable. Tee
shirts with the Helping Hands logo (designed by middle school students)
help promote group identity. Outside Resources: No additional
resources are required for this project. |
Overall Value: This project brings out the
best in middle school students, allowing them to work together, share
their talents with others, relate in a positive manner with children and
adults, and feel good about themselves. The students say it best...."I
had a lot of fun with the kids. I felt appreciated when they came and
asked me for some help. I can't wait to go next month" - Rolando
Romero. "I like the Helping Hands program because the kids just love us
to show them stuff and explain what we are going to do. It's like
every time we see them their faces light up with excitement. They love
it, really, and I do too" - Jolene Aragon. |
Standards: |
Heralding Good News |
Category: English/Language Arts |
Grades: 3 to 7 |
How It Works: This was a newsletter project
that was done on a weekly basis. It encouraged students to summarize
the week's events. It also allowed parents to be kept abreast of the
activities of the class and school along with information on ways they
could support their child's education. |
The Students: The newsletters were written in
a large classroom format where students supply information, often in an
"Oprah" format while a student walked around the room with a microphone
interviewing the students. They were then responsible to tell
something that happened during the week. |
The Staff: Judy Swan has been teaching seven
years. Prior to that she was a substitute teacher and a tutor. She has
also received a First Energy Grant. |
What You Need: A word processor and computer
were helpful. Newspaper topics came from around the school with its
various activities. Teachers who want to implement this program will
need an understanding of word-processing. |
Overall Value: This newspaper activity is a
very useful tool to keep parents informed, in a positive manner, about
activities taking place at school. It allows parent to support what is
happening at school. The newspaper also gives students a format and a
forum for some of their work. If they know that their work may be
published, they have additional motivation to do well. |
Standards: |
HERALDING HEROES AND HEROINES |
Category: Arts |
Grades: 2 to 6 |
How It Works: The purpose of this unit is to
further develop reading, language, math, and research skills and to
build self-esteem through thematic units. Students today have few
positive role-models in their lives. "Heralding Heroes and Heroines"
involves students in the researching of positive role models. Using
current events articles, magazines, and timely periodicals, students
select candidates we vote upon and select their class Heroes and
Heroines. Students, highly motivated to read through reference material
to gather data, develop writing skills. They use process writing
techniques including graphic organizers, writing conferences, and peer
editing. Students develop their oral communication skills by presenting
oral reports on their Heroes and Heroines to other class members. Every
lesson incorporates multimodal learning, channeling information to both
hemispheres of the brain and, thereby, achieving "integrated brain
learning." Randomly placed in cooperative groups, students are assigned
specific research questions and topics; the end result being a group
report achieved through numerous writing and editing conferences. All
reports are compiled into a class book which is used to create a
theatrical presentation and video. The indicators of success for this
unit include the play itself, a self-concept questionnaire administered
to the students before and after the unit, and feedback from parents as
to the impact of the program on their children. Innovative features
include creating a school play, dressing up, and role playing.
|
The Students: |
The Staff: Donald M.Casey, Jr.
|
What You Need: Computer, Printer, Video Camera & Reference Material. |
Overall Value: By using reference material
and creating reports, students become more competent in reading
comprehension, study skills, and writing. By creating a dramatic
presentation, students demonstrate their oral communication skills.
Students develop positive self-esteem by working together to achieve a
common goal. In appreciating the qualities of Heroes/Heroines, students
are more able to fashion their own behavior after them. This project has
the capacity to make a profound, positive impact on the lives of
children.
|
Standards: Positive Self-Concept Reading
|
High School Video Producer's Network (HSVPN) |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: HSVPN shows students the
connection between high school video production and careers in video
production by giving them the opportunity to communicate to an audience.
The students use the same skills they have learned in producing the
school TV news show in the production of the HSVPN show on Channel 21.
Their training enables the students to present an effective video
production. They complete a set of worksheets in script writing, camera
operation, editing, and special effects. Once these worksheets are
completed, the students produce a segment of a news program. Airing
the show on Channel 21 communicates to the community at large that these
prospective employees are highly trained. It also demonstrates that
the students are capable of producing their own programs for community
groups and businesses, which they have done. In addition, it allows the
Channel 21 staff, which places great emphasis on program technical
quality and appropriateness, to serve as role models. The program
involves direct contact with professional video producers who may be the
future employers of the students. The students gain a sense that what
they are learning now will enable them to find career success later.
To refine their writing skills, the students write scripts before and
after visiting a video production company where the producer has
stressed the importance of planning and writing skills. The
Students: About 150 students participate in the program; most of the
work is done by the 30-member Media Marketing class at the school, but
some segments are sent in by classes at other schools. |
The Students: |
The Staff: The media specialist and the Media
Marketing teacher implement the program; teachers at other schools
send their students' tapes for use on HSVPN. |
What You Need: A VHS or SVHS camcorder with
editing capability, a hand-held microphone, and batteries for the
camcorder are necessary. In addition, funding is needed for a field
trip to a video production company. A regular classroom-sized area
serves as a studio, an editing room, and a computer graphics area. An
integral part of the program is students' visits to video production
companies. The president of Motion Media Corporation has contributed to
changes in the curriculum and helped to improve the training in
computer graphics. |
Overall Value: HSVPN promotes student
interaction with the community at large and the video-related business
community that gives the students a sense of purpose regarding their
future. The demands of writing a good script and producing a quality
video product sharpen students' skills in writing, planning, and
implementing a project. |
Standards: |
HISTORIC ARCHITECTURAL MOSAIC |
Category: Arts |
Grades: 2 to 14 |
How It Works: The preservation of our town's
past is ever-dependent upon our sense of community. Awareness of past
communities is alive and well and celebrated in each child who discovers
landmarks that grace our town. Hopefully, their interest resurrects
commitment to the preservation of our history and renews a sense of
community.
In order to learn more about our town's history, the fifth grade class
selects one historic landmark to study and collaboratively creates a
handmade tile mosaic representing their choice. Their completed
architectural mosaic is permanently placed in the school to be shared
not only with other students but with the community as well. In this
creative process, they learn more about their community's history and
experience the satisfaction of creating art. Each student's level of
involvement varies depending upon their ability, their interest, and
their commitment. The depth of their historic study, the structural
accuracy of their preliminary drawings, and the complexity of the tile
pattern they reproduce are all personal choices. The importance of every
tile is stressed, be it a solid area of sky or a detailed cornice. Each
piece of the whole is significant, just as every member of a community
is essential and should be valued.
|
The Students: |
The Staff: Sally B. Robinson |
What You Need: Art supplies, a kiln and photographs. |
Overall Value: The re-creation of
historically recognized architecture helps children understand their
community. The extensiveness of their involvement and the recognition
they receive gives them ownership. With that comes increased interest in
knowing more about their community and how a particular monument was
conceived. They, too, build a monument. To them their task is
"monumental." The process involves many questions about the men who
built the monument, and about the Work Progress Act that made it
possible. The reasoning and problem solving skills students employ in
re-creating the monument in two dimensional form bring this activity to a
higher cognitive level. Their collaborative effort heightens their
sense of community and affords them the unique opportunity to make their
own contribution.
|
Standards: Sense of Community Reasoning and Problem Solving |
History - What's fact/ What's fiction? |
Category: Social Studies |
Grades: 13 to 13 |
How It Works: How do we know what to believe
about history?, In this age of casual acceptance of all information as
supposed fact, even our understanding of as recent an event as the
Vietnam War can be muddied by a host of incorrect claims, assumptions,
and myths presented through popular media. Even literature, often a
valuable reflection of the values and culture of a time, can be subject
to inaccuracies when specific experiences are generalized. This project
provides students with the opportunity to identify and test popular
assumptions about recent historical events, specifically the Vietnam
War, and to carry out an open minded investigation and evaluation of an
assumption using primary and secondary resources. The project will be
introduced by a discussion of key concepts about the Vietnam War as
presented in selected short stories. Television and film clips will
also be shown to elicit popular beliefs about this historical event.
Students, working in groups of three, will then articulate a tenable
assumption about the Vietnam War. The groups will work independently to
locate and interview appropriate subjects including a Vietnam combat
veteran and a "homefront" participant, asking well thought out and
pertinent questions. They will then investigate the assumption using
research materials in the media center. They will integrate the oral
history and research data and come to a conclusion about the assumption.
The students will synthesize the components into unified oral and
written presentations which state their hypotheses and defend their
conclusions in a coherent manner. Throughout the unit, class
instruction will be ongoing in relation to pertinent historical
background, discussion of appropriate literature and films, research
techniques, interviewing techniques, and logical thinking skills.
Evaluation of both the oral and written components will be based on
preestablished criteria. The Students - This activity is designed for a
heterogeneous class of high school juniors in an interdisciplinary
American Studies course. It can be adapted to any high school history
or English class which may include literature as a reflection of an
historical period, research skills and critical thinking skills. |
The Students: |
The Staff: This project was implemented by a
team of a history teacher and an English teacher. It is adaptable to
classes taught by individual teachers. |
What You Need: A bibliography of appropriate
literature and films is necessary, as well as access to available
interview subjects in the community, and research facilities. |
Overall Value: This project requires
independent student teams to carry out a serious academic investigation
on a topic in order to bridge the gap between popular beliefs about an
historical event and a factual understanding of the truth. It promotes
critical thinking and challenges students to make and present informed
conclusions in a clear and coherent manner in both oral and written
presentations. The ultimate effect of the experience is a sharper
critical eye in literature and history to distinguish between what is
fact and what is fiction. |
Standards: |
History on the Silver Screen |
Category: English/Language Arts |
Grades: 7 to 8 |
How It Works: History on the Silver Screen
shows students they can be successful film makers by teaching them movie
production, from idea generation to filming. This three-week project
integrates language arts, social studies, and technology while
strengthening skills in writing, speaking, researching and self-esteem.
The incentive for this media project was the need for a tool to assess
students' understanding of a historical period in social studies beyond
written tests and report-writing.
In groups of three or four, students choose a previously studied
social studies topic, then apply critical thinking skills as they write
scripts that incorporate the major historical facts of a given period.
After completing the writing and research assignment, they role play an
oral presentation, then learn to use a video camera to film their
dramatizations. Students visit Cox Communications to see filming of a
television program from behind the scenes.The finished product is a
movie depicting grade level social studies. |
The Students: 1997-98: 57 ethnically diverse
grades 5-6 students, including GATE, bilingual, recently-transitioned
second language learners, and students with special needs. |
The Staff: Chris has taught for 22 years and
has been an SBCEO Technology Institute participant. Loret has taught for
6 years, primarily 5th grade, and is a Tri-County Math Project fellow.
Both participated in Project Crossroads (technology and science), and
the Center for Research and Education for Students Placed At Risk
(CRESPAR). |
What You Need: Classroom, computer lab,
multipurpose room stage, history text, encyclopedia, atlas, CD-ROM,
computer, Internet access, video camera, TV and VCR, teacher packet. |
Overall Value: History on the Silver Screen
is successful because it actively encourages deep understanding of major
historical events, and of the people who lived them. The state
History/Social Science Framework recommends bringing history to life
through role playing, dramatizations and cooperative learning.
Filming the project motivates students to present their best work. As a
result of this project, students show greater understanding of history
from a variety of perspectives, increase their geographic awareness, and
improve basic skills in writing and oral presentation. The finished
video and more conventional measures are assessment artifacts for both
teacher and student.
One student commented: "My favorite part is reading and acting out Dr.
Martin Luther King, Jr.'s speech, because I think I understand what he
meant. I'm also learning how to be a good actor and not to be nervous on
stage." |
Standards: |
HOLDING LANGUAGE |
Category: English/Language Arts |
Grades: 3 to 5 |
How It Works: Too often, when language is
taught using a traditional blackboard-and-textbook approach, only a
handful of students truly grasp the concepts.
Holding Language is an interdisciplinary program which focuses on
language arts, providing children with hands-on activities which let
them sort, classify, and describe things using nouns, verbs and
adjectives. Children act-out, sort, cut, paste, eat, and share in
cooperative learning pairs and groups; the project concludes with
students publishing their own books. |
The Students: This project can be adapted for primary grades at all ability levels. |
The Staff: Linda Engels has taught for 11
years. She holds a bachelors degree in Education from National-Louis
University. Curtis Batman holds a bachelors degree from DePaul
University. He has taught for three years. |
What You Need: Besides books and common
classroom materials, the only things needed for this project are a
supply of 3"x5" index cards, magazines, recorded music, food, and a
collection of "interesting" objects of various textures, colors, shapes,
and sizes |
Overall Value: Holding Language provides fun, student-centered, tactile experiences which enhance the acquisition of the rules of grammar. |
Standards: |
HOME FROM THE BEACH |
Category: English/Language Arts |
Grades: 2 to 6 |
How It Works: Most children have a natural
curiosity about the ocean and its inhabitants. When walking along a
beach, children will instinctively pick up sea creatures, shells, and
seaweed. Examining these items, a child's mind races with questions: How
does that snail get in there? Does a crab die if it loses a claw?
Children's constant quest for knowledge and their fearless approach to
exploration were the impetus behind this unit.
In August, a letter is sent to incoming second graders inviting them to
bring in their seashell collections, books, photographs, and other items
found along the sandy shores to share. On the first day of school, the
children arrive carrying bags, shoe boxes, and sand pails filled with
their beach treasures. Their collections help begin our
interdisciplinary study, "Home From the Beach."
Soon the classroom (environment) is transformed into a fascinating
integrated study of marine life. The room becomes "print rich" with
theme related literature, poems, posters, and charts. The science center
is filled with beach treasures where busy hands can touch, sort,
examine, and classify. With the United States map as our backdrop, large
bar and pictorial graphs are created depicting oceans the children have
visited. Students fine-tune the mathematical skills by playing "A Whale
Tale." Pepperidge Farm goldfish crackers serve as manipulatives, while
children create addition and subtraction stories. Our budding artists
create mosaic fish and colorful murals that will be displayed throughout
the room.
The culmination of this project occurs when each child writes a mini
research paper about a particular sea dweller. Later, parents are
invited to attend a special "beach" day where the children's efforts are
celebrated.
|
The Students: |
The Staff: Donna Maraia |
What You Need: Items from the beach. |
Overall Value: As a result of this
interdisciplinary project, students experience marine life through
touching, predicting, investigating, thinking, listening, researching,
and writing. They become more aware of environmental issues facing our
beaches, as well as gain a greater appreciation and understanding about
the sea creatures which inhabit the area. The students exhibit pride and
enthusiasm when visitors enter the room and are motivated right from
the beginning, guaranteeing a smooth and enriching transition from
summer vacation to school.
|
Standards: Reading Writing Learning Skills Intellectual Curiosity
|
Hooked On Virginia |
Category: Mathematics |
Grades: to |
How It Works: Hooked on Virginia, an
adaptation of American Heritage Stitchery (see IMPACT II, catalog 1989),
is a hands-on project that integrates math, language arts, research,
skills, history, geography, computer technology, and art. The students
research, and design a map of Virginia. The map is drawn to scale and
transferred to a five-foot by eight-foot rug canvas. Students from
three classrooms hook the map, design to include major cities,
waterways, regions, historical sites, famous people and physical
features of Virginia. Parents help at every level of the project's,
development. Technology is incorporated through the use of Dazzle Draw
and Kid, Pix software to design initial maps. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Hoops and Higher Education |
Category: Classroom Management/Intergroup |
Grades: 6 to 14 |
How It Works: By linking sports to higher
education, Hoops and Higher Education: the NCAA College Awareness
Project stretches students' interest from team parkas and inflatable
shoes to colleges and universities. As students research and root for
two schools competing in the NCAA Men's Basketball Tournament (each
student randomly draws two teams before the tournament begins), they get
interested in higher education as well. Why study colleges and
universities? Students make decisions about their educational future as
early as the eighth grade, when they choose classes for high school.
Unfortunately, according to a Cal Poly professor who works with
inner-city students, many junior high school students "don't really know
what college is." This project provides youngsters with an important
early exposure to colleges and universities. In the project, students
use national college guides as research tools to (1) learn about college
entrance requirements and programs; (2) obtain information for
reviewing the U.S. map and appling geography concepts such as region,
latitude/longitude, and mapping; (3) solve math problems about tuition
and room-and-board costs; and (4) design T-shirts and pennants for
their colleges. Higher-level thinking skills are employed when students
think about a subject in which they may one day wish to major, then
choose one of their two colleges to hypothetically "attend" based on the
kinds of programs offered. Ideally, students acquire the background
knowledge necessary to make decisions about their own educational
future. Student success is measured by grading research and assessing
attitudes about attending college. An avid college basketball fan, I
have used this project every March since 1990. The project has earned
slam-dunk acceptance from children who have not thought about college
but enjoy sports. For instance, a boy last year adopted his team, the
University of Michigan, and now wants to attend college there. A parent
wrote last year to say the project "really incorporated so many
different skills and was a great way to motivate students. Thanks for
inventing a challenging way to learn!" State Framework: This project
supports the geography strand, including map and research skills, of the
state History/Social Science Framework. The Students: In the 1992-93
school year, over 70 fifth graders from three classes participated in
the project. The group included limited English proficient, resource,
and learning handicapped students. |
The Students: |
The Staff: I have taught 5th grade for three
years. I am my school's outreach teacher, working with our "at-risk"
students. I am also an after- school Chapter 1 reading tutor. |
What You Need: Facilities and Materials:
With prior preparation, the project is easily managed by teachers.
Before the tournament, two or three informational guides on America's
colleges and universities (such as those published by Barron's or U.S.
News and World Report) should be checked out of a library for students'
research. The 64 tournament participants are announced on a Sunday in
March; the next day, the teacher should make a copy of the tournament
pairings published in the newspaper for his/her classroom. Outside
Resources: Catalogs from individual colleges and universities spark
the interest of students. Potential guest speakers could include a high
school or college guidance counselor, adults who have attended one of
the colleges being studied, or a current college student. |
Overall Value: |
Standards: |
Hopscotch Around the World |
Category: Global Education |
Grades: 2 to 7 |
How It Works: "Hopscotch Around the World" is
an introduction to hopscotch and the various way it is played
internationally. The students not only learn how to play the game, but
also learn about the country of its origin. The final stage of the unit
is having the students discuss how the game was played when they were
children. Hopscotch courts are drawn all over the hardtop and sidewalks
at school. A book with all the variations of the game is given to each
student. The students work in pairs and rotate to all the games. The
students pick a game they are interested in and prepare a written report
on the country of origin. Each student receives a Hopscotch Around the
World badge and certificate. A display of the unit is set up in the
hall for everyone to see the students' work. In the next stage of the
unit, the students draw and teach the hopscotch games to parents at
home. The final stage of the unit is parental interaction. The
students bring a written description of how their parents played
hopscotch when they were growing up. The students then teach these
games to their classmates. The Student: All students in kindergarten
through fifth grade participated in the hopscotch unit. There was a
slight modification for students in kindergarten, first, and second
grades since they could not read the books. |
The Students: |
The Staff: The unit was designed to be implemented by physical education teachers in cooperation with classroom teachers. |
What You Need: |
Overall Value: As a health and physical
educator, I see this unit as very successful in increasing
cardiorespiratory endurance in students. It also keeps the students
involved at all times. It is successful with both male and female
students. The students are able to work at their own pace. The
students study many countries, write research papers, and display their
work. They share, compare, and reorganize their own hopscotch games
with their peers. Best of all, they share a time in history with their
parents which they bring back to school and share with their classmates.
|
Standards: |
HORIZON 2000: PREPARING YOUNG WOMEN FOR THE 21ST CENTURY |
Category: Science |
Grades: 7 to 14 |
How It Works: Research has shown that women
are underrepresented in the fields of math, science, and engineering.
Horizon 2000 encourages female middle school students to explore and
identify their role in related fields of science and technology. The
project includes performing lab investigations, attending guest speaker
presentations and field trips, and shadowing female professionals. Each
activity allows students to develop skills in scientific problem
solving, decision making, and career awareness in an exploratory manner.
Each member participates in a variety of lab investigations. Examples of
these include: mixing saccharides with protein inclusions,
manufacturing polymers, identifying coastal seaweeds, and constructing
and operating solar cars. In preparation for lab exercises, students
create graphic organizers to record predictions, organize data, and
state conclusions. The students then design, prepare, and instruct an
experiment for elementary school students.
|
The Students: Students attend presentations
featuring female professionals from the Loctite Corp., Heublein Inc.,
and UConn Health Center. Students also travel to Central CT State
University to work with female professors to design, draft, and produce a
metal prototype of a Horizon 2000 logo via CAD/CAM applications. They
visit Bradley International Airport to observe and meet women who manage
the approach room and weather link system. Students learn how to ask
good questions, listen carefully, and make preliminary career choices.
As a supplement, each student identifies a female professional as her
mentor. The student shadows her mentor at her workplace, maintains a
journal documenting the events of her shadow experience, and then
researches independently about the profession via ERIC searches. With
this information, students create and publish a brochure available for
display at a mentor's workplace. As a culminating activity, the students
select one female who has made an impact in science, math, or
engineering. They collect valuable facts about the discoveries,
inventions, awards, or titles earned by this individual. On a patch of
fabric, each student paints or sews the name of the individual, words
that would describe that person, the time period she lived, and any
symbols that best represent her efforts or accomplishments. The patches
are sewn together to make a quilt which is displayed in a glass showcase
accompanied by photos, sketches, published brochures, and completed lab
reports produced by proud participants of Horizon 2000.
|
The Staff: Brenda M.Capobianco
|
What You Need: A lab room with basic lab equipment. |
Overall Value: In light of the current demand
for increasing the participation of confident women in science and
engineering, Horizon 2000 motivates female middle school students to
participate more freely in learning about advanced topics and career
options in science and technology Female students strengthen skills in
scientific problem solving, laboratory techniques, and decision making.
Girls become more comfortable, confident, and successful in learning
about how they can make a difference in the future of science and
technology.
|
Standards: Motivation and Persistence Reasoning and Problem Solving
|
HOT SEATING FOR INFORMATION |
Category: Arts |
Grades: 7 to 10 |
How It Works: The quest to have students
develop higher order thinking skills is a constant challenge for today's
educators. One way to provide an opportunity for all children to
develop these skills is through the use of the "hot seat." The "hot
seat" is a dramatic role-play technique that can easily be used within
any classroom.
In my class, I use the "hot seat" in a unit involving the newspaper and
interviewing skills. Once students have learned some of the important
techniques for gathering information through interviews, the class
begins to create its own newspaper. This is where the "hot seat" comes
into play. The "hot seat" is an activity in which students must not only
ask important and probing questions, but also answer these questions
without preparation time. Interviewed students take on the role of a
character from their randomly chosen section of the newspaper. The
student must create a name, age, and reason for being in the newspaper.
Questions from the class guide the interview. All questions must reveal
more information about the interviewed person. Yes and no questions are
not permitted.
|
The Students: As the students are "hot
seated," members from the interviewed person's cooperative learning
group take notes on the information gathered. Once each group has
compiled information on three members of its group, news articles are
written. Each group then types its articles for each section of the
class newspaper. Throughout this activity, students gain from all
aspects of the experience. Moreover, in the "hot seating" activity, all
students are challenged to think logically.
|
The Staff: Salvatore F. Menzo
|
What You Need: Computers
|
Overall Value: Relating to others and asking
appropriate questions are essential skills in today's society. In a
world where many act before they ask or think, students must learn the
benefit and art of effective questioning and reasoning. Educational
research, testing, and parent concerns have influenced my decision to
use "real" authentic assessment tools like the "hot seat." The needs of
students are different from when I was in school. Everything is more up
close and personal. Too often we hear of "reality-based television" and
"reality-based video games." However, we seldom hear of "reality-based
education." This type of education, through the use of "hot seating" and
cooperative learning, is essential. As evidenced in Connecticut's
Common Core of Learning, oral communication, in conjunction with
writing, is critical for all students to develop. Therefore, the "hot
seating" activity acts as an authentic method for developing written and
oral communication skills. The use of role playing provides students a
platform to speak from either another character's point of view or their
own. This convention helps to eliminate the scary boundaries of public
speaking. In particular, students from diverse backgrounds and students
with learning disabilities gain a tremendous sense of confidence.
Overall, role playing gives students a voice.
|
Standards: Positive Self-Concept Writing Speaking. Listening and Viewing
|
Hotch Around the World |
Category: Global Education |
Grades: 4 to 6 |
How It Works: "Hotch Around the World" was an
integrated curriculum idea that could be easily initiated on any scale.
Hotch was a stuffed monkey and he started his journey with a friend
who lived in Ankara, Turkey. However, a stuffed animal or token could
travel with an over-the-road truck driver as well. The intent was to
provide children with a personal contact with the world outside the
walls of the school and to provide diverse opportunities to integrate
learning in the areas of written language, social studies, math and
science. "Hotch" provided the motivation for children to hone their
writing and spelling skills. His whereabouts brought the world to our
door. |
The Students: The students in this project
were in a special education class of grades 2-4. Any academic level
could participate in this activity |
The Staff: Christine Hill has been teaching special needs children for 21 years.
|
What You Need: : Material was needed to make
backpacks and strapping. Knowledge of setting up a websitThe most
important aspect of the program was the availability of a willing
traveler. The Internet provided a wealth of information, and websites
such as www.atlaspedia.com had maps and resources.e is needed as well as
photo releases. |
Overall Value: This program provides teachers
and children with an exciting alternative to textbooks. It also gives
students motivation to try difficult learning and provides a real-life
stage for the teacher to present many areas of the curriculum. |
Standards: |
How Decisions Affect Our Life Chances |
Category: Global Education |
Grades: 9 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: A supportive principal and
social studies chairperson, a teacher with extensive background in
behavioral sciences, and a receptive student body made How Decisions
Affect Our Life Chances, possible. A bibliography and a list of outside
resources used in the project are available to interested educators. |
Overall Value: All too frequentlly, students
feel that the content of a particular course has little or no
relationship to their life situations. Because this course focuses on
topics that they are most interested in, they are motivated to learn.
The course has been, taught to college students, says Feldman, and,"many
of them told me that if they had such a course in high school, they
would have made more productive decisions." |
Standards: |
How Does It Feel To Find A Fossil? |
Category: Science |
Grades: 6 to 9 |
How It Works: How Does it Feel to Find a
Fossil? is a cross-curricular program that helps students understand
the pioneering spirit of the "dinosaur detectives" of the late 1800s.
My Daniel, a book of historical fiction by Pam Conrad, serves as the
program's backbone. Prior to reading the novel, students take a field
trip to the dinosaur exhibit at the American Museum of Natural History.
They are asked to hypothesize about why the apatosaurus on the fourth
floor is missing some of its toe bones. This forges the connection
between the exhibit and the novel. The class conducts research about
fossil discovery in the United States and the rivalry, known as the
"Bone Wars," among fossil hunters. Students learn that laborers found
huge "rocks" in the earth and realized that they were not ordinary
rocks. These rocks were identified by paleontologists as fossilized
dinosaur bones. Thus began the fierce competition to find dinosaur
bones. As students read the novel and uncover historical facts, they
analyze the motives, feelings, and actions of historical figures and
fictional characters. The culminating field trip to the fossil beds of
Poricy Brook Nature Center allows students to engage in a fossil hunt
with an abundant supply of marine life fossils of the Cretaceous
Period. The children catch the excitement and fever of the Bone Wars
when they experience the thrill of finding their first fossil. Back in
the classroom, fossils are mounted, labeled, and displayed, simulating
the museum exhibits that began the How Does it Feel to Find a Fossil?
experience. Related activities include making "fossils" and playing
Cookie Paleontology. Here the students "dig" chocolate chip fossils out
of a cookie to understand the role of a paleontologist and the
specialized tools and skills he or she must use.How Does it Feel to
Find a Fossil? is a cross-curricular program that helps students
understand the pioneering spirit of the "dinosaur detectives" of the
late 1800s. My Daniel, a book of historical fiction by Pam Conrad,
serves as the program's backbone. Prior to reading the novel, students
take a field trip to the dinosaur exhibit at the American Museum of
Natural History. They are asked to hypothesize about why the
apatosaurus on the fourth floor is missing some of its toe bones. This
forges the connection between the exhibit and the novel. The class
conducts research about fossil discovery in the United States and the
rivalry, known as the "Bone Wars," among fossil hunters. Students learn
that laborers found huge "rocks" in the earth and realized that they
were not ordinary rocks. These rocks were identified by paleontologists
as fossilized dinosaur bones. Thus began the fierce competition to
find dinosaur bones. As students read the novel and uncover historical
facts, they analyze the motives, feelings, and actions of historical
figures and fictional characters. The culminating field trip to the
fossil beds of Poricy Brook Nature Center allows students to engage in a
fossil hunt with an abundant supply of marine life fossils of the
Cretaceous Period. The children catch the excitement and fever of the
Bone Wars when they experience the thrill of finding their first
fossil. Back in the classroom, fossils are mounted, labeled, and
displayed, simulating the museum exhibits that began the How Does it
Feel to Find a Fossil? experience. Related activities include making
"fossils" and playing Cookie Paleontology. Here the students "dig"
chocolate chip fossils out of a cookie to understand the role of a
paleontologist and the specialized tools and skills he or she must use.
|
The Students: There are 34 fifth grade
students involved in this program. The various activities lend
themselves to small cooperative groups, whole class organization, or
individual tasks. How Does It Feel to Find a Fossil? takes place in the
classroom, computer lab, and field trip destinations. All students are
able to find some connection with the fossil hunters in the novel.
This connection creates an experience for the students that motivates
them to read. Dinosaurs seem to have an automatic and instant
motivational force. |
The Staff: Gloria Block began teaching in
1965. She was the recipient of District 31's Distinguished Teacher
Award in 1997, and has given staff development workshops on addressing
multiple intelligence in the classroom. She was the Project Read Family
Literacy coordinator at P.S. 42 in 1997-98. How Does it Feel to Find a
Fossil? began in 1993, after the latest wave of dinosaur fever was
generated by the movie Jurassic Park. |
What You Need: How Does it Feel to Find a
Fossil? can be carried out in a regular classroom, using social studies
and science reference materials from the school or public library. The
novel, My Daniel (paperback edition), is available at bookstores or
from Scholastic Book Company. Other materials needed for the program's
activities include clay, plaster of paris, cookies, and toothpicks. |
Overall Value: How Does it Feel to Find a
Fossil? is an exciting and educational cross-curricular experience. On
the cognitive level, students add to their knowledge as they read about
dinosaur hunters and dinosaur discoveries. However, the students become
truly engaged as their affective domain is tuned in and completely
involved. They feel the frustration and exhilaration of paleontologists
as they remove chocolate chip "fossils" from the encrusted surroundings
of a cookie, being ever mindful that the value of the fossil decreases
if it breaks or cracks during removal. |
Standards: |
How Does Your Garden Grow? |
Category: Science |
Grades: to |
How It Works: How Does Your Garden Grow?
adapts a grant by the same title (see IMPACT II catalog 1989-1990) for
kindergarten. This project provides students with real-life gardening
experiences, everything from planning and planting through harvesting
and eating. Comparing, record keeping, cooperative learning,
predicting, and writing are activities included under the theme of the
growth cycle. The garden plants represent a variety of cultural
heritages. To encourage an awareness of current environmental issues,
lessons on soil conservation and appropriate fertilization are
incorporated. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
HOW SWEET IT IS: LESSONS IN PHOTOSYNTHESIS |
Category: Science |
Grades: 7 to 10 |
How It Works: "How Sweet It Is" explores one
of the most difficult yet important concepts in life science, namely,
the process by which energy for virtually all living things is provided
by photosynthesis. This multifaceted unit takes students though the
abstract idea of photosynthesis - the sun's energy converted to chemical
energy in sugar - to the growing of plants under varying conditions
necessary for photosynthesis, to the time-honored New England tradition
of "sugaring off" the product of photosynthesis (sap) to yield maple
syrup. This unit integrates skills learned in science, mathematics,
social studies and language arts classes.
A wide variety of teaching styles are employed, ranging from
lecture/demonstration to cooperative learning to hands-on/minds-on
activities. Assessment techniques include pencil and paper tests, lab
reports, graphing, journal writing, video reviews, as well as peer and
self-evaluation. The activities begin in the fall when students learn
how to identify the trees found on the school grounds and begin to
explore the concept that plants capture and convert the sun's energy to
usable food. Later in the fall, student teams plan and carry out a four
week, controlled experiment where they grow plants under varying growing
conditions to determine optimum photosynthetic activity. After a winter
hiatus, the unit picks up again in early spring as students tap maple
trees, collect and analyze sap, and then boil it down to make maple
syrup in the classroom. The learning process comes full circle as
students internalize, literally and cognitively, that indeed learning
about photosynthesis is fun. |
The Students: All seventh grade students in the district participate in these activities. |
The Staff: Jon G. Wilska Old Saybrook Middle School, Old Saybrook |
What You Need: Basic science equipment, greenhouse or well-lighted classroom, access to maple trees. |
Overall Value: Because of its wide
application of academic disciplines and the many learning skills it
incorporates, this unit engages, challenges, and ultimately excites
students with the knowledge that even difficult concepts in science can
be mastered when one explores a demanding topic from all sides and is
willing to try more than one approach.
|
Standards: Motivation and Persistence Reasoning and Problem Solving
|
Howdy, Partner! |
Category: Mathematics |
Grades: 1 to 3 |
How It Works: "Howdy, Partner!" was a
monthly cooperative learning activity that promoted development of
problem solving skills through cooperative learning activities.
Students worked in either pairs or trios to solve a problem. The
results were recorded either pictorially, written or recorded, and
shared with the class. Children utilized counting, sorting and graphing
skills. This program allowed the gifted student to excel while at the
same time modeling critical thinking for those students who were still
developing those skills. |
The Students: Once a month, the kindergarten
students were presented with a problem. Several times a year the
students were paired with students from another class to further develop
cooperative learning skills. This project was also used building wide
in a K-3 building as a challenge question for the school. The program
could easily be adapted to small groups thus enabling the teacher to
meet the need of all students.
|
The Staff: Bonita Guarneri has taught for 30 years and is a past IMPACT grant winner. |
What You Need: No special resources are
needed to complete this project. A teacher may find trade books that
provide varied problems to present.The only materials which were needed
were papers on which to record answers and questions. Some of the
questions have a special set or pictures or manipulatives.
Ms. Guarneri has a set of questions developed for K-3 classes, upon
request. |
Overall Value: The program is a wonderful way
to integrate all subjects since problems can be related to all areas of
the curriculum. It enables students to work at their own level while
being challenged to achieve even higher levels. Because there can be
more than one way to solve most of the problems, different ways of
thinking can be developed. The activity can be done at any grade level,
with cooperative groups, small groups or whole class instruction. It
is a productive, wonderful way to challenge thinking! |
Standards: |
Humanities For All - Teaching Through Themes |
Category: Social Studies |
Grades: 2 to 10 |
How It Works: Designed as an enrichment
program, this project offers a model for developing intercurricular
units around themes. Units cover a range of topics which combine
experiences in several curricular areas. Each unit is built around a
single theme such as: Ancient Egypt; Math and Art: A Dynamic Duo;
Explorers; Leaves; Myths and Fairy Tales; and Save Our Earth. Using
this multidisciplinary approach, new themes are developed each year.
Students: Although this project was originally developed for
multi-age cooperative learning groups, it is readily adaptable to a
self-contained classroom or for gifted, bi-lingual, or learning disabled
students. |
The Students: |
The Staff: Carol Fisher holds a BA from
Northeastern Illinois University, a master's degree from Illinois State
University and has completed post-graduate work, in math, gifted
education, computer education and curriculum development. She currently
teaches graduate classes in math and technology for National-Louis and
Roosevelt Universities. |
What You Need: Materials And Facilities:
Standard school supplies are needed and specific books are used as
resources for the teacher and students. Computers add to some
activities, but are not essential. A classroom space is adequate, but
sometimes a larger space is needed. A complete description of the first
three themes listed above are available with unit listings, lesson
plans, bibliographies, and curriculum guides. Consultative assistance
is also available for developing other themes. Outside Resources:
This project has been designed basically as an in-school activity, but
trips and speakers could enhance the units. |
Overall Value: Students improve their
understanding of the inter-relatedness of different subject areas. They
broaden their awareness and knowledge of a particular subject and are
able to apply the multi-disciplinary method of learning to other topics.
|
Standards: |
Humor, Satire, and Political Cartoons Visit Gardner's Intelligences |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: This research examines what
effect activities that are designed while considering multiple
intelligences play in the skill acquisition of interpreting and creating
cartoons. Humor and satire are difficult concepts for students to
grasp. When these concepts are applied to historical periods and
current news, the need for background knowledge is essential. This
study will use Gardner's seven intelligences to teach humor and satire.
At first the humor and satire in the students' world will be examined.
Then the students will apply their content knowledge from early
American history and current news to interpret and create political
cartoons. During the acquisition of skills, the students will
participate in seven centers. Each center concentrates on a modality of
learning and creating. The students may first participate in a mime
and then may progress to the creation of a mime or other kinesthetic
activity that uses humor or satire. Each center will focus on a
specific intelligence. Students will examine cartoons from the period of
history they are studying and from the current news. They will analyze
a single event and then will interpret cartoons from the domestic and
foreign print media. Interpretation, therefore, will include the
viewpoint of another culture. Measurement tools include a pretest and a
posttest on the interpretation and the creation of a cartoon. Students
will also keep a journal on reflection (metacognition techniques) and
interpretations. Sixty students from two classes will participate; each
class will meet daily for an integrated block of instruction of language
arts and social studies. Both classes have students who speak English
as a second language and mainstreamed learning-disabled and emotionally
disabled students. |
The Students: |
The Staff: A teacher who has used cooperative
learning and multiple intelligences techniques designed and will
implement the study. Another teacher will help collect data. |
What You Need: Video- and audio-tapes are
used in the centers to create songs or raps and to invent mimes.
Supplies are necessary for shadow puppets and 3-D mind-mapping
activities. A pod near the classroom is helpful for some of the small
cooperative group activities. No outside resources are necessary.
However, a cartoonist as a guest speaker would enhance the program. |
Overall Value: This study will provide
opportunities for students to develop higher level thinking skills, to
work at stations that use Gardner's multiple intelligences, to further
social skills as they work in cooperative groups, and to be introduced
to thinking from another's viewpoint as they cross cultures to interpret
cartoons from other countries. |
Standards: |
Hung-Up Parts of Speech |
Category: Arts |
Grades: 6 to 14 |
How It Works: We learn two lines from the
poem, Ground Rules of Grammar, each month, hang a related craft project
from wires criss-crossing the classroom, and use the part of speech
throughout the month. We write the poem lines across the bottom, and
cover the rest of the project with examples of the part of speech. Each
of the eight parts of speech comes alive as we live with it for the
month. Students eagerly anticipate the next project. They are interested
in the parts of speech, and love to use their new vocabulary when we
talk. Attitudes are positive because the mini-lessons and homework are
preparation for projects used to decorate their room. We refer to them,
explain them to visitors, and use them with increasing skill in our
writing across the curriculum. I tape each new part of the poem onto the
wall, and by May the poem there is complete. It is a reference tool
which we consult all year, and students carry away with them when they
leave. Using the poem which was copied from a classroom at Ellwood
years ago, I evolved this hands-on and high enthusiasm project which
spans eight months of the year: -OCTOBER (Adjectives) Ghosts -NOVEMBER
(Nouns) Pilgrim Hats -DECEMBER (Verbs) Evergreens -JANUARY
(Prepositions) Snowflakes -FEBRUARY (Pronouns) Hearts -MARCH (Adverbs)
Shamrocks -APRIL (Conjunctions) Butterflies -MAY (Interjections) Flowers
-JUNE Review the total poem The innovation is integrating art with
grammar, and using art as a motivator. The hanging parts of speech give
constant reinforcement for the students, and a reminder to the teacher
to keep reviewing. All students are successful on this project. There
is individuality in their artwork, and cooperation in adding the words
to their projects. The gains are visible: students have fun, are
enthusiastic, use the language of writers, and feel good about
themselves. Recently a student wrote about how much she had learned:
"thanks for my teacher, and the 'The Ground Rules of Grammar.'" Adapting
this idea doesn't take a lot of time to set up and most of the
materials are readily available. It's obvious who isn't finished, so
there's no record-keeping. And the students are excited about something
which could be very dull. State Framework: The English/Language Arts
Framework expects us to teach parts of speech in Grade 4, and continue
work in successive grades. The Students: This is the second year I've
used it with my 25 fourth graders, including several special needs
students. All students above the primary level enjoy this new way to
study and share their learning. |
The Students: |
The Staff: I have taught grades K, 3, and 4 for 19 years. I have been a Science Mentor, also. |
What You Need: Materials and Facilities:
Materials which you might use are: "hot" paper, and poster board,
opalescent glitter, cupcake papers, silver or gold pens, and yarn. Other
things like pipe cleaners, red glitter, construction paper, and white
poster paper are available at most schools. Instructions, lesson tips,
and copies of homework assignments are in the teacher packet, available
upon request. Outside Resources: Outside resources are not needed. |
Overall Value: |
Standards: |
HyperCard: Students Creating Teaching Units |
Category: Technology |
Grades: 7 to 10 |
How It Works: HyperCard: Students Creating
Teaching Units turns students into teachers. Students research a topic
of interest to them, organize the information for a logical
presentation, and then teach their units to classmates using HyperCard.
Students first become comfortable with the computer. They spend about
two weeks learning about HyperCard and six weeks developing their
projects. After designing and compiling their HyperCard stacks, they
learn to dress up their stacks by using scanners, video discs and
players, or clip art/sound. Exposure to technology enhances both
computer and presentation capabilities. Students are amazed at what
they can do! Students also become sensitive to the demands of teaching
because they, as teachers, have to communicate clearly and anticipate
learner needs. Totally student directed, the program results in
empowerment and encourages peer teaching and coaching. Students gain
not only new content knowledge but also a better understanding of the
process of learning. The Students: The program began with about 12
students in an advanced biology class, but because of the versatility of
the software, the project could be done with any age in any subject. |
The Students: |
The Staff: |
What You Need: Materials Needed: The original
project used Macintosh computers with HyperCard software as well as an
optional scanner and video disc player. |
Overall Value: The great thing about this
project is that it can be used in any discipline. The skills gained in
using HyperCard can be applied to any subject area either for visual or
written presentation. As one student said about the program, "This is
the most valuable, practical tool I've learned in my high school
career." |
Standards: |
I Am a Pizza |
Category: English/Language Arts |
Grades: 4 to 5 |
How It Works: I Am a Pizza is a thematic unit
which incorporates social studies, nutrition, cooking, math and
informative writing to interest and motivate children's appetite for
learning. It is a topic they are eager to bite into. A corner of my
classroom is made into a child-sized pizzeria. Throughout this unit,
students discover many books about pizza, write about pizza, and make a
pizza in class. It's no wonder this unit is so popular!
The entire class is involved in oral and written language development.
We begin with an interactive chart with the words from the song "I Am a
Pizza" by Charlotte Diamond. Students substitute new words for the
toppings in her song, and learn additional songs and poems about pizza
before writing their own pizza poems. Students write and illustrate
books in the shape of a pizza, with one direction on each page, and an
illustration of what the pizza looks like at that stage.
To integrate math into my unit, we make a graph of everyone's favorite
toppings. Each student illustrates his/her favorite topping on a
'slice' of paper, then compares responses before graphing them. We also
graph our classroom's favorite pizzerias. Students select their favorite
pizzeria by replicating an illustration of the pizza box from the
classroom collection.
To integrate nutrition and cooking, I read The Pizza Book: Fun, Facts,
a Recipe-The Works!" We make a well-balanced pizza by combining the
food groups. To culminate this unit, we have a pizza party and sing, "I
Am a Pizza." |
The Students: 1997-98: twenty students, grades 2-3. |
The Staff: Delia has taught primary students for 19 years. She has been a mentor teacher for thematic learning and new teacher support. |
What You Need: "I Am a Pizza" tape or CD,
literature books on pizza, interactive chart, sentence strips,
construction paper, writing paper, xerox paper, recipes and ingredients
for pizza, teacher packet. |
Overall Value: Students were actively
involved in listening, speaking, reading, writing, math, art and social
studies. They were assessed on their informative and expressive writing,
on the sequential order in their directions and on the reading of their
poems. All learned to write multiple sentences and transferred this
learning to all subsequent writing during the year. All learned to read
and interpret bar and circle graphs and transferred knowledge to reading
textbook graphs. By the end of this unit, students also had a better
understanding of how a pizza is made and how to make it nutritionally
balanced. |
Standards: |
I Be Smart, You Be Smart, Alpha-Smart |
Category: Special Education |
Grades: 8 to 14 |
How It Works: This study seeks to answer the
question: What happens to student writing skills in an inclusive
educational setting when an assistive technology device (Alpha- Smart)
is introduced as an option to the traditional pen and paper method of
writing? Who will benefit most: The students using technology or the
students using the traditional method? Attitude, quality, and
productivity were measured.
Our setting demands that we rapidly and thoroughly improve academic
skills of students who have not succeeded in traditional schools. Our
school instructs 7 to 17 year olds in an one room schoolhouse
inclusive setting including ESL, ED, LD, and MR students. The rapid
turnover rate requires us to use the most effective and expedient
methods to develop writing skills.
Alpha-Smart keyboards are accessible, affordable, easily manageable, mobile and for some of our students novel.
Data will be gathered by comparing writing samples generated from
specific writing prompts over a two week period.:One week of writing
on Alpha-Smarts and one week of traditional pencil and paper.
Assessment tools were developed to measure the students' attitude
toward the writing process before and after the study, quality of
writing, and productivity (as measured by word count). |
The Students: The Fairfax County Juvenile
Court detained the students participating in this inquiry. Their
average stay is 21 days. The population is the two classes for this
study included one girls unit and one boys unit. The children were 12
to 17 years old. Many of these at risk students have done poorly in
school consistently, have been homebound or in alternative placements |
The Staff: Two teachers, one specialist, one
school program director, and one volunteer will monitor the study. One
teacher and the specialist will be primarily responsible for the
implementation and management of the study and the accompanying analysis
of the statistics. |
What You Need: This program requires the use
of 6 to 12 Alpha-Smarts. No special facilities were needed to conduct
the research.A volunteer graduate student from George Mason University
provided insight and current resources. |
Overall Value: Alpha-Smart keyboards are easy
to use, provide privacy, technology and accessibility to students who
typically find pencil and paper tasks laborious or computers
unavailable. This is supported by the research that "technology plans
should emphasize computers and peripherals that support word
processing.most importantly a sufficient number of work stations for
students and teacher to have ample access to technology." (Madian,
Electri Learning,1990). The at-risk student is given the opportunity to
achieve success with something deemed universally important, but also
personally challenging. Anticipatory effects are: Improved quality in
students' writing, increased productivity and time on task, a more
positive outlook on their ability to write, and the writing product
itself. "Getting past the frustration of repeated erasing and rewriting
until the paper is unreadable is an area where the computer can be very
useful. As a word processor , the computer allows students to put
their ideas on the screen and then go back and make corrections. The
product that later comes off the printer is clean and readable, allowing
the students to take pride in what he or she has accomplished." (Lee,
Educational Technology, 1989).
As a secondary effect of this project, increased keyboarding skills will
be a valuable asset. "The ability to directly manipulate information
will be an essential part of many occupations.it would be short-sighted
of us to fail to provide students with the skills necessary to use
keyboards as one way of working with information stored in computers."
(Hunter, Benedict, Bilan, The Writing Notebook, 1989). |
Standards: |
I Can Make a Difference |
Category: English/Language Arts |
Grades: 8 to 8 |
How It Works: As part of the sixth grade
language arts curriculum, students learn to write for various modes and
purposes. This unit encourages students to apply their writing skills
while empowering them to be individuals who can contribute to the
society in which they live. Students view videos and are exposed to
materials that challenge them to think of solutions to world problems.
From these discussions, students select a particular problem that they
wish to explore further with a group or alone. This program will take
2-3 weeks. Some of the goals are the following: to promote in the
students a feeling of self-confidence by involving them in community
problems that affect them personally; to empower students to see
themselves as change agents who can learn independently and assist
others; to assist students to use their writing skills in real-life
situations; to encourage inquiring learning through interviewing and
polling techniques; to practice persuasive writing in a letter format;
to practice personal narrative writing in letter and journal form; to
develop a deeper appreciation for the complexities of any human
relations problem; to provide a wide variety of subjects and topics for
students to study. Some of the skills that will be needed are selecting
a topic, collecting data, library skills, following project directions,
grammar, spelling, neatness, public speaking, drawing/graphing,
teaching others, divergent/convergent thinking, accepting
responsibility, controlling behavior, listening skills, sharing space,
writing paragraphs, predicting outcomes, poster making, personal
motivation, meeting deadlines, creating presentation strategies, and
self-confidence. During this unit the students become familiar with the
teachings of Dr. Martin Luther King Jr. and his methods of nonviolent
social change. Counselors, parents, and law enforcement
representatives are invited to share in the discussions. Role playing
is encouraged and open-ended discussions lead students to evaluate each
problem for themselves. Students are grouped according to interest to
create solutions to problems The Student: Sixth grade students of all
abilities participate in this unit. Comments from students indicate
that they feel that this unit has a great deal of value to them. They
seem to feel that since violence and other social issues pose a real
threat to their future, they want to know all they can so they can make a
difference. |
The Students: |
The Staff: The only staff that is needed is the classroom teacher. |
What You Need: Materials: The materials which
are needed are videotapes, a VCR, a tape recorder to play tapes or a CD
player, various magazines and newspapers which show problems in our
society. Presently we are using a taped presentation of Peter Jennings
leading a discussion called,,"Children in the Crossfire," and the
Scholastic's NBC tape on,"Human Rights." It is hoped that students will
be taped performing raps and role plays that emphasize nonviolence as
the most productive choice. Outside Resources: The organization,,"Stop
the Violence," has indicated an interest in this project. This
project may also be used as an effective advisor/advisee unit. Media
representatives who show an interest should be encouraged to be
positively involved since they serve as role models for students.
Parents are invited and encouraged to actively contribute to the
process. |
Overall Value: Violence permeates our entire
society. Students need to feel that they can make a difference in a
society that sometimes threatens their own existence. Through this
unit, students can learn that love is a power that we all must use if we
are to survive in this society. Through the written word, students can
cultivate changes across the globe and in their own school. Collecting
food, clothes, or cans will be a positive action that should encourage
other positive actions. Cleaning up a school ground or decorating a
hallway can lead students to see themselves as productive and important
to the school family. Overall, this unit has value because it allows
students to make a difference, in their own lives and in society. |
Standards: |
I Make a Difference |
Category: Global Education |
Grades: 5 to 5 |
How It Works: For the past three years all
students in my third grade classes have participated in
interdisciplinary activities to build a positive self-concept, develop
an understanding of other cultures and a, sense of community, and
improve their interpersonal relations. The activities are integrated
into reading, writing, math, science, social studies, language arts, and
art. This project is unique in the field of, multicultural education
because it is integrated into all major curriculum areas and also spans
the school year from October through May. To help develop a
positive self-concept, students paste magazine pictures which show their
likes and interests, such as favorite sports, foods, books, and
television shows on a large piece of oaktag. They share, and discuss
their"Me Collages" with the class. Students explore their cultural
roots by interviewing family members, recording this information on a
teacher-designed family worksheet, and presenting an oral report to
their peers. As a part of the oral report, each student proudly shares
family pictures and memorabilia. After each presentation the class asks
questions. This activity helps students to build a positive
self-concept, a sense of community, and also develop speaking, viewing,
and listening skills. Students use the school and city libraries to
read and do research about people from other countries. Each student
selects one country and writes a report that describes the customs and
traditions of the people. This helps the class to understand other
cultures and build reading and writing skills. Using pictures and
drawings of flags from other countries, students create graphs to
compare and contrast information about the countries. They meet in small
groups to talk about their graphs. Later, they, reconvene to share the
information with the entire class. This helps students to understand
other cultures and develop interpersonal relations. As a science
research activity, students flnd out about melanin and how it affects
skin color. They learn that some people are born with more melanin than
others and that it is a genetic adaptation to provide protection from
the sun's rays among people living mainly in the equatorial regions of
the world. To understand another culture, students learn the
Japanese art of paper folding called Origami. The art teacher helps with
this lesson. They also learn how to write Haiku poetry in the
classroom. The Origami and Haiku poems are displayed on the bulletin
board for all to enjoy. Parents from the school present
activities about different countries and cultures. Each activity
culminates with the eating of an ethnic snack. Parents also share their
recipes with the class so that the students can compile a class recipe
book. As a final activity, each student creates an,"All About
Me"book which includes an autobiography, photographs, and lists of
favorite hobbies, sports, colors, books, TV shows, etc.. The book, which
is bound, contains pages for autographs from family and friends. The
activity helps the students to build a positive self-concept. A
parent questionnaire is distributed in May. The questionnaire summarizes
the activities and project goals. One of the questions asked is how the
child has benefited from participating in the project. One parent
wrote,,"It is essential that children have a high level of self-esteem.
This project was a fun and exciting way to make her feel good about
herself." Another parent said,,"He not only found out about the cultural
history of his own ancestors, but has become more conscious of other
cultures in the world." Teacher observation indicated the students
developed a more positive self-concept, better interpersonal relations,
and a sense of community. They also developed an awareness,
understanding, and appreciation of other cultures. THE STUDENTS: All
students in my third grade class participate in the project from October
through May. The project, now in its third year, is appropriate for
students in grades 3-6. |
The Students: |
The Staff: The project is implemented by the teacher. The art teacher helps with the Origami lesson. |
What You Need: The project is implemented in
the classroom. Students also use the school and city libraries. Parents
serve as guest speakers. Teacher-designed activities are available for
dissemination. |
Overall Value: As a result of participating
in the project, the students build a positive self-concept, develop a
sense of community, and improve interpersonal relations. The project, by
connecting the curriculum to world cultures, broadens each student's
understanding and appreciation of others and raises expectations of a
peaceful and cohesive multicultural society. |
Standards: |
I Saw It Through My Eyes |
Category: English/Language Arts |
Grades: 4 to 4 |
How It Works: This program develops and
enhances the student's ability to annotate observations made in and
around the program. This program sharpens the observation ability and
enhances the writing process while learning new facets of different
subject areas. Students are taught the difference between perception
and empirical data collection using the growth process of a pinto bean
as the medium for documenting their observations. This program
incorporates the disciplines of math science, social science, reading,
ESL, and writing. It also provides material for higher-order thinking.
Observations were documented in a collective group journal. Entries
were made daily. Emphasis was placed on having essential information
included in each entry. Some of this information included name/code of
observer, date, time, temperature, conditions, location of paint, and
watering frequency. Information that varied was: color scent,
measurements in inches and centimeters, amount of soil, atmospheric
conditions, etc. Information evaluated included, growth rate, length of
time from planting date to sprout date, number of leaves, number of
stems, texture of leaves, capillary action, and introduction of other
animal or plant life within the growing vessel. The information
gathered allows students to compare and theorize on how and why a plant
grows. The need for control groups are explained and from the outcome
students can readily develop their own theories on how conditions affect
plant growth. The initial program had a five-week duration but can be
taken to a nine-week duration with ease. An alternate form of reporting
observations was used in the initial program. Students having
difficulty in expressing ideas in direct written form were allowed to
audio tape their observations and transcribe these later. Some children
weren't as receptive to this method. Each child's self-esteem is
increased whether a crop is produced or not. The sense of satisfaction
is evident in their faces on the final day of the program when their
plant can be taken home. The Student: Eighteen second graders in
bilingual education were involved in planting and tending to bean plants
grown within the classroom. Students were divided into teams of four
or five. Each student displayed an eagerness to enter their
observations into collective journals. Although this method allowed for
easy comparison among team members and allowed for others to assist
those who had difficulty, future programs will require individual
journals due to unavailability at times of the group journal. The
students were introduced to various collection tools and taught how to
use them, they were also exposed to scenarios that allowed them to use
their own senses to contribute to their observations. |
The Students: |
The Staff: This program develops and enhances
the student's ability to annotate observations made in and around the
program. This program sharpens the observation ability and enhances the
writing process while learning new facets of different subject areas.
Students are taught the difference between perception and empirical data
collection using the growth process of a pinto bean as the medium for
documenting their observations. This program incorporates the
disciplines of math science, social science, reading, ESL, and
writing. It also provides material for higher-order thinking.
Observations were documented in a collective group journal. Entries
were made daily. Emphasis was placed on having essential information
included in each entry. Some of this information included name/code of
observer, date, time, temperature, conditions, location of paint, and
watering frequency. Information that varied was: color scent,
measurements in inches and centimeters, amount of soil, atmospheric
conditions, etc. Information evaluated included, growth rate, length of
time from planting date to sprout date, number of leaves, number of
stems, texture of leaves, capillary action, and introduction of other
animal or plant life within the growing vessel. The information
gathered allows students to compare and theorize on how and why a plant
grows. The need for control groups are explained and from the outcome
students can readily develop their own theories on how conditions affect
plant growth. The initial program had a five-week duration but can be
taken to a nine-week duration with ease. An alternate form of reporting
observations was used in the initial program. Students having
difficulty in expressing ideas in direct written form were allowed to
audio tape their observations and transcribe these later. Some children
weren't as receptive to this method. Each child's self-esteem is
increased whether a crop is produced or not. The sense of satisfaction
is evident in their faces on the final day of the program when their
plant can be taken home. The Student: Eighteen second graders in
bilingual education were involved in planting and tending to bean plants
grown within the classroom. Students were divided into teams of four
or five. Each student displayed an eagerness to enter their
observations into collective journals. Although this method allowed for
easy comparison among team members and allowed for others to assist
those who had difficulty, future programs will require individual
journals due to unavailability at times of the group journal. The
students were introduced to various collection tools and taught how to
use them, they were also exposed to scenarios that allowed them to use
their own senses to contribute to their observations. |
What You Need: Materials: Maximum use of
recycled materials was used and encouraged. I was considering starting a
compost heap to teach organic recycling; however, due to the five week
duration, this was not accomplished. Other materials are empty 2-liter
plastic soft drink containers (any color other than opaque), potting
soil, pinto beans, water, at least one thermometer per group (a
combination barometer, thermometer, and humidity gauge would enhance the
information gathered), voice-activated tape recorder, blank tapes,
spiral notebooks, pencils and erasers, exacto knife, rulers, and water
Outside Resources: No outside resources were required. |
Overall Value: The students learn the
difference between perception and true data. An understanding of how
critical documented information surfaces when questions about individual
plants are asked. Students appreciate the value of obtaining and
comparing their own product and information and observations as opposed
to reading it out of a book. |
Standards: |
I See You! I See Me! |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: The purpose of the project was
to have each young artist be exposed to art from many hands as well as
from many lands. Each student experienced the process of creating an
enduring piece of art and was encouraged to "see" how visual art
communicated. Children "saw" how skill development and aesthetic
awareness changed. There was not anyone who said, "I can't"; they said,
"I'll try". Children "saw" their success. Often, children took their
friend's hand and went to their tile on the wall and said with pride,
"That's me |
The Students: All students in grades K-5
participated, as well as the staff members. The tiles were completed in
art class as part of a "Character Counts" unit of personal expression
and worth. The teacher glued the tiles to the wall. This could be
adapted to any age level, working in individual class groups. |
The Staff: Susan Delac has been teaching
for 28 years and has received an IMPACT grant in the past. She is a
Jennings Scholar and a Teacher of the Year. |
What You Need: Field trips to the Art Museum
could be arranged if artwork on view is appropriate to the lesson. A
guest artist doing caricatures, adding humor to the portrait lesson, and
a traditional portrait artist were invited to the classroom.Tiles must
be ordered and a kiln must be used to glaze the tiles. These could be
done in an art room setting or in an individual class setting. |
Overall Value: Creating a permanent piece of
artwork encourages students to appreciate each other's diverse talents.
Doing a school-wide project, or even as a whole class means that
everyone's efforts are special and important. Visual awareness of our
world and ourselves is ongoing. |
Standards: |
I'VE GOT A STORY TO TELL |
Category: Arts |
Grades: 2 to 6 |
How It Works: "I've Got a Story to Tell"
involves students in storytelling and Storyteller Sculptures through the
perspective of a southwest Native American culture and culminates in an
exciting celebration festival. The purpose of the project is to give
students many opportunities to use drama to help them feel comfortable
about sharing their unique voices. The integration of language
arts,storytelling, and the visual arts through sculpture allows students
to connect their learning in different disciplines. While students
study southwest Native American lifestyle, environment, and traditions,
they develop listening, writing, telling, viewing, designing, drawing,
and sculpting skills.
|
The Students: The planned activities
accommodate a variety of learning styles through written, spoken,
visual, kinesthetic, and performance experiences. Students find comfort
in their own learning style while stretching to grow in others. Methods
of instruction include teacher- and student-directed as well as large
and small group discussions. Students work independently to prepare and
present stories of personal history and create original paper and clay
storytellers. Assessment is ongoing and multifaceted. Students use
self-assessment surveys and audio/videotapes to assess their own
progress. Teachers measure students' learning by observing and noting
student performance by means of rubrics, self-assessment, and feedback
from parents. Parents are surveyed to obtain information about students'
knowledge and progress. Pre- and post- tests reveal rewarding growth of
students on all measures.
|
The Staff: Priscilla B. Bullard and Rita H. Steiner
|
What You Need: Sculpting supplies, camcorder & literature about Native American storytelling.
|
Overall Value: The project provides
opportunities for growth in the cognitive and affective domains.
Students become more aware of the learning connections between language
arts and visual arts, gain knowledge and appreciation of the southwest
native American culture, and acquire skills in verbal and artistic
expression. The Common Core of Learning stresses the need to apply
knowledge learned in order to develop fuller understandings. Through
storytelling and creating a sculpture, students apply knowledge and
skills which result in original oral and visual expressions. Speaking,
listening, and viewing skills are important for success [Common Core
goal]. Positive self-esteem and confidence occur as students learn more
about themselves - another Common Core goal. On the festival evening,
students, parents, and teachers celebrate the knowledge gained and
skills achieved when stories are told and storyteller sculptures are
exhibited. This project can do much to bond children, parents, and
school in an exciting, learning-filled experience. Each child has a
story to tell!
|
Standards: Positive Self-Concept Interpersonal Relations Speaking, Listening and Viewing
|
If . . . Then Probably |
Category: English/Language Arts |
Grades: 2 to 2 |
How It Works: Students develop critical
thinking skills by using probability to make predictions based on data
they have obtained, recorded and studied, and then they expand the idea
of probability to their own personal lives by creating, illustrating and
writing (or dictating) an "if . . . then probably" statement. Once or
twice a week, beginning in October, students use the probability box (a
shoebox covered with contact paper with a hole cut in the top and a sock
with the foot cut off attached to the hole). Items of like shape but
different colors such as unifix cubes or candy hearts are placed in the
box. Each student goes to the probability box, takes on item out and
looks at it, records it on a two inch square of paper, and places it on
the designated graph. When all students have graphed their selections,
we discuss the graph using more, less, equal, etc., terminology. At this
point I tell students how many items are in the probability box and
they predict what the configuration is. An additional math skill is
practiced here as students must be sure their predictions are the
correct addends. For example, if there are six candy hearts in the
probability box, then the correct addends could be two red, three pink
and one white. As students guess, I illustrate their predictions so all
students can see. We keep referring back to the graph for information.
For example, if the graph shows more red hearts than white hearts, the
student predictions should show the same. After all possible
configurations are recorded, students vote on which configuration they
think is in the box. The box is then opened, and the students get to see
what the actual configuration is. A discussion follows on predicting
outcomes of everday experiences. For example, "If the school bell rings,
then probably______." Students are instructed to make up their own
probability statements, illustrate and dictate them for compilation into
a class book. I believe children increase their problem-solving skill
by using this probability activity, and that this encompasses all areas
of the curriculum. The success of this program is measured when students
can apply this skill to predictions and logical conclusions in
literature, science and social behavior. For example, "IF I don't come
in when the bell rings, THEN PROBABLY, I will miss snack time." I
became interested in developing probability and logical ideas for
kindergarten after I listened to a speaker at the California Math
Conference. This particular activity introduces probability to very
young children in an easy, manipulative-based setting which will provide
great background experience for future, higher-level probability
lessons. State Framework: This procedure is adaptable at all levels
through high school because probability is an important strand in the
Mathematics Framework. The Students: This procedure works particularly
well in my classroom because it is so visual that the ESL children can
easily participate and learn the process. In a classroom of 29 children,
four are ESL students, and one is a child from the Hearing Impaired
class on our campus. |
The Students: |
The Staff: I have taught kindergarten for six years, but previously taught grades 1-4. I am a Central Coast Math Project fellow. |
What You Need: Facilities and Materials: This
activity can be done in a regular classroom with materials that are
readily available in the classroom or grocery store. Outside
Resources: None needed. |
Overall Value: |
Standards: |
If ItÕs Monday, It Must Be Multicultural Health Day |
Category: Health/Physical Education |
Grades: 2 to 4 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials for the project
consist of Today Is Monday, by Eric Carle, and other multicultural books
for the literacy center; a globe; materials for,"stained glass"
animals; and additional art supplies such as oaktag, construction paper,
glue, markers, paints, pipe cleaners, sequins, and glitter. |
Overall Value: The themes of food and animals
are naturals for children. The class was enthusiastic about creating a
multicultural version of,"Today Is Monday" and presenting it to other
classes. "They were excited about making their big book and took pride
in their accomplishments," says Teitler. In the process, children
gained skills and information across the curriculum: days of the week,
mapping, categorizing, foods and food groups, names of animals, the
differences and similarities among ethnic and national groups. Feedback
from parents was positive. |
Standards: |
IIMAGINE |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: I Imagine helps prepare sixth
grade girls for the challenges and pressures of adolescence by providing
them with an opportunity to discuss common issues and share interests
and ideas. The program has two components: a magazine that is created by
the girls and a forum of guest speakers from the community.
After identifying the stereotypical view of young girls that is promoted
by popular teen magazines, the girls create an alternative magazine
that portrays them more realistically and focuses on topics and issues
that are important to them. These include articles about pets and
endangered animals; stories of women who have made a difference; tips on
health and fitness; reports on women in sports; and movie and book
reviews. Each month the girls choose a theme, submit articles, and
design a cover.
The guest speaker program gives the girls an opportunity to meet and
learn from successful women in a wide variety of fields such as authors,
leadership consultants, and lobbyists. Panels of college and high
school girls also address them and share opportunities that they have
encountered, from extracurricular activities to travels abroad.
Students Forty-seven sixth grade girls from four different classes
participate in the program on a voluntary basis. It is a heterogeneous
group of girls from a wide variety of backgrounds |
The Students: |
The Staff: The sixth grade teachers design
and implement the program. The guidance counselor supports the program
by recruiting guest speakers and encouraging girls to attend. Parents
are also an excellent source of speakers. |
What You Need: Computers are used for
writing, editing, and publishing the magazine. The guest speaker
program is held in a sixth grade classroom after school. The girls are
encouraged to use the school library and the Internet to research topics
that they plan to write about.
Outside Resources The program uses guest speakers from a wide variety of fields. Parents are an excellent source of speakers. |
Overall Value: This is a creative approach to
an issue that is constantly surfacing in research on adolescent girls.
The issue is that as a result of the increasing pressures and
challenges they encounter during adolescence, girls' self-esteem is
often in jeopardy. The magazine gives the girls a positive forum in
which to express their myriad talents. The guest speaker program
focuses on the contributions of women in society and the roles they have
taken in the local as well as the global community. Through these
activities the girls begin to imagine and reflect on their own potential
and the many opportunities that are awaiting them in today's world. |
Standards: |
Ikat to Uzbekistan: Folkloric Fiber Art |
Category: Arts |
Grades: 4 to 8 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials needed for the
project include glue, scissors, multicultural markers or paints,
fadeless construction paper wallpaper or other decorative paper,
ribbons, felt, buttons, posters, slides, art books, and samples of fiber
art. |
Overall Value: The project gives students
with varied backgrounds, including special education students,
opportunities to experience success and to take pride in their work,
says Wallach. "One class recently visited a gallery in Soho to view an
installation in which the artist used doll's clothing in several
symbolic configurations," she recounts. "What they learned in this
project made this challenging work of art accessible to the children.
They were able to discuss and understand the social and formal content,
as well as to appreciate the humor of this artwork. The curator
remarked on the group's ability to concentrate on a follow-up activity."
|
Standards: |
Ikebana for Early Childhood |
Category: Arts |
Grades: 2 to 5 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Community resources used in
this project include local florists, art galleries, museums, and the,
Central Park Convervancy. Materials required include: fresh and dried
flowers; moss (fresh and Spanish); bowls, vases, and special Ikebana
containers (frog/oasis); clippers; rocks and shells. For the flower
garden in the sand table: soil and rocks (100lbs. of each), seedlings,
grow lights, and trowels. Resource books on, Ikebana are helpful, as
are art and science resource materials. A camera and film, as well as
arts and crafts and writing materials are needed for the spring flower
book and for art and writing actitivies. |
Overall Value: The children become excited
about working with their friends on flower arrangements. They take
pride in knowing the names of the different flowers and finished
arrangements and in demonstrating their knowledge to other children and
the adults in their lives. Parents offer enthusiastic feedback about
their children's newly acquired interest, knowledge, and appreciation of
flowers. Disseminator Celine Federici says, "The process and products
of this project have a beneficial effect not only on the children, but
on everyone who sees the children arranging or sees their arrangements."
|
Standards: |
I'm An Author, Too! |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This project involves a 3-step
program through which students learn about types of literature, creative
writing and family fun. The process involves: learning the style
and format of six different types of books: fairy tales, mysteries,
reference, non-fiction, how-to and drama, hearing the teacher read an
example of a book type, brainstorming to develop a class story, taking
instructions home on how to dictate a similar story This process is
repeated for all six book categories. Everyone becomes an author!, One
home-dictated story is chosen from each child's portfolio. That story
is printed, illustrated, copied and bound. The proud author reads and
tape records his story to the accompaniment of music. These books and
tapes then become part of the class library. Students: This daily
project was developed with thirty first grade students including
non-readers, bilingual and LD students. It is adaptable for other age
groups. |
The Students: |
The Staff: Otherine Preston holds a BS in
Elementary Education from the University of Illinois, Urbana-Champaign.
Prior to teaching first and second grades with the Chicago Public
Schools, she volunteered for several years with youth groups and CPS
pre-school and Headstart programs. |
What You Need: Materials And Facilities: A
chalkboard, some good books, a paper cutter and a quiet area for
recording and reading are fundamental. Outside Resources: Families
are essential to this project as recorders of six home stories for each
student. Parent helpers in the classroom and a visit from a guest
author add to the program's success. |
Overall Value: Children improve their
communication skills and gain a feeling of mastery through writing their
classroom and home-dictated books. They also expand their knowledge of
the various types of literature. Families become involved in creative
writing with their children and gain insight into the reading program at
school. |
Standards: |
I'm Special |
Category: Social Studies |
Grades: 2 to 4 |
How It Works: "I'm Special" is a new twist
on,"Show 'n Tell". It promotes a positive selfconcept in the young
child at school. Little ones come to school with enormously different
background experiences and expectations, but everyone wants to feel
special about themselves. Achievement is tied to self-esteem in this
unique project, with an organized orderly system of rewards for learning
skills. There are two main parts to this year-long program: the first
part is,"Special Me Day" (one day a week) where a child is selected to
be the,"Special ME" for that week. During the Language Arts block that
day, the child (who has taken the,"Me" box home the day before) will
tell about him or herself, his/her family, favorite color, food, game,
etc. and show items which he/she has placed in the box. These items
might include photos, a favorite toy, book, or stuffed animal. Others
in the class are encouraged, to ask questions about anything they would
like to know - a pet?, A vacation? The,"special" child receives a button
to wear and keep. The child's photo is then posted. The second phase
of,"I'm Special" targets skill mastery. As children demonstrate at
individual or small group testing sessions that they have learned the
pre-selected skills taught by the teacher, they will be awarded a
certificate, or button to wear. For trying to learn, and for mastering
even a portion of the skill, a child will receive a "happy face"
sticker. Positive reinforcement, both verbal and concrete, is the key.
School is a place for learning and that's,"special" too. DCPS Major
System Priorities: Graduation Rate, Intergroup Relations, Achievement.
The Students: This program has been used with Kindergarten, first and
second grade children for nine years. This project may be used
effectively in Special Education classes. |
The Students: |
The Staff: Nancy Webster now teaching for 20
years in public schools, is one of several authors of Peacemaking Skills
for Little Kids, a kit designed to help young children learn
interpersonal skills. A finalist in 1983 for Dade County's Teacher of
the Year award from Pinecrest Elementary School, she is currently
Elementary Peace Teacher of the Year for 1989-90 and Joe Hall's Teacher
of the Year, 1990. |
What You Need: Material and Facilities: The
essential items needed are a shoe box, decorated with stars and
labeled,"Special Me" rings, certificates, buttons, badges, stickers and
a photo of each child. Outside Resources: No additional resources are
required for this project. |
Overall Value: Educational research has
repeatedly shown that students who fall behind in their early schooling
years may not always make up that lost ground and are at higher risk of
dropping out of school later. It pays to do everything we can to help
children feel good about themselves at school and,"Special Me" does just
that and more. It encourages basic skills mastery and lets even
beginning students know that if they don't get it right the first time,
they can try, try, try again! |
Standards: |
Imitating Illustrators |
Category: Arts |
Grades: 3 to 7 |
How It Works: Picture book illustrators use
collage, clay, watercolors, and various other techniques and media to
create illustrations. This project lets students try them all!
First the chosen illustrator is introduced to the class by reading his
or her book to the class, followed by small group and independent
reading. Next, children try their hand at making a picture using the
same medium. Children make tissue collage pictures like those of
illustrator Eric Carle, clay pictures like Barbara Reid's, even take
photographs like those of illustrator Walter Wick.
By the end of the project, children are able to identify the techniques
used, understand how the illustration was made, and take pride in
similar art they have created themselves.
STUDENTS
This project was implemented with a first grade class of 33 students
over a four month period. It can be easily adapted for any level from
pre-K through eighth grade.
|
The Students: |
The Staff: Shari Frost is a first grade
teacher with many years of experience. She holds a master's degree and a
doctorate in reading and language. |
What You Need: These are the things needed to
implement the project: age-appropriate illustrated books; common art
supplies; depending upon the illustrators selected, household and
"found" items such as newspapers, paper plates, toothpicks, buttons,
yarn, tissue paper, disposable cameras and film.
The Chicago Public Library is a source for the complete works of various
illustrators and for multiple copies of the books. The Chicago Art
Institute features a rotating exhibit of the work of children's book
illustrators. |
Overall Value: Children will never look at a
picture book in the same way after participating in this project! They
will truly understand that art is more than just drawing and painting.
|
Standards: This project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Fine Arts Goal #25; Language Arts Goal #1; CAS D. |
Imitating Illustrators |
Category: Arts |
Grades: 3 to 5 |
How It Works: Picture book illustrators use
collage, clay, watercolors, and various other techniques and media to
create illustrations. This project lets students try them all!
First the chosen illustrator is introduced to the class by reading his
or her book to the class, followed by small group and independent
reading. Next, children try their hand at making a picture using the
same medium. Children make tissue collage pictures like those of
illustrator Eric Carle, clay pictures like Barbara Reid's, even take
photographs like those of illustrator Walter Wick.
By the end of the project, children are able to identify the techniques
used, understand how the illustration was made, and take pride in
similar art they have created themselves |
The Students: This project was implemented
with a first grade class of 33 students over a four month period. It
can be easily adapted for any level from pre-K through eighth grade. |
The Staff: Shari Frost is a first grade
teacher with many years of experience. She holds a master's degree and a
doctorate in reading and language. |
What You Need: These are the things needed to
implement the project: age-appropriate illustrated books; common art
supplies; depending upon the illustrators selected, household and
"found" items such as newspapers, paper plates, toothpicks, buttons,
yarn, tissue paper, disposable cameras and film. |
Overall Value: Children will never look at a
picture book in the same way after participating in this project! They
will truly understand that art is more than just drawing and painting. |
Standards: This project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Fine Arts Goal #25; Language Arts Goal #1; CAS D. |
IMMERSION, INCUBATION, ILLUMINATION.INVENTION! |
Category: Science |
Grades: 2 to 10 |
How It Works: "Immersion, Incubation,
Illumination. INVENTION!" engages students in a variety of experiences,
building confidence and skills that lead to the creation of a final
individual invention based on a self-defined need. The project is
designed to develop creative problem solving and thinking skills.
Divergent thinking and greater appreciation of alternate solutions to
problems are exercised in activities involving: brainstorming uses of
common objects, deciding possible uses for unknown gadgets, and
developing an original invention from a bag of "junk" materials.
The activities involved allow for those of varied academic ability and
experiential background to be on level footing. They also allow for
those of differing talents and/or learning styles to achieve success.
Continuous self reflection occurs as students investigate the common
qualities of inventors and determine which of these are personal
strengths to build upon and which are weaknesses to develop further.
Instructional methods vary. They include teacher led discussion, small
and large cooperative and/or conferencing groups, and independent work
on personal invention ideas. Assessment is equally varied. Students self
assess each class work session. Formal self-assessments and teacher
evaluations are aided by rubrics designed to meet specific criteria
being assessed in the performance task. Teacher observation, self and
peer assessment are a part of cooperative group activities.
|
The Students: Fifty-eight sixth graders in
the Integrated Day Program participated in this study. Portions of it
have been equally successful with grade 5/6 classes in the past.
|
The Staff: Maureen Hamilton Memorial Middle School, Middlefield |
What You Need: Basic classroom supplies,
several unusual items such as antique tools or specific purpose
household gadgets, small paper bags full of an assortment of junk
objects.
|
Overall Value: This project allows children
to exercise their creative thinking. They come to appreciate the
qualities that inventors have in common and further the development of
these qualities in themselves. Self-initiative is heightened by the
personal connection students have to this study. There is no one answer
to problems posed, and individual projects allow children to address
needs they find significant. Students develop persistence when faced
with obstacles because they have a personal stake in their product and
pride in their accomplishments. All great inventors and learners are
naturally curious problem solvers who are steadfast to their goals.
|
Standards: Positive Self Concept Motivation and Persistence Intellectual Curiosity Reasoning and Problem Solving
|
IMMIGRATION AND THE AMERICAN DREAM: THE NEW IMMIGRANTS |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: We have organized our American
Studies class to cover one major content theme and one major skill focus
each marking period, the first two being Immigration and the American
Dream and collaboration skills. Students then are given an essential
question for both the content and the skill focus to ensure their
understanding of the relevance of each assignment and to measure their
understanding of course materials.
The essential questions for the first marking period include: Content
focus: Who is entitled to the American Dream? Skill focus: How does
working with others enhance the quality of thought?
This unit discusses the wave of new immigrants from 1880 to the late
1920s. During this time period, the American government began to
significantly reduce the number of immigrants granted entry into the
United States. Anti-immigration sentiment also impacted the hundreds of
thousands of immigrants already residing here, hindering their pursuit
of the American dream. Students develop their understanding of the
reasons why immigrants came to the United States, the conditions they
faced, and the social issues raised by their presence. Journal work with
Upton Sinclair's The Jungle also correlates to the work done on reading
comprehension strategies and how to effectively discuss and write about
literature.
|
The Students: Each American Studies class
includes approximately 35-40 students on the college preparatory level.
They all elected to take this interdisciplinary, double-period course
rather than take U.S. History and American literature courses
separately.
|
The Staff: Mary Tomaino and Allison Zmuda Newtown High School, Newtown |
What You Need: This unit requires the use of
primary source documents representing the different perspectives on the
New Immigrants' impact on the United States. "Hester Street" (video on a
young immigrant girl's experience in New York City), Upton Sinclair's
The Jungle, a field trip to Ellis Island and the Lower East Side
Tenement House Museum are also valuable.
|
Overall Value: We are convinced that the use
of performance standards makes students active participants in their own
learning. This method fosters an increased sense of accountability and
develops students' long-term understanding of what drives their daily
tasks. Students and teachers enter into a contract that is concrete and
honest, and promotes mutual respect. In addition, grading standards
become more objective, and focus our discussion with students. Because
the immigration unit is the first of the year, students not only focus
on the content and skill areas, but also begin to understand how
performance standards can make them more successful learners.
|
Standards: |
Impressions And Expressions - A Poetry Project |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: Impressions and Expressions, a
language arts project focusing on poetry, fosters affective and
cognitive development by providing students with opportunities to
communicate what they know, think, and feel. Working in a cooperative
setting, students receive structured and consistent instruction with
ongoing constructive feedback, recognize that writing is a process, and
share their writings. Activities focusing on poetry include: reading
and analyzing a wide range of poetic forms, writing poetry in many of
the forms examined in class, exchanging ideas with poets invited to the
classroom, visiting a publishing company to see how a book is produced,
forming a poetry club to foster and extend creative expression,
publishing an Anthology of Poetry - written, edited, and compiled by
students, with copies for each person involved in the project, planning a
Poetry Fair/Awards Assembly with staff and parents |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Improving Literacy Through Technology |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Improving Reading And Academic Achievement Using Textbook Tapes |
Category: English/Language Arts |
Grades: to |
How It Works: In this adaptation of Listen,
Read Along, and ...Enjoy!!! (see IMPACT II catalog, 1992), seventh grade
students listen to verbatim tapes as they read along in their, history,
science, and literature books. The narrators of the tapes direct
students, to the summaries, vocabulary, and main idea questions for each
chapter before, beginning the actual reading of a chapter. As a
result, students who normally, struggle through a passage, never
assimilating the meaning of the words, are, enabled to read
independently. They can then complete homework assignments
participate in class discussions, and earn better grades. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
IN MONET'S GARDEN |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Teaching language arts, social
studies, and art while developing an appreciation for another culture is
easy when children are encouraged to relate their own feelings,
experiences, and talents to a character in a story and an Impressionist
artist, specifically Claude Monet. The program I have developed utilizes
Linnea in Monet's Garden by Lena Anderson and Christina Bjork. It is a
story about a young girl who visits Monet's house and garden in Giverny,
France, and views his work in Paris while absorbing the French culture
and telling the story of Monet's life to the reader. It describes in
words and pictures the kind of person Monet was, his struggles,
challenges, and personality.
I begin by reading Linnea in Monet's Garden to the class. This gives
them a solid base of information on which they begin building a number
of skills. To help the children further, I direct them with a number of
related activities. Students conduct a fact finding mission in four
cooperative groups using books from the public library.
We read and summarize together a biography of Claude Monet. It's a group
effort, utilizing brainstorming techniques and all components of the
writing process: rough draft, conferencing, editing, and final copy. I
write the children's input on the overhead projector and then type the
final copy for each student to keep. The children enthusiastically begin
future writing projects. Our grand finale is a French party, complete
with mini eclairs and apple juice. Each student has a French-English
vocabulary place mat and we practice some conversational French. I
purchase Monet post cards at the Metropolitan Museum of Art gift shop
and each student receives one, with a personal note from me.
|
The Students: |
The Staff: Rosemary Dorrico Madia |
What You Need: Linnea in Monet's Garden by Lena Anderson and Christina Bjork |
Overall Value: This project not only provides
students with an in-depth, interdisciplinary study of the works of one
artist, but also an opportunity to explore creative talents and
experience personal growth. Each child experiences success regardless of
ability and takes home his/her work with great pride. The program
includes all learning styles - visual, auditory, and tactile. Everything
is woven together for a hands-on experience. In addition to its
balanced set of academic elements, the program also contains a strong
crosscultural dimension. In the three years that I have been using and
continuing to develop this program, every single student has
demonstrated a positive approach to Impressionist art and has found the
entire program enjoyable. Many even take the initiative to search for
and read about other artists. Letters from parents, feedback from my
administrator; and local newspaper coverage has been enthusiastic.
|
Standards: Intellectual Curiosity Reading
|
In The Land Of Giants |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: Students explore relationships
within a miniature world after reading a book about giants like
Gulliver's Travels. They learn to: compare and measure,"Lilliput"
items with those in our world, develop estimating strategies in class,
focusing on proportion and scale, design a personal imaginary land to
describe and illustrate Students select a scale factor, make drawings
of objects, write a travel brochure and keep a portfolio for
evaluation. Students: Designed for students in grades 6 and 8 in
regular classrooms, this project can be adapted for any students from
4th to 8th grade. |
The Students: |
The Staff: The recipient of many awards and
grants, Barbara Benedix holds both BA and MA degrees from Northeastern
University. She has done extensive graduate work in math and science
and is currently the math resource teacher for her school. |
What You Need: Materials And Facilities:
Planned for use in a regular classroom, this project requires: a
classroom set of the selected novel, 8 to 10 calculators, art materials,
butcher paper, rulers, meter sticks, square tiles and graph paper
Outside Resources: No special outside resources are needed, but
display of miniature items would be interesting for the students. |
Overall Value: This project starts with
reading about an imaginary environment. It sparks real interest in
learning the math skills needed to complete the activities. Students
especially enjoy selecting a scale factor and making objects for their
own land. They learn math through activities and they also learn to
evaluate the quality of their work. |
Standards: |
Including The Moo!!! |
Category: Science |
Grades: 11 to 12 |
How It Works: Students see the many parts of a
cow, but they have no real understanding of how they function.
Including the Moo!!! gives students the opportunity to study a cow's
joints and appendages by trial and error. The real flesh and bones
obtained from the local supermarket the day before or the day of the lab
are preferable to the preserved body parts usually used. Students
examine the body parts to determine their use by the cow, their range of
motion, and any problems to which they might be susceptible. Students
make comparisons and inferences and diagram and write about what they
see in order to share their information with other students. The
study extends beyond biology as students begin to compare and contrast
the cultural differences of how food and animals are viewed in different
cultures. The Students, Students in biology classes for whom English
is a second language participate in the program. Since these mostly
ninth and tenth graders are in the later stages of language acquisition,
the program would work well with third through eighth graders who share
a similar vocabulary. |
The Students: |
The Staff: The teacher developed and
implements the program with the help of a parent. A fellow teacher
completed the unit with no additional help. |
What You Need: The purchase of the cow parts
is essential to the program. The only additional equipment needed is a
refrigerator. Members of the local meat packers' union and employees
at a local grocery and butcher shop provided information for the
program. |
Overall Value: Including the Moo!!! makes
learning in the classroom vivid as students gain a working knowledge of
how the parts of an animal functions. They gain insight into what
supports an animal and how different societies view different animals.
Students remember this study long after they leave the biology
classroom. |
Standards: |
Incorporating Papermaking With Everyday Objects and Computer Projects |
Category: Arts |
Grades: 7 to 8 |
How It Works: Papermaking is a traditional
craft that students can learn to use in contemporary art projects. It
correlates with the fifth-grade unit on ancient Egypt, which explains
that paper was originally made with papyrus. The fifth-grade students
use deckles (frames used in making paper by hand to form paper pulp into
sheets of a desired size) and pulp to create handcrafted papers to use
in bas-relief collages. They carefully combine personal trinkets in the
collage to create a final product.
The sixth-grade students make paper molds based on Native American
symbols. These paper sculptures are combined with computer projects
based on the designs of Navajo rugs. Native American sayings or quotes
are sometimes added as well. Both of the projects have the charm of
students' work with the quality of art that is ready to hang on the
wall. |
The Students: Approximately 240 students participate in this project. |
The Staff: The art teacher demonstrates
papermaking and assemblages for the students. The sixth-grade classroom
teachers follow up by allocating time at the computers for this
project. |
What You Need: Examples of projects, a
blender, glitter, deckles, vats, paint, glue, scissors, trinkets, yarn,
raffia, mat board, foam core, vegetable oil spray, feathers, and dry
paper pulp are used. A storage area where the paper can dry is
necessary. |
Overall Value: The students work with
supplies and tools, which are new to them, to create a piece of art.
They learn a wealth of new vocabulary during this project and gain a
sense of satisfaction. The fifth-grade students learn first hand what it
must have been like to create the first piece of paper. The process
intrigues them, and they appreciate the invention of papermaking after
seeing a vat full of pulp. The value of recycling is emphasized because
it is an important element in papermaking |
Standards: |
Incorporating technology into elementary music |
Category: Instructional Inquiry |
Grades: 7 to 8 |
How It Works: What happens when computer
technology is used to support music learning in the elementary school?,
The purpose of this study is to examine a model of cooperation among the
music specialist, the computer aide, the media specialist, and the
classroom teacher that can be used to introduce computer support into
the elementary music program. It will also illustrate to other teachers
the value of using computer technology to support music learning. After
fifth and sixth grade students are pretested on their music knowledge
in four areas: musical style, orchestral instruments, music literacy,
and dictation, they are introduced to CD-ROMs, software, and a keyboard
synthesizer with MIDI interface and sequencer. Students work in the
media center with IBM computers, in the classroom with Macintosh
computers, and with the computer aide on the Apple GS computers.
Students complete lessons and worksheets, play educational games, and
create compositions. Selected compositions will be recorded and played
on the school's closed-circuit television news. Following the work with
the multimedia learning materials, students will be post-tested in the
same four areas to assess the value of this model of computer-assisted
instruction. All fifth and sixth grade students--approximately 100
students--participate in the project. |
The Students: |
The Staff: A music teacher, a computer aide,
and a media specialist facilitate this project in cooperation with four
classroom teachers. The music teacher chose the materials and designed
the learning experiences to support music learning objectives. The
computer aide took groups of students during Music in Our Schools Month
to work with composition. The media specialist worked with students by
appointment in the main media center with CD-ROMs and software programs.
|
What You Need: Students use computers already
available at the school. A Yamaha PSR 410 keyboard, MIDI
interface,,"Musicshop" Sequencer,,"Band-in-a-Box,","The Musical World of
Professor Piccolo" CD-ROM,,"The Orchestra: The Instruments Revealed"
CD-ROM, and,"Music Ace" software are also used. Worksheets are designed
to guide the students while they explore the programs. Multiple copies
of,"Music Studio" software for the Apple GS computers are used for
composition. The Central Music Library loaned copies of the,"Music
Studio" software. Technical help from the Area III technology training
specialist is valuable. |
Overall Value: This study capitalizes on the
high student interest in using technology. The computer is a hands-on
tool that supports individual learning styles that are not easily
reached in the two half-hour group sessions each week. |
Standards: |
Increasing Language Development Through Puppetry |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: Through the use of drama,
puppetry, and role playing, the students' language development, reading
comprehension, and self-esteem increases. In addition, minority
students are assisted with language differences. Reading and talking
enable the children to elaborate on their existing knowledge, while
extending their understanding. Reading and talking are both part of our
thinking process. However, neither can take the place of an actual
experience. Through the use of puppetry, students become that much
closer to actually experiencing the written and spoken words. This
program is presented with whole language approach. All subjects can be
instructed through one story. The children become so excited through
this approach that learning becomes fun for them, their attendance and
behavior improve dramatically, as does their academic success. DCPS
MAJOR SYSTEM PRIORITIES: Achievement, Critical Thinking, Intergroup
Relations. THE STUDENTS: The program was originally implemented in a
kindergarten classroom with at-risk students. The students were all
classified under the Chapter I program and it was anticipated of the
program at the onset, that the students would need two years of
Kindergarten. Even though the students entered school with little or no
skills, and very depressed language development, by the end of the year
all but two students tested out of Chapter I and were promoted to first
grade. The program is now being used in a K-2 varying exceptionalities
class with similar results. The project can be adapted for any grade
level, including ESOL and LEP classes. |
The Students: |
The Staff: Susan Hunter has been teaching for
seven years. She is UTD Steward and serves on the schools SBM/DMT
cadre. She is presently teaching varying exceptionalities. She had
received a Dade Public Education Fund Teacher Mini-Grant to implement
this project three years ago and has been using this program since with
very successful results. |
What You Need: MATERIALS AND FACILITIES: The
project can be carried out in any classroom setting. Puppets are
needed for the classroom, along with a library of books that children
can use to re-enact the story. OUTSIDE RESOURCES: A field trip to a
local children's playhouse is an excellent way to gain their interest
and to start the program. Additionally, the public library often offers
puppet shows for the children. |
Overall Value: The use of puppetry, drama,
and role playing allows a child to feel success while increasing his
vocabulary, comprehension skills, thinking skills and language
development. The children feel an important part of the class. Their
selfesteem and classroom behavior increase with their success. |
Standards: |
Innovative Scheduling for Student Success |
Category: Technology |
Grades: 11 to 14 |
How It Works: This study examines the effect
that a change in class scheduling has on student success. Edison High
School implemented a block schedule in September 1994. Rather than the
previous schedule of seven classes each day, the current model offers
students the opportunity to attend four blocks daily, each 90 minutes in
length. Students complete up to eight credits per year. The research
team is assessing faculty, staff, and parent attitudes about the block
schedule through the use of surveys based on 12 identified program
outcomes. Teaching strategies, quality of student work, homework
completion, time on task, use of instructional technology, parent
contacts, and unencumbered planning time will be measured with the
anticipation that the block scheduling will reveal improvements. The
number of discipline referrals, the number of students seen per day per
teacher, and fragmentation of the school day will be measured for
possible decrease. Quantitative data are being collected from the
Scholastic Assessment Test, the Virginia Literacy Test, average daily
attendance, and report cards. The high school serves a racially and
ethnically diverse, heterogeneous community. The enrollment for grades 9
through 12 for 1994-1995 was 1 131 with a 40 percent minority
population. |
The Students: |
The Staff: All faculty and staff are involved
in the implementation of the research. Teachers, parents, and students
have been involved from the beginning and collectively agreed to change
the daily scheduling. Three teachers, one department chair, and two
students are responsible for overseeing the construction, dispersion,
collection, and analysis of the teacher, student, and parent surveys.
Quantitative data, such as student grades, retention rates, and number
of discipline referrals are being collected in the subschools. |
What You Need: Postage for the parent
surveys, Scantron forms for data collection and analysis, technical
assistance for recording data, and printing of the final evaluation
report are needed to implement the study. The area coordinator of
secondary programs provided technical assistance; the Department of
Management Information Services helped with data collection and
analysis. Students and parents assembled survey packets and recorded
parent survey responses onto Scantron forms. |
Overall Value: Collected data will either
validate the success of the block schedule or provide the basis for
modifying the plan. An early assessment indicates support for the
current block schedule. |
Standards: |
Insect-A-Mania |
Category: Science |
Grades: 6 to 8 |
How It Works: This multi-disciplinary project
immerses children in the world of insects. Students take home
caterpillars to observe their metamorphosis into butterflies.
Classroom,"Critter Carnival Centers" starring meal worms, ants,
crickets, ladybugs and moths let children observe, measure and research
its,"performers." Children read books with insect characters, write
stories from an insect's point of view, draw insects to scale, create
math word problems involving insects, create a three-dimensional
imaginary insect and finally write an encyclopedia entry for this insect
describing its habitat, diet and special features. Students: This
program was developed for a fourth grade class. It can be easily
adapted to other grade levels or groups with special needs. |
The Students: |
The Staff: Marianne Poniatowski has taught in
Chicago public schools for over twenty years. She holds a BA in
Elementary Education from the University of Illinois-Chicago and an MEd
from DePaul University. |
What You Need: Materials And Facilities:
Butterfly materials from Insect Lore are used; other insects are
available from various science catalogs. A computer software program is
an optional tool. Space in the classroom is needed for the Critter
Carnival Centers and for a display for the imaginary insects. Outside
Resources: A trip to the Chicago Field Museum of Natural History
lets children see exhibits relating to insects. |
Overall Value: Children's enthusiasm and
curiosity about insects produce motivated writers. Their research and
observational skills are sharpened through multi-disciplinary
activities. |
Standards: |
Insight to Islamic Culture |
Category: Arts |
Grades: 8 to 8 |
How It Works: 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. |
The Students: |
The Staff: Since November of 1992 Marie
Arnold, a sixth grade teacher in Manhattan, has been introducing
students to the study of Islamic culture. |
What You Need: Basic materials include a
slide projector, slides of representative examples of Islamic art,
calligraphy pens and paper, fabrics, glue, scissors, markers, paints,
mural paper, art books, and other, resource materials on the history and
cultures of Islamic regions. |
Overall Value: The project offers children
the opportunity to observe the world around them from a fresh cultural
perspective, says Arnold. "I knew that the children were developing an
interest in Islamic culture when they began to bring in examples of
Islamic-influenced art. They are able to identify Islamic influences in
buildings and other structures right in their own neighborhoodsÑfor
example, bench ironwork and door grilles." |
Standards: |
Integrated Curriculum Program:
Community |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: This learning experience
consists of a set of activities that help students identify the
characteristics of a community in a variety of settings. They begin by
defining community in the context of four core courses: algebra,
biology, English, and world cultures. They then develop an overall
definition that serves for the entire unit. In each of the courses, they
explore special communities, such as sets of numbers, measurement,
data collection, and analysis in algebra; communication that is
written, oral, and visually displayed in English; sociological
connections in world cultures; and ecosystems in biology.
Historic cultures are described using a formula of the students
creation, combining politics, religion, economics, society, intellect
and the arts, followed by a presentation. In algebra, students learn
to use Venn diagrams to describe criteria. In biology, students visit
the zoo to learn about how to improve the environment.
The culminating activity is the creation of a brochure promoting a
fictitious community, playing up the positive aspects, and playing
down the negatives. Data and graphs are used along with all the
students have learned about what makes a community. This is an
opportunity for students to demonstrate their learning in a creative
way. |
The Students: Average ability students |
The Staff: Classroom teachers |
What You Need: Materials
to complete masks
and
brochures |
Overall Value: This integrated science
learning experience satisfied national standards for science as
inquiry, physical science, and unifying concepts and processes. It is
important that the students develop a knowledge base that is broad as
well as beyond a surface level knowledge of facts, to concentrate on
concepts and their connections rather than on terms and labels. For
this reason, this learning experience involves the development of the
concept map. This learning experience also transfers authority to the
students; to rely on themselves and each other to accomplish their
goals. As the learning experience progressed, the students became
extremely confident in their own problem-solving abilities, and yet
appreciated the strength that comes from working as a team. |
Standards: |
Integrating Math And Language Arts Through Dialogue Journals And Math Portfolios |
Category: Mathematics |
Grades: 6 to 7 |
How It Works: This program focuses on the way
students learn to make connections between math concepts and
applications. Students communicate their math learning by writing in
math dialogue journals and by speaking on audiocassette tapes. The
dialogue journals are useful in developing reflective thinking, oral and
written language, note taking, organization, vocabulary development,
and the understanding of most math concepts. The students organize
their thoughts through oral recording. This method is most beneficial
for reluctant writers and for students with fine motor difficulties. By
analyzing the language and defining and discussing the directions and
the steps, the students begin to see math as a process rather than just a
product. The quarterly math folder serves as an organizer of
student work, including class and homework assignments. This yearlong
log of information serves as a portfolio of progress. The Students:
Eighty-eight fourth and fifth grade students of varying ability levels
have participated in this project over the past three years. Students
are grouped heterogeneously in teams of four. Each team shares one tape
recorder. This program can be adapted for any grade or achievement
level. |
The Students: |
The Staff: The program was developed by the
teacher as part of a teacher-research project in her school designed to
meet the needs of a diverse student population. Specialists,
administrators, and colleagues supported the research project. |
What You Need: Materials and Facilities: The
program follows the Program of Studies in language arts and
mathematics. It requires the use of technology, math games, and
manipulatives. The children use composition books and cassette players
to document their math experiences. A steady supply of cassette tapes
and batteries is also needed. Outside Resources: This program does
not require any outside resources. |
Overall Value: The use of the dialogue
journals and math portfolios enhances communication, encourages
thinking, and facilitates growth assessment. During the entire school
year, the students, the parents, and the teacher reflect on the process
of student learning as evidenced by the journals and portfolios. The
practice of thinking, writing, and talking about math gives the students
another approach to learning math. The use of math folders and
dialogue journals helps students to be organized and reflective about
their own learning. |
Standards: |
Intercambio |
Category: Global Education |
Grades: 13 to 14 |
How It Works: "Intercambio" means exchange in
Spanish. As a part of our 12-week, "International Cultural
Understanding" program, my advanced Spanish students create and send a
"Culture Package" laden with items and memorabilia from our own school
and community to provide a school in another country with insight into
our culture here. The students communicate via e-mail that allows them
to observe everyday Spanish (or English) and develops writing, spelling,
and grammatical skills as well.
Explanations of the diverse elements of the culture package are included
in the target language. Students use e-mail to discuss and evaluate
the package. (Our original project was a mutually created, bilingual,
ten-item questionnaire which students in both schools answered. Then
differences and similarities were discussed, as well as terms unfamiliar
to each school.) As a part of Intercambio, students also create
individual web pages on the school server, observing the protocol of
parental permission for first name only and a picture to be included, as
a visual communication for the cooperating school. Examples are
located at http://charles-city.k12.ia.us/bode/charlescityspanish.html.
|
The Students: The Intercambio project
involves from ten to twenty-five Advanced Spanish (third and fourth
year) students. This program could be adapted to studentís aged 10 and
up, depending on their Spanish language skills or the English language
skills of the students in the other country. |
The Staff: I have taught in Charles City
since 1967. My experience with textbooks has led me to create my own
materials and supplement them with Spanish newspapers, magazines and
Spanish broadcasts for the Advanced Spanish students.
I have also created a Mentorship program for students who, through the
tightness of scheduling, cannot get into the Advanced Spanish class.
These students drill and work with groups of 2-4 students during each
trimester to help them achieve. For example, while six mentors orally
drill or assist their groups in writing correctly, I can focus in on
those who need assistance or have more trouble than the others in
understanding, following directions, or any other problems. The
feedback after three years of this approach is that they learn a lot
more when they have to be prepared to explain/work with the lower level
students! |
What You Need: I have a PowerMac 7500/233
with 144 MB RAM and an IBM compatible PC, both with T-1 Internet
connections, available for students in my room. All of the high school
classrooms in my district have access to the Internet.
By visiting my web site, teachers can find a link to the "Intercambio"
program as well as a complete first-year Spanish program and other
global/grammatical/cultural units. Visit
http://comet.charles-city.k12.ia.us/bode/charlescityspanish.html). |
Overall Value: For an agrarian, Middle
American, overwhelmingly Caucasian community in Iowa, my programs
demonstrate to students and adults the value of communication in another
language. Spanish is not merely a course in the school's curriculum
that starts in August and ends in June. It is a lifelong skill that
opens the door to a larger world and allows students to form positive
global connections and relationships crucial to the creation of world
peace.
While the program was originally designed as a virtual field trip to
another country, some of my students have gone or will be going to
Mexico out of a desire to visit their counterparts in real life and
experience another culture firsthand. |
Standards: |
Interesting Insects Around Us |
Category: Science |
Grades: 2 to 2 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Basic materials include insect
containers and insects (one per child), an ant farm, insect picture
cards and posters, an insect lotto game, styrofoam balls, pipe cleaners,
plastic eyes, books about insects, and plastic insect souvenirs for
each child. Bus transportation to the museum is also necessary. |
Overall Value: Sharpened observation skills
as well as an increased ability to make comparisons and analyze
information are two results of this project, Parnell says. "The
children's enthusiasm makes me feel that this project is a successful
one. The children are happy because they see themselves learning and
growing." |
Standards: |
Internet Club |
Category: Technology |
Grades: 5 to 8 |
How It Works: Internet Club enables grades
3-6 students to develop curriculum-based, school-wide web pages.
Students research, write, design and publish projects based on
grade-level curriculum tied to the local community.
During Internet Club meetings outside school hours, students learn to
use the Internet by visiting websites in the "Around the World in 15
Minutes" game. They learn how to do Internet research with activities
such as Search Engine Scavenger Hunt and E-mail Interviewing.
Students then develop projects based on curriculum, school activities,
and personal interests. Fifth grade Internet Club students, who studied
the ocean in science, researched the Central Coast marine environment
and published reports on marine life and natural history. Other students
developed an art gallery to display student art and writing, which was
chosen using student-developed criteria.
When the research, writing and publishing are done, students learn to
use design programs, digital cameras, scanners, and graphic manipulation
programs to create a high tech multimedia website. |
The Students: 1997-98: thirteen students (including Title I and gifted students) in grades 3-6. |
The Staff: Janet has taught special education
for 15 years, and now specializes in inclusion of special day class
students. She attended the California Technology Assistance Project
(CTAP) with three Internet Club students. Jennifer teaches grade 5, is
her district's Internet Specialist, has been a CTAP presenter, and has
taught Internet for Parents classes. She received the California Teacher
Recognition Grant for Educational Technology. |
What You Need: Access to computers with
Internet capabilities, web page design software, teacher packet; access
to a scanner, digital camera, and additional graphics beneficial. |
Overall Value: The responsibility for
creating, designing, and maintaining a curriculum-based school website
belongs to students. Posting work on the Internet provides a purpose for
writing, giving students an audience, feedback, and mentoring
opportunities.
Students' projects are assessed for accuracy, creativity, and
completeness. They understand the importance of following the stages of
writing, proofreading, and editing, since their work can be read by the
world. They also receive an effort grade on their report card each
quarter. Students take an active role in assessment by viewing,
evaluating, and comparing their work to other school home pages to
determine what a quality website should contain. |
Standards: |
Internet Investigation |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Internet Research For U.S. Government and Politics |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Internet Search Skills 101 |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: Internet Search Skills 101 Project URL: http://teachersnetwork.org/teachnet-lab/is24/cposer/searching.htm
How it works:
The students will become familiar with computer and Internet jargon and
explore different types of searches. The students will perform a search
with and without Boolean search operators. They will learn how to make
the most of their searching time by being as specific as they can with
their vocabulary. |
The Students: These lessons were implemented
with 6-8 grade students but may be adapted to any grade level. The class
had a wide range of previous computer knowledge. |
The Staff: Christine Poser has been employed
at I.S. 24 for over ten years. The past seven have been spent in the
library as a media specialist. She has been involved with Project Smart,
a NYC Board of Education program that installs computers in classrooms,
since its inception in 1997. Through Project Smart she has published
lesson plans to help teachers integrate computers in the classroom, and
she has facilitated several workshops for teachers on the use of the
Internet. She is also part of CLASP, Connecting Libraries and Schools
Project. She has arranged author "meet and greet" programs and workshops
with the New York Public Library. She enjoys teaching country and
western line dancing in her spare time.
E-mail: jcposer@aol.com |
What You Need: Internet browser |
Overall Value: This lesson will allow
students to compare different search engines and different search
strategies. It will make them understand that using specific terms can
narrow down your searching time and make you a more productive searcher.
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Standards: This unit targets many of the key competencies of the New York State Language Arts performance standards:
-read and comprehend informational materials.
-demonstrate familiarity with a variety of public documents.
-demonstrate familiarity with a variety of functional documents.
-make informed judgments.
-use computer technology to find information relevant to a task |
Invent a Cookie |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: This project was created to
provide a fun and creative diversion from preÐholiday excitement that
usually begins the first day back after Thanksgiving weekend. The
children become involved in a 4 week,"business" project that has
them,"invent" their own brand of cookie and,"bring it to market". The
month is broken down into distinct segments that as a whole emulate a
true business plan. As the project winds down before the December Ð
Holiday vacation, the children all bake their respective brands and
bring them into school for a celebratory exchange. The first week
revolves around the children coming up with their own brand. They must
have a parentÐcompany name, a brand name, a logo and a slogan. Before
the week ends they must decide on their recipe. Before the children
decide on their recipe or brand, I brainstorm with them the elements of
popular cookies they already know. We discuss the various,
possibilities for flavor, texture, additives and outstanding features
like lowÐfat, or no sugar added. The children are encouraged to scour
cookbooks and magazines in class and at home. Sometimes they take a
basic sugar cookie or bar recipe and embellish it with their favorite
additives (marshmallows, chocolate chips, fruit, etc.). If a recipe has
been changed drastically, I encourage a trial run at home to make sure
it has an appealing look and taste. When the idea is presented, the
children are immediately excited about making their own brand of
cookies. As the days progress, however, they soon realize that a
"successful" product requires extensive thought and planning, in other
words, trial and error. We examine the fact that most companies present
their products in terms of fulfilling a need. Sometimes this,"need" is
physical, in the case of food or medication. In other cases the,"need"
is an emotional one, for example toys, clothing, or sports equipment.
Although cookies do not fulfill a basic human need like milk or bread,
the children identify the emotional,,"fun" "treat" type feeling which
at their age seems to be a truly basic need. The,"art" of advertising
is the thrust of week 2. The children view the Cleo Awards. These
award winning television commercials give the kids excellent examples of
how music, humor, a celebrity spokesperson or a "new angle" affect the
desirability of a product. In addition to the television ads, the kids
analyze print ads in magazines and newspapers. They are taught to
differentiate between fact and opinion as well as identify the
three,"styles" of advertising: superior, testimonial and bandwagon.
Homework assignments include taking notes from television and print ads
and summarizing the information into a persuasive paragraph. After
analyzing and reacting to the inÐclass and homework models the children
are assigned the task of creating their own print ad. and writing a
script for a television ad. I encourage the kids to extend their
advertising campaign by creating a "story" behind their company or their
brand. Examples of this include the oak tree manufacturing plant of
the Keebler Elves and the country storekeeper from Maine who reminds us
that,"Pepperidge Fahm remembahs". The ideas of promoting a product
through coupons and inÐstore displays and taste tests are also
discussed. The third week of the project is a less teacher directed,
more student creativity centered time. Our,"Writers' Workshop" time
period becomes,"Cookie Time" and the kids count on it to let their
ideas, artwork and writing flow. Drafting, revising, conferencing and
editing are all employed to ensure a successful campaign. The final
week of the project involves videotaping commercials and putting the
finishing touches on artwork and writing. Before they bake and bring in
their cookies to exchange, the kids also create a "package". The
package must be decorated with the company name, logo, slogan, brand
name and list of ingredients. As part of their package, they may also
create a coupon, a "prize"to put inside, a riddle, joke or something
else interesting to read, similar to many,"real" cereal and cookie
boxes. The kids bake enough cookies so that their classmates will
receive one or two each. Each student goes home for vacation with a
wide assortment of unique treats. Students:This project has been
successful with, heterogeneously mixed 5th graders and a similar class
of 4th graders. It could certainly be adapted to a Middle School
Language Arts program, or a Science unit that covered inventions. It
could also be used for a business class studying the specific elements
of a marketing campaign. This project works nicely before the Christmas
vacation, but could be done at another time of year. |
The Students: |
The Staff: Classroom Teacher, and, Media
Specialist. Knowing people in the marketing field helps. Bringing in a
professional Advertising Executive or Marketing Specialist can bring
the process to life. |
What You Need: Examples of packaging,
magazine ads,, videos of television ads,, newspaper ads,, coupons,,
poster board,, food magazines,, cookbooks,, measuring spoons,, measuring
cups,, (for math lessons on measurement), assorted props for the video
ads. |
Overall Value: This project is an exciting
opportunity for unleashing creativity as well as gaining a first time
view into the world of business. While creating their very own cookie
they enlist the writing process, a bit of psychology as well as the
scientific method. From beginning to end the children are enthusiastic
and proud of their unique product. |
Standards: |
INVESTIGATE ANOTHER ODYSSEY: JOURNEY TO RESPONSIBLE LEARNING |
Category: English/Language Arts |
Grades: 7 to 14 |
How It Works: What kind of students do we
wish our schools to produce? Most educators, parents, and members of the
greater community would answer this question by describing responsible
learners who can work both independently and collaboratively, who can
apply what they have learned in the classroom beyond the classroom, and
who can effectively assess their work in order to improve it.
The purpose of "Investigate Another Odyssey" is to develop students who
possess these skills. In this project students take concepts learned
through the study of Homer's The Odyssey and apply them to independently
researched odysseys. The project requires students to detail odysseys,
analyze the ways in which the odysseys are similar to that of Odysseus
and compare the odysseys' central figures to Odysseus.
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The Students: Students determine the project
topics and then conduct independent research using primary and secondary
sources, including both traditional library tools and computer
technology. Working in writing groups, they collaborate to determine
project components and assessment rubrics and to critique, edit, and
revise their research papers. Students formally assess their progress at
several stages and upon completion of the project.
On "Odyssey Days" each student is allotted ten minutes to present
his/her odyssey to the class and must plan an interesting and concise
presentation. Following their presentation, each student is assessed by
class members, the teacher, and completes a self-assessment.
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The Staff: Marie Scully Gray Wethersfield Public Schools |
What You Need: Media Center and Internet
access are needed. Classroom teacher, media specialist, and computer
resource teacher make implementation easier, but a classroom teacher
could direct this project alone.
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Overall Value: This project fosters student
engagement, responsibility, individuality, collaboration, critical
thinking,self-assessment, as well as written and oral presentation
skills. Student work is assessed by the teacher, fellow students, and
most importantly by the students themselves. Students also assess the
project as a learning experience and offer suggestions for modifications
to the teacher.
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Standards: |
It Takes A Whole Village To Raise A Child": Multiage Collaboration: A Program Of Choice |
Category: Instructional Inquiry |
Grades: 3 to 14 |
How It Works: Instructional Inquiry Process:
This program will study what happens when students in grades 4 through 6
are grouped together rather than segregated into isolated classrooms by
grade level. Specifically the research will focus on three
questions: 1. Can these students collaborate effectively on long- and
short-term academic projects that integrate subject areas and
objectives?, 2. Are there benefits in forming a heterogeneous grouping
of students by both age and ability?, 3. Will the students be able to
evaluate and take control of the ways they learn, using their own
observations and reflections as guidelines? Achievement criteria
will emphasize cross-curriculum and multilevel activities and outcomes.
Data for analysis and conclusions will be obtained throughout the year
from a variety of sources: students, teachers, families,
administrators, university interns, and university educators.
Students will have the opportunity to be actively involved in shaping
the content and direction of the program through expressing their
interests and opinions. They will reflect on their similarities,
respect their differences, analyze the existing learning styles, and
evaluate the educational process. Students will also gain an increased
sensitivity to diversity and a stronger multicultural awareness.
Throughout the research, students will be monitored individually in
their groups and interviewed for feedback. Their input will lead to
increased student ownership of the project and shared responsibility for
its outcomes. The Students: Twenty-eight students from each grade
level, who have diverse cultural and academic backgrounds, will
participate. |
The Students: |
The Staff: Three teachers, a librarian, and a
reading specialist will form the core research group. An intern from
George Mason University and an intern from Saudi Arabia will help with
the study. |
What You Need: Materials and Facilities:
Videotape, audiotape, and film will be necessary for the documentation.
Software and manipulatives for math and science also will be needed.
No special facilities will be required. Outside Resources:
Consultants will include educators from George Mason University, members
of the Saudi Project from George Washington University and Pelavin
Associates, and members of the Global Bridges Foundation. Students will
also experience numerous field trips. |
Overall Value: The research aims to create
responsible, aware, and independent learners. The students will have
more control of their learning by using guidelines they have derived
from observing and reflecting on their behaviors. In addition, they
will become more flexible in adjusting to different situations with
different people. |
Standards: |
IT'S A BEAUTIFUL DAY IN THE NEIGHBORHOOD |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Our neighborhoods are filled
with careers. It's a Beautiful Day in the Neighborhood when students
learn about the importance of income, jobs, and the availability of jobs
in their neighborhood. The project begins in the school building when
school staff members share information about their jobs.
Students take walking trips to neighborhood businesses, and proprietors
of local businesses are invited to speak to students. Through
interviews and discussion groups, students learn about the education and
skills training necessary to become a principal, teacher, custodian,
engineer, locksmith, firefighter, banker, etc. |
The Students: Students with special needs
(pre-k to third grade functioning levels), seven through twelve years of
age, took part in this project. It is suitable for any age group. |
The Staff: Dr. Turner has taught for over 20
years. She received a masters degree from Roosevelt University and a
doctorate from Illinois State University. |
What You Need: The following are needed: art
supplies; newspaper Job Sections; shoe boxes; career books; thank-you
cards; "career group" hand puppets; interview and scheduling forms. |
Overall Value: Children are often not aware
of what makes a neighborhood or that jobs stimulate the economy and are a
vital means of providing income. Students learn to write, speak and
role-play effectively as this project encourages them to think and
dream. |
Standards: |
ITV, Take One! |
Category: Social Studies |
Grades: 8 to 14 |
How It Works: ITV or instructional television
is a highly motivating learning strategy. Students learn how television
productions and video tapes are made, then through project-based
cooperative learning, students are able to produce their own curriculum
related videos. Video projects offer limitless possibilities for
motivating students and well-prepared video tapes add another dimension
to classroom activities. First, students plan, create, sequence and
prepare the production. Next, students share their success with
classmates and with parents. And, not only do students who make the
videos benefit but students in successive years learn from watching
these videotapes, too. All types of learners benefit from ITV. Audio,
verbal, visual and kinesthetic learners all find their role in video
production. If this suits your style...Take ONE. DCPS MAJOR SYSTEM
PRIORITIES, Graduation Rate, Achievement, Critical Thinking, Intergroup
Relations, BLUEPRINT 2000 GOALS, Student Performance, Learning
Environment, Graduation Rate, THE STUDENTS, Video production is easily
done in a class of 30 or fewer students arranged in cooperative learning
groups no larger than six students each. ITV should be done as a
semester project, as a truly fine production can be achieved by allowing
one day a week, possibly on Friday (the right brain day of the week),
for the students to do their planning, research, script writing, audio
and storyboarding. The project easily is adapted to all age groups, by
using different classroom management techniques. It can be used with
smaller groups, and if a student truly understands the technique, it
may, even be used as a "visual term paper." Teachers may make videos for
instructional objectives, and then use those videos for students who
are absent. |
The Students: |
The Staff: |
What You Need: MATERIALS AND FACILITIES, A
classroom can be modified and ready to use as a set. A video camera is
often part of a school's equipment, and when not available, can be
rented for production days quite reasonably. A tripod is essential to
achieve near professional quality videos. OUTSIDE RESOURCES, Many
videos can be done within the confines of the classroom, but the
students may find a need to go to the park to include flowers, trees and
other wonders of nature in their videos either for content or effect.
Computer graphics can be used to provide continuity, as well as for the
credits and reinforcement of information when producing videos. |
Overall Value: Students are accustomed to
visual images. They are bombarded with them daily, and have lived their
lives filled with visual literacy. They respond well to this media. By
producing videos, as an alternative to written reports, students learn
to work cooperatively and develop skills in sequencing, storyboarding,
using camera techniques, and producing sound and visual effects. They
also have fun! |
Standards: |
Iwanna, Ineeda Deal: Take a walk down Economic Street |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: "Iwanna, Ineeda Deal: Take a
walk down Economic Street" was an innovative, hands-on approach to
teaching the concepts of economics. Students first examined their own
wants and needs. Given the challenge, "If you could start your own
business, what would it be?", students began to think in terms of supply
and demand. Eventually, students designed an ad, created a commercial,
and constructed a model of a storefront. |
The Students: "Iwanna, Ineeda Deal: Take a
walk down Economic Street" was an innovative, hands-on approach to
teaching the concepts of economics. Students first examined their own
wants and needs. Given the challenge, "If you could start your own
business, what would it be?", students began to think in terms of supply
and demand. Eventually, students designed an ad, created a commercial,
and constructed a model of a storefront. |
The Staff: Pamela Chatelain has won previous
adaptor grants and other grants, as well. She has used this program and
variations of it for three years. No assistants are needed to
implement this program. |
What You Need: This unit can be undertaken
with minimal resources or multiple resources. Economic literature from
the library, a local entrepreneur as a speaker, video camera for
commercials (optional) are all possible resources needed.The culminating
activity can be done in any classroom. Arranging the desks so the
storefronts either are on top of the desk or hang from the front of the
desk is workable. An outline and rubric have been created for teachers
to adapt. |
Overall Value: "Iwanna, Ineeda Deal" is
interactive, hands-on and exciting. Learning economics comes alive as
students become participants in concepts they will use throughout their
lives. |
Standards: |
JACOB LAWRENCE - A VISUAL STORY |
Category: Arts |
Grades: 7 to 10 |
How It Works: In order to provide 8th grade
art students with an interdisciplinary unit that involved
multiculturalism, a unit for classes was devised combining their social
studies curriculum with African-American artist Jacob Lawrence. Students
were introduced to the philosophy of Lawrence who believed in building a
cooperative society where all people work together to overcome
inequality. He portrayed, through his art, the struggles of
African-Americans, but he did so in a positive manner. Students were
provided with background information on Jacob Lawrence through
discussion, use of prints depicting his work, and a video on his life
and work.
Once the foundation had been laid, students were asked to recall such
African American figures whose actions affected or changed history in a
positive manner. Students were given examples such as Harriet Tubman,
Frederick Douglass, and Martin Luther King. Students were asked to
choose a topic of interest to them to research further and were
instructed to produce a one-page, typewritten paper highlighting their
topic. Students were given two class periods in the Media Center to
research their topic with my help and the aid of the school's media
specialist. In addition, students were provided with the opportunity to
visit the library on subsequent occasions during Flex or study hall
periods. Using their research as a focal point, students were asked to
create a "visual story" about their topic in the style of Jacob
Lawrence. Paintings were to be completed with tempera paint on 18"x 24"
tagboard. Students were instructed to incorporate Lawrence's (1) use of
exaggeration, (2) lack of depth, (3) use of the positive, (4) bright
colors.
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The Students: Students were exposed to a
number of disciplines through this assignment. They studied the plight
of African-Americans through their social studies book and research
projects. They were given an opportunity to explore and utilize the
library. Language Arts was incorporated into this unit by requiring
students to write a one-page research paper. Students learned the
history of an African- American artist, Jacob Lawrence, and studied his
style and philosophy. Finally, students were provided with an
opportunity to present and share their newly acquired knowledge with
their classmates. Students were excited and extremely interested in this
assignment.
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The Staff: Karen D. Giannamore |
What You Need: Video |
Overall Value: Students were exposed to a
number of disciplines through this assignment. They studied the plight
of African-Americans through their social studies book and research
projects. They were given an opportunity to explore and utilize the
library. Language Arts was incorporated into this unit by requiring
students to write a one-page research paper. Students learned the
history of an African- American artist, Jacob Lawrence, and studied his
style and philosophy. Finally, students were provided with an
opportunity to present and share their newly acquired knowledge with
their classmates. Students were excited and extremely interested in this
assignment.
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Standards: Intellectual Curiosity Interpersonal Relations Reasoning and Problem Solving
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Je Vous Presente Monet, Matisse, Et Degas |
Category: Foreign Language |
Grades: 8 to 14 |
How It Works: Je Vous Presente (I Present to
You) Monet, Matisse and Degas is a cross-curricular program that gives
students new avenues to expand their use of written and spoken French
employing French art and artists. Using memory games, puzzle parties,
and children's biographies of French artists, the students immerse
themselves in the study of the modern art history of France. Along the
way, they learn much about the history, geography, and culture of
France. Students read a book about a French artist and give a report
in French. They are encouraged to dress as the artist and deliver the
report in first person. The report is videotaped, providing students
another way of practicing and refining their French language skills.
The video can also be shared with other French partial-immersion
students. In the art production component of the program, the
students build on the four prints by French artists included in the
Program of Studies. They study additional prints for inspiration for
various lessons experimenting with techniques used by French painters,
especially the French Impressionists. The Students: The French
partial-immersion students in grades three and four participate in the
program. The art reproduction activities could be adapted for any class
studying France or French artists; the French language component could
be used by any beginning language class in middle or high school. |
The Students: |
The Staff: The French and English teachers in
the elementary French partial-immersion program and the art resource
teacher supervise the program. |
What You Need: Materials and Facilities:
Books, posters, puzzles, artist cards, portfolios, and a video--"Monet:
Legacy of Light"--are necessary for the program. No special facilities
are needed. Outside Resources: Parents provide some prints and
posters. Field trips to the ballet and the National Gallery of Art
would add to the program. |
Overall Value: This program encourages
elementary French partial-immersion students to expand their use of
spoken and written French while pursuing the study of French art and
artists. They give book reports,"in character," paint as the French
Impressionists did, and become French-speaking guides in the
video,"Musee Herndon." They increase their knowledge of French history
and geography and art history, while having exciting new opportunities
to use the spoken French. |
Standards: |
JOLLY GENRE WRITERS |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: "Jolly Genre Writers" creates a
writer's workshop in the classroom, which exposes the students to fifty
different types of writing on the road to being published. Working in a
cooperative writing group, students plan and execute for the community a
multi-genre children's book with authentic materials. Based on the
series, The Jolly Postman, students write mail assuming the voices of
their favorite, fictional characters from folk tales to fairy tales and
beyond. Style, tone and appropriate vocabulary choices are analyzed as
characterizations are defined. The purpose of this writing project is to
foster realistic opportunities for students to creatively explore new
types of genres and formats.
Through a series of planned cooperative activities, students perfect
their own writing style on a broad variety of levels. As a publishing
group they encounter peer conferencing, editing, deadlines and the
physical demands of book publication. After the final pieces of mail are
produced, students write a formula based narrative poem which
incorporates these into a unique personalized publication.
The most innovative aspect of this project is its adaptability. It works
with writing buddies across the hall or across the grade levels. Highly
motivated students may elect to use this project individually as a
culminating portfolio. Methods of instruction include whole class, group
and individual mini-lessons. Students write independently within their
writing panels, but work together for the common goal of publishing an
entire book. Assessment is ongoing as partial goals are met. The final
publication is assessed by the group, the teacher, the class, and
ultimately the general public as finished products are placed in the
post office and library.
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The Students: For this project, two combined
classes of sixth and third graders have been paired to form about five
to six cooperative writing groups, with approximately six students in
each. This unit can be taught daily in about five weeks or on a weekly
basis over two quarters.
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The Staff: Cynthia Diters Scanlon Hartland Elementary School, Hartland |
What You Need: Fairy tale books, art supplies, authentic writing paper, computer, Jolly Postman books. |
Overall Value: Nancy Atwell, author of In the
Middle, suggests that we offer children real writing possibilities.
This program metacognitively simulates these opportunities by using a
known fictional setting. Our "Jolly Genre Writers" experiment with
language and come to imitate the essentials of good literature. While
creating imaginative mail entries, each with a distinctive point of
view, students on all levels come to recognize different purposes,
methods, tones, styles and formats of writing. By cooperatively editing
and revising, students find new pride in their own writer's voice.
"Jolly Genre Writers" are the confident communicators of the future.
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Standards: Interpersonal Relations Reading Writing Speaking, Listening and Viewing
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JOURNEY THROUGH COLONIAL AMERICA |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: Colonial America takes on new
meaning as students experience life through colonists' eyes. In studying
the hardships of a voyage across the sea, the challenges of settling in
a new world, and the fight for freedom, students develop an
understanding of how this period shaped American history.
This study begins with students generating and organizing prior
knowledge into a fact book. Students read, view, listen and take
effective notes, developing the book into a comprehensive resource which
becomes the foundation for this study, and an assessment tool. Students
locate additional facts from various primary and secondary sources,
including the Internet and electronic encyclopedias.
A variety of instructional arrangements and materials are employed.
Students work independently to prepare and present colonial trade
reports. Small, interest-based groups form to read, discuss and share
knowledge with the class. To promote group discussion, whole class
lessons utilize audio/visual materials on various aspects of colonial
life. Participation in these activities provides students with an
understanding of human experience, conflicts and values.
Using this frame of reference, students create and assume a colonial
identity. They work independently or establish colonial families within
the classroom. Each student creates a typical colonial journal, writing
entries that depict daily life. Students who plan their journal entries
as a family engage in reaching group decisions. By sharing journals,
students gain an appreciation of the roles and responsibilities of
parents, children and families and continue the process of gathering
information to complete the fact book.
The culminating project, Colonial Activities Day, includes crafts,
traditions and rituals. The classroom transforms into a snapshot of
Colonial America as students experience life as a colonist.
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The Students: Seventy-five fourth grade
students of various ability levels participate yearly. It can be
modified for grades three through six.
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The Staff: Laurie Behmke, Katie Sullivan-Frome, and Teresa Salvatore-Fuller Litchfield Intermediate School, Litchfield |
What You Need: Standard classroom
materials/art supplies, cooking supplies, audio and video tapes,
literature and colonial games are necessary.
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Overall Value: This study allows students to
synthesize and apply knowledge that fosters an appreciation of colonial
life and American History. Students take an active role in History, the
common core of this unit, by reading, writing, listening, speaking,
problem solving, and creating a piece of Colonial America in their
classroom. Adopting colonial identities allows students to gain a unique
view of interpersonal relations. Connecticut's Common Core of Learning
is woven through this unit by addressing skills essential in
establishing lifelong learning. As this unit concludes, students, like
the colonists, have journeyed into a world where learning comes to life!
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Standards: |
Julius Caesar-the Historical Figure and the Character |
Category: English/Language Arts |
Grades: 12 to 13 |
How It Works: While reading "Julius Caesar,"
students learn about Shakespeare, his time, Elizabethan culture, and
Shakespearean language. Students' learning is no longer limited by a
teacher's knowledge. They can visit a virtual Globe Theater and learn
about Roman history and related subjects. Students will also learn to
critique others' work online and absorb what they read in the Internet
and create their original work. Teacher preparation steps include
doing research online to several helpful Web sites that inform students
of the history of ancient Rome and about Shakespeare and the Globe
Theatre, and posting them on your Web site as resources for your
students' research. Prepare questions that tap into the different levels
of cognitive skills and ask the student to discuss online.
Student activities include visit Web sites and getting familiar with
the history of ancient Rome, and visiting a virtual Globe Theater and
reading background information about Shakespeare. They also publish
their reactions to the play online.
A project can be designed to help assess the student's
understanding, such as the analysis of a character or theme, or they can
debate over issues raised in the play. After reading articles that
critique "Julius Caesar" and allow them to see other people's
perspectives on the play, the students can write responses to one or two
of the articles and share them with the class online.
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The Students: This unit is tailored for high
school English students. The students need not be Internet savvy but
must be able to catch on to e-mail, and using web resources.
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The Staff: Bo Wu teaches English at Murry Bergtraum High School in Manhattan. She is a TeachNet Project Mentor.
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What You Need: Computers with Internet access
are needed for students to do research and share their opinions with
other students, Software materials used include Microsoft FrontPage for
web creation and any Internet browser (4.x or higher version)
Required teacher technology skills include Web creation and building a
discussion forum, and students are required to have a basic knowledge of
computers and using the Internet.
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Overall Value: The use of technology enables
students to learn at their own pace, according to their needs or
interests, and allows the multidisciplinary approach to happen naturally
(this unit involves history, architecture, culture studies, and
language arts). It also provides more opportunities for individual
instruction since lessons are posted online, and it instills a sense of
pride in students as writers when they see their work published on the
Web. It also enhances their communication with pupils from other schools
who are doing the same project.
For teachers, this unit demonstrates how effective teaching can take
place within a heterogeneous classroom. Within the unit, there are
lessons that incorporate basic cognitive skills such as answering
questions based on the text. There are also projects that need more
advanced cognitive skills such as analyzing the characters and themes,
and debating over certain ideas, issues etc. Students have more
opportunities to receive individual instructions and are able to work at
their own pace. Teachers are removed from the center of the classroom
and pass the role to the student. The four ELA Regents tasks based on
the play help the students to reexamine the issues discussed in the play
from another perspective, which also familiarizes them with the NY
State Regents exam.
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Standards: Standards addressed by this unit
include analyzing the author's point of view toward an issue raised in
one of the author's works; analyzing the literary, cultural, and social
context of a literary work: producing work in reflective essays; making
thematic connections among literary texts, public discourse, and media;
and evaluating the impact of the author's decisions regarding word
choice, style, content, and literary elements.
|
JUMP INTO JAPAN |
Category: Social Studies |
Grades: 5 to 7 |
How It Works: What is origami? Do people in
Japan observe the same holidays we do? How are you supposed to eat with
two sticks? Students learn the answers to these and other mysteries as
they Jump into Japan and learn about its culture.
Children read Japanese trickster tales, make tatami mats and origami
cups, and learn to use chopsticks. They write haiku verses and learn to
count and speak simple phrases in Japanese. Children become experts in
Japanese culture as their academic, fine motor, and thinking skills
improve. |
The Students: The project was developed with
20 students, eight to twelve years old, in a learning disability
resource room. Their ability levels ranged from first to fifth grade.
The project is adaptable for regular, bilingual, and special education
classes of all sizes and ability levels. |
The Staff: Christine Murphy holds a BS from
the University of South Carolina and a Med from DePaul University. She
has taught children with learning disabilities at Avondale School for
seven years. Mrs. Murphy received a Fulbright Memorial Fund Teacher
Grant and spent three weeks in Japan in October of 1997 learning about
Japanese culture. |
What You Need: In addition to basic classroom
materials, the following are needed: Asian-theme children's
literature; Japanese art reproductions; art supplies (origami paper,
paint, rollers, styrofoam trays); a globe or world map; dry rice and
beans; chopsticks; postage stamps. A computer with Internet access,
Asian-related videos, a tape recorder, and books-on-tape add to the
project. |
Overall Value: Children truly gain an understanding and appreciation for Japanese culture by participating in this fascinating project. |
Standards: |
Jumpstart to Inventive Writing |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: Too often students struggle to
develop ideas for writing assignments. For children with a limited
ability to generate their own ideas, the task is even more difficult.
In this project, postcards of art masterpieces, greeting cards, art
reproductions and photographs provide the visual stimulus these children
need to become confident, productive writers. |
The Students: Fifteen learning disabled
students in fourth, fifth, and sixth grade met daily for this project.
It is adaptable for other ages and ability levels. |
The Staff: Betty Mohiser earned a BS in
Education and another BS in Special Education from Northern Illinois
University. She has worked with mildly mentally impaired and learning
disabled students, as well as students in the regular classroom. She
has worked with intermediate age LD students for six years.
|
What You Need: In addition to ordinary
classroom supplies, the following materials are needed: traditional and
contemporary greeting cards; postcards of work by renowned artists;
large reproductions of art masterpieces; books on the art of
photography; photographs of students and their families; picture books;
newspaper photos. |
Overall Value: By blending art and writing,
student interest increases. Children learn to pay attention to details
and to apply this skill to their writing. |
Standards: |
Junior Store Owners |
Category: Mathematics |
Grades: 2 to 8 |
How It Works: "Junior Store Owners" is
intended to teach the student everyday life skills using realistic toy
money in an organizational shopping form. The student organizes a class
store, runs the business by counting money, giving adequate change, and
taking inventory to reorder materials through the teacher. This
enables the child to improve in mathematical skills and gives him/her a
feeling of responsibility and a sense of the business world. An
inventory of school supplies and toys is used to stock the store, which
the students run as a reward for good behavior. Students use realistic
toy money to accomplish classroom tasks designated by the teacher, such
as completing homework or class assignments, following school rules,
coming to school on time, and other areas. A chart of values for each
behavior/task is posted in the classroom so that students,
administrators, teachers, and visitors may see and fully understand how
the program works. Once the students demonstrate appropriate behavior,
they are given pay envelopes (once, a week, just like a regular job) to
either save, or spend in the class store. Students know just how much
they have earned by the chart displayed in the room. Students also know
the prices of items for sale. The store is managed by designated
students and is open on Friday afternoons. When the store is not in
operation, students have input on supplies that are needed or no longer
of interest. Students also open a savings account in case they want to
buy an expensive item. Those students simply return their pay envelope
to the teacher to record the amount on index cards. DCPS Major System
Priorities: Achievement, Graduation Rate. The Students: This
program can be implemented with students from grades K-6. Although this
was used with first and third graders, it could be used in higher grades
by incorporating more advanced math skills such as sales, coupon
specials, and percentages. |
The Students: |
The Staff: Sharon Weinreb has 12 years of
teaching experience. Ms. Weinreb was awarded a Citibank Success Fund
grant for the year 1988-89 and was a runner-up for Mainstream Teacher of
the Year for 1988-89. |
What You Need: Materials and Facilities:
Materials needed include toy money and cash box, payroll type envelopes
for the students' earnings and a file box to use as a bank. Supplies
for the store are entirely up to the users. Some suggested items are
pencils, crayons, coloring books, and stickers. Outside Resources: The
Miami Youth Museum had a display on all types of banking. It was a
"hands-on" field trip and a worthwhile learning experience. |
Overall Value: This program shows a marked
increase in student attendance, behavior, and test scores. Students
enjoy coming to school to,"earn" money for various tasks. Once the
program is underway, the students fill out applications to run the store
and engage in interviews for cashiers, clerks, inventory monitor and
maintenance personnel. This program not only improves self esteem and
outcomes for students; it gives them a glimpse into the,"world of work".
|
Standards: |
Junk Mail Mania |
Category: English/Language Arts |
Grades: 3 to 11 |
How It Works: "Junk Mail Mania" was an
interdisciplinary study of deforestation designed to raise students'
awareness of their roles in national and international issues. This
program allowed students to explore the relationship that junk mail
shares with the phenomenon of deforestation. Students gathered and
evaluated data from appropriate materials related to life and the
causal factors in the rain forest. They used critical thinking to
analyze relationships and draw conclusions in reference to
deforestation. "Junk Mail Mania" encouraged hands-on learning,
higher-order thinking, student choice, cooperative learning, real world
materials, and student responsibility. Students collected, weighed,
measured, sorted, classified and discovered the origin of junk mail.
Through the use of readily available materials, "Junk Mail Mania"
addressed diverse learning styles. |
The Students: This unit was conducted with 28
above average reading students. The students met daily for three weeks
for thirty minutes per session. The unit could easily be adapted to
other ages and achievement levels.
|
The Staff: Rebecca Reiter has been teaching
for six years. She has been awarded a First Energy Grant and has used
this program for two years. |
What You Need: Access to the public library
and the Internet were critical to the success of "Junk Mail Mania".
Donations of junk mail from parents were also needed. Tables on which
to work, or desks grouped together, was beneficial to this program. One
large box to store the mail and student work as the unit progresses was
also helpful. |
Overall Value: This unit of study integrates
lessons across the curriculum. Students apply important skills while
developing a sense of importance and a positive student attitude. "Junk
Mail Mania" creatively helps students build a bridge between the real
world and the classroom. Teachers who adapt this unit to meet the needs
of their own classrooms will discover the magic of a well-designed unit
full of valuable lessons that innovatively allow students to apply
knowledge. |
Standards: |
Justice for "Just Us" |
Category: Classroom Management/Intergroup |
Grades: 4 to 8 |
How It Works: JUSTICE FOR,"JUST US" is a
multi-perspective approach to developing critical thinking skills.
Research shows that sound intellectual development is dependent on and
enhanced by concrete experiences. This project allows the students to
strive toward the solution of conflicts. The project also accents
proficiency in critical thinking and problem solving skills. In
JUSTICE FOR,"JUST US," a classroom court system is created and
implemented. A unique experience is provided to the students as they
participate as officials of the court system. As in real life, they must
apply and qualify to be hired by the system, and later trained to
fulfill the different positions. After a specific period of time,
employees are replaced to give the opportunity to as many students as
possible. Upon determination of a problem or an appropriate issue, the
system is called into session. During this session, real issues and
problems are confronted and resolved. DCPS MAJOR SYSTEM PRIORITIES,
Achievement, Critical Thinking, Intergroup Relations, BLUEPRINT 2000
GOALS, Learning Environment, Student Performance, THE STUDENTS, This
project has been successful with second- through sixth-grade learning
disabled students. It can be adapted to regular classes and to a small
or large group situation. |
The Students: |
The Staff: Vivian Shelton has been teaching
learning disabled students for six years in the Dade County Public
Schools system. She is currently completing a master's degree in
exceptional student education at Barry University. |
What You Need: MATERIALS AND FACILITIES, The
project can be carried out in any classroom. A video camera and cassette
player may be used to film and record. Presentations are prepared in
the classroom. OUTSIDE RESOURCES, Field trips to local judicial systems
and to the public library are helpful as are films and guest speakers
from the judicial system. |
Overall Value: Since the judicial system is
an important and very visible part of our everyday lives, the project
provides an active learning experience to challenge students' critical
thinking skills. While traditional discipline procedures, from time-out
rooms to suspensions, teach students to depend on authority figures to
resolve conflicts, the,"Just Us" system teaches children how to mediate
disputes and negotiate solutions themselves. |
Standards: |
K. P. Postal Express System |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: To ensure true internalization
of knowledge, educators must generate purposeful real life learning
activities that will foster the development of specific skills. The K.
P. Postal Express System is an effective means to encourage the students
to apply basic daily reading and writing skills in a self-motivated and
amenable manner through the writing and reading of letters. The school
functions as a mini-metropolitan area where classroom numbers are
combined with street names to determine location, and each hallway is
designated as a city, town or community with its own ZIP code; a
comprehensive,"address directory" was developed and distributed to
provide accurate addressing and smooth flow of correspondence. During
Language Arts sessions, students compose and write letters in
corresponding with their peers. Through this process, they are taught
and reinforced in the many areas of Language Arts, including, but not
limited to, grammar, usage, sentence structure, composition and
mechanics. A unique experience is provided to the students where they
participate as,"employees" of the postal system. As in real life, they
must apply and qualify to be,"hired" by the system, and later trained to
fulfill the different positions. After a specific period of time,
employees are replaced to give the opportunity to as many students as
possible. DCPS MAJOR SYSTEM PRIORITIES: Standard English, Intergroup
Relations, Achievement. THE STUDENTS: The K. P. Postal Express System
is being used and continues to be used by a vast majority of students in
the school. Writing letters to each other has become a number one
priority among students. This attitude is evidenced by their
enthusiastic acceptance of this by responsibility and the effort put
forth. Students of all ages, including exceptional education, benefit
from this program. |
The Students: |
The Staff: Blanca Valle has been teaching for
11 years in Dade County Public Schools. She has appeared as a
presenter in the Dade Reading Council and the Florida Reading
Association Conferences, as well as FAME (Florida Association of Media
Specialists) conferences. Ms. Valle was selected as Teacher of the Year
at her first school in Dade County. She has also been a Citibank
Success Fund Grant winner. |
What You Need: MATERIALS AND FACILITIES: The
project can be carried out in a regular classroom setting. The post
office is located in the P-K classroom, where, after 12:00 p.m.
the,"employees" of the postal system go about their duties and
responsibilities to process the mail. The U.S. Postal Service has been
instrumental in the implementation of the program, providing the school
with sacks, posters, hats, mail sorters and valuable information in the
processing of mail. The school purchases mail boxes for all the
teachers and the teachers supply paper for letter writing, envelopes and
teacher-made stamps. OUTSIDE RESOURCES: Field trip for the teachers to
the U.S. General Mail Facility and a visit to our local post office.
Video tapes provided by the U.S. Postal Service illustrating how the
mail gets to its destination. Guest speakers: Branch Manager of the
local post office and Communication Manager, Miami Division of the U.S.
Postal Service. |
Overall Value: The concept of writing letters
to their friends and teachers throughout the school gives the students a
feeling of friendship, understanding and accomplishment. They are
learning the basic skills of reading and writing and enhancing their
communication skills in an enjoyable manner. |
Standards: |
Kaleidoscopes - Designing A New Outlook On Reading |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: This project improves sixth
graders' reading, writing and math skills as they produce and sell a
product. Initially students learn by: making kaleidoscopes by
reading and following directions developing a business plan for
marketing the kaleidoscopes, using a computer to write flyers to
advertise their product, selling, collecting money and planning for more
products The students reinvest their profits by making and selling
wooden tulips for Mother's Day. They share profits from sales and send a
percentage to an environmental organization. Students: Projects
like this can be done in grades 5-8 and can include special education
students because the children work in cooperative groups. The
kaleidoscope project took about three weeks to complete; simpler
products can be started and finished in a week. |
The Students: |
The Staff: Eileen Daquilante holds a BA from
Mundelein College and an MA from the Adler School of Professional
Psychology. She has taught middle grades for 14 years and has received
several grants. |
What You Need: Materials And Facilities:
The kaleidoscope project, originally, funded under a grant, requires
costly mirrors and glass circles. Less expensive products can be made
following the same process. (e.g. tissue paper flowers for Valentine's
Day and terrariums based on the AIMS program) Outside Resources:
Parents and community volunteers are helpful when students are
assembling the products, but the children work exceptionally well on
their own. |
Overall Value: The greatest outcome of the
project is, the feeling of pride and accomplishment that the children
experience. They work, in cooperative groups, making democratic
decisions and helping each other every step of the way. Monetary
profits are, important to them and they enjoy sharing them to help the
environment. The children also learn to read directions carefully and
to write about the process and their products. |
Standards: |
Kente Cloth for My Family |
Category: Social Studies |
Grades: 8 to 11 |
How It Works: Kente Cloth for My Family a
cross-cultural study, teaches students about an essential cultural
expression of family identity in indigenous West African societies and
allows them to identify their own family values within its design
components.
In the unit on the Middle Ages in Africa, students first appreciate
the richness of indigenous West African culturereligion, music, masks,
and social structurewithin the context of wealthy and powerful
sub-Saharan Empires, then trace many of these cultural strands to
contemporary American society.
Students use the Internet to gather information about Kente cloth and
complete a guided worksheet that combines text comprehension and drawing
skills. They then identify, with their parents or guardians, at least
five character qualities for their family, and write one sentence that
gives their family meaning. Finally, outside of class, students utilize
West African styles to design their own family's Kente cloth on
four-inch strips of paper, writing the family significance on the
reverse side. Students last year did a Kente cloth/Swahili spice trade
booth at the school's Renaissance Faire, as they saw the importance of
having indigenous African empires stand on their own merit. |
The Students: 1997-98: 120 seventh graders, including GATE, sheltered, resource and special education. |
The Staff: Sandra has taught history for
eight years at Santa Barbara Junior High School. She was a leader in
developing a model character education program at her school
(STAR/Responsibility Skills), and has taught eighth grade AVID. |
What You Need: Teacher packet; Internet
(http://erols.com/kemet/kente.htm); samples of Kente cloth obtained
from community members; art supplies, construction paper. |
Overall Value: In 7th Grade, the California
History/Social Science Framework calls for study of the development of
the sub-Saharan Empire of Ghana. This project enables students to
appreciate a uniquely African form, identifying its style and
understanding its presence in today's society. Many students had seen
African-Americans wear items made from Kente cloth and felt unsure of
its "difference." The project demystified cultural practices, giving
dignity and worth to African-American people while tracing their ethnic
heritage to the powerful Empire of Ghana. Students readily related Kente
to other cultural self-identification tools, e.g. Scottish tartans,
European coats of arms and Japanese samurai helmets. Students also
identified their family's unique traits, building greater communication,
home involvement, and gaining more understanding of their place in
family and the society at large. The cloth project was the primary tool
for assessment. |
Standards: |
KIDS AND MEDIA COMMUNICATIONS |
Category: Special Education |
Grades: 7 to 10 |
How It Works: Imagine the scene at a local
playground: the camera pans slowly across rusted swingsets to reveal a
group of teenagers shooting hoops. In the background, the wistful voice
of a pro basketball player is audible as he fondly recalls his first
pair of sneakers. Suddenly, the logo for a popular brand of footwear
flashes across the screen, leaving an indelible mark on the minds of
consumer audiences. As part of our unit "Kids and Media Communications,"
students find relevance to their own lives while they improve skills in
oral presentation, critical thinking, and persuasive writing. Aligned
with Connecticut's Common Core of Learning, lesson designs in this unit
emphasize preparation for life and the ability to convey a message
effectively. Specifically, students work in groups of 3-5 to research
the common "headaches" facing people of other cultures. Using this
information, they create fictitious products, write scripts, and produce
videotaped commercials to sell their ideas to a target audience. A
brief lecture is given focusing on the use of facts and assumptions;
students develop scripts that are appealing and informative.
Furthermore, local cable company professionals are called upon as guest
speakers and provide students with tips on videotaping, stage
directions, and props. Class discussions encourage students to use
proper voice tone and appropriate body language as effective tools in
communication. Student-centered guidelines, graphic organizers,
goal-setting, and self-reflection sheets empower students to structure
quality projects and to become self-directed learners. As students
become comfortable with their own products, they are able to assist the
teacher in developing a rubric for evaluation. To add authenticity to
this unit, students view the finished commercials over a three-day "ad
campaign" and participate in a mock purchase of their favorite products
using monopoly money. The enthusiasm is contagious.
|
The Students: |
The Staff: Lorrie Arsenian |
What You Need: Art supplies |
Overall Value: Students gain valuable skills
for effective communication which is a necessary ingredient for survival
in the 21st century. Being able to meet the needs of diverse audiences
becomes more complex as cultures struggle to exchange ideas and sell
concepts on a global level. The authentic performance tasks in this unit
provide students with a rich integration of language, cultural
awareness, and technology. Students become active participants in the
learning process, are highly-motivated, and experience a sense of pride
in their work. This unit also acts as a natural prelude to a later 8th
grade interdisciplinary unit focusing on inventions.
|
Standards: Motivation and Persistence Writing Speaking and Listening
|
Kids' Instruction on Developing Stories |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Because we are all children at
heart, students of all ages can easily be motivated to write children's
books for others to read. "Kids' Instruction on Developing Stories" is a
unit that teaches students how to create a children's book. In
addition to determining what is involved in writing the plot, they learn
how to punctuate, spell, proofread, edit, bind, and illustrate their
books. Secondary students engage in researching children's literature
and analyzing criteria for children's books. After an initial session
in which they revert to their childhood by using a specific writing
technique, students bring in their favorite children's books to read
aloud. The teacher also provides a variety of children's books for them
to explore. Students later examine what characteristics are inherent in
these books, how illustrations relate to the text, what age groups these
books delight, and what subject matter is suitable for these ages. The
students work on developing, illustrating, binding, proofreading and
producing their books. As a culminating activity, students read and
show their stories to the class. Their books are then exhibited in the
library for all students to read and enjoy. Some authors also share
their books with elementary students. They not only read their books to
these children, but they also teach them how to write their own.
Rediscovering the child that lives in us all and creating a product that
delights is a wonderful, worthwhile learning experience. DCPS Major
System Priorities: Standard English, Achievement, Critical Thinking.
The Students: This unit has been used in ninth, tenth, 11th, and 12th
grade classes of 25 to 32 students; however, it is applicable to all
grade and ability levels. The writing aspect of this unit takes
approximately three to five 50 minute class periods for high school
students, but they do the actual writing and construction of their books
at home. Younger children or those of lessthanaverage ability will
need more assistance. Their books should be, written in school, thus
necessitating more class time. |
The Students: |
The Staff: Now teaching for 18 years, Ellen
Heller is the co-author of a book on successful writing strategies. Ms.
Heller has established an acclaimed creative writing program at her
school, with her students' children's books winning the major award at
the Dade County Youth Fair every year, and her students invited to read
their works at various local bookstores and elementary schools. Ellen
Heller was a participant in the Dade Academy of the Teaching Arts
(DATA). |
What You Need: Materials and Facilities: The
only materials a teacher needs are children's books, which may be
borrowed from a library, and paper, crayons, or markers for students to
use. Outside Resources: None. |
Overall Value: Students' enthusiasm for
creating their literary works carries over into a love of writing and
reading, for their,"published" books gain an audience of peers and of
younger readers (instead of merely their teacher). |
Standards: |
Kids Speak Up for US (United States) |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: Elaborating, enriching, and
extending the environment, social awareness, cultural awareness, and
health concepts in our fifth grade curriculum, the students published a
special edition to their class newspaper called Kids Speak Up for US
(United States) last year. The children as anthropologists,
sociologists, U. S. Senators and Representatives, and environmentalists
addressed the key issues in our American society today. Real world
problems were examined an investigated, for example, the,"graying of
America," the homeless, the starving children throughout the world, the
war in Yugoslavia, pollution and its effects, the rain forests, the drug
problem, and the energy crisis. Critical thinking was evident
throughout their research by examining all positions of an issue,
clarifying the issue, and reaching a decision as a solution. The
program's goals were to gain a deep appreciation of solving real world
problems as our children are very well informed; however, they need to
be presented with real world problems to truly understand them.
Students:Twenty-seven students contributed to the newspaper, Kids Speak
Up for US, with mazes, articles of their interest, comics, editorials,
graphs, and diagrams. The articles included diseases and their causes,
diagrams on percentage of pollutants in air and water, eyewitness
accounts of the struggle in Yugoslavia, fictitious letters from starving
children in the world, death penalty-pro and con, animals near
extinction, rain forests, noise pollution, the drug problem, and
homeless children. Word processing, typing, computing, and formatting
for a newspaper were skills used in the process of planning and creating
the newspaper. Kids Speak Up for US (United States) Day was declared
at which, time the class distributed the papers to every class in the
school. |
The Students: |
The Staff: The classroom teacher, with the
assistance of the computer lab teacher and the art teacher can add to
the program with their expert advice. Parent as volunteers helped with
the layout of the paper. |
What You Need: Materials: Computer with The
Learning Center Program, printer, paper, pens (black fine, and medium
points), Outside Resources: Field trip to The Houston Chronicle will add
great value to the program. Rain forest experts and doctors were
interviewed. |
Overall Value: The project was determined
successful by the students' enthusiasm in their planning, creativity,
and adding their ideas for articles or art work to the special edition
to the newspaper. Their diligence and perseverance in working to see
their end product was determinant of its success. Once the children
opened the newspaper, nothing could deter them from reading Kids Speak
Up for US!, A true cooperative spirit was displayed as another
determinant of success throughout the stages of the newspaper! |
Standards: |
KIDSCARE |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: KidsCare is an
interdisciplinary project which focuses on literature, multicultural
studies, economics, and philanthropy. The project begins with the class
reading and sharing the novel Have a Happy... by Mildred Pitts Walter.
This story is about an African-American family who overcome serious
economic difficulties by uniting and working together in the spirit of
Kwanzaa. The lessons of this novel dovetail with the economic and
philanthropic enrichment activity entitled KidsCare. KidsCare emphasizes
the seven principles of the ethnic celebration of Kwanzaa: unity,
self-determination, collective work and responsibility, cooperative
economics, purpose, creativity, and faith. These principles are applied
to a community project. The fundamentals of KidsCare are outlined below:
Jobs and Services: Students offer to perform a number of household
services for their immediate family. These jobs are over and above their
regular chores. They are also given the opportunity to spend extra time
during their recess and after school creating crafts and projects to
donate to hospitals, children's centers, and elderly facilities.
Payment: Children are paid with GOODWILL DOLLARS. No real currency is
exchanged. The students are given a weekly time card. They record the
jobs they performed and the amount of time expended. For verification,
time cards are signed by adults. Accounting: Time cards are turned into
the Accounting Office. This office is managed by the students. They set
the payscale, manage the bookkeeping and the payroll. If a child loses
his/her time card, the child forfeits his/her pay. If children don't get
their cards in by the due date, they must wait an extra week for
payday. Spending/Saving: The students have the opportunity to spend
their GOODWILL DOLLARS in the class. They are able to buy personal items
at the class store OR donate to the Good Will Jar. Sometimes a field
trip is arranged to a local hospital or elderly housing facility to
share the handmade items. The store inventory, sales, and bookkeeping
are managed by the students. The seven principles of Kwanzaa are
emphasized and reinforced throughout the project.
|
The Students: |
The Staff: Virginia H. Atkins |
What You Need: Have a Happy... by Mildred Pitts Walter, art supplies & tickets. |
Overall Value: This project fosters an
appreciation of the themes of the novel while making direct correlation
to real-life situations. For a community to be successful, we must all
actively contribute to the community at large. This program is
altruistic in nature and allows students the opportunity to enjoy award-
winning literature, implement practical economics, and practice
multicultural values.
|
Standards: Sense of Community Speaking, Listening &Viewing |
Kindergarten Kapers Kindergarten Kapers |
Category: Classroom Management/Intergroup |
Grades: 2 to 2 |
How It Works: The developers concentrated on
the newly adopted Integrated Whole Language reading series by Harcourt,
Brace, Inc. and chose specific activities to extend and enrich homework
activities. Complying with the Dade County requirements of daily
reinforcement, the developers designed a calendar format to suit basic
needs. Fully aware of the Instructional Objectives, and topics covered
in the newly adopted HBJ reading series, Kindergarten Kapers came into
being. Designing a seven-day calendar to coincide with major themes
presented in HBJ, the developers tried to correlate Science, Social
Studies, Handwriting, Art, Mathematics, and all other curricula with
strong parental involvement. The Kindergarten Kapers calendar begins on
Sept. 16th and runs through June 8th. There was no cost involved in the
preparation of Kinder Kapers. It is equally adaptable to change, from
year to year. Each week emphasizes one particular phonetic sound.
Wherever possible, the manner of completion is left to the creative
talent of each child. DCPS MAJOR SYSTEM PRIORITIES: Parent Involvement,
Dropout Prevention, Achievement. THE STUDENTS: Forty kindergarten
students to start, followed by 50 more after successful participation
observed. Currently, 100 per cent return of assigned homework! |
The Students: |
The Staff: June Rawls is a 25-year veteran of
the DCPS, having taught pre-school, Headstart, kindergarten and first
grade. Sue Ruth has taught pre-school through sixth grade. Both have
master's degrees and Early Childhood certification. They enjoyed
planning extension and enrichment activities to complete at home under
the supervision of busy, working parents. |
What You Need: MATERIALS AND FACILITIES:
NONE: the children secure everything they need. Occasionally,
worksheets were sent home for completion. Four commercial incentive
charts were purchased at a local school supply story and displayed on
the wall. Stickers were placed on the chart to recognize those students
who completed their assignments. OUTSIDE RESOURCES: Each classroom
utilized parent volunteers, hourly aides once a week, and student
teachers from Miami-Dade Community College, Florida International
University and St. Thomas University. |
Overall Value: Each calendar covers a
five-week period. Parents never have to ask: "Do you have any
homework?" They know in advance. A parent letter is sent home and
further discussion occurs at Back to School Night in the fall. The
variety of seven days homework bridges the weekend, holidays, Teacher
Work Days, and never takes more than 20 minutes to complete. |
Standards: |
Kinematics: The Study of Speed and Uniform Motion |
Category: Science |
Grades: 9 to 10 |
How It Works: Guiding Principles: #2
Students communicate effectively in mathematics and science #7
Students attain and apply essential knowledge and skills of mathematics
and science
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. I1 Record results of experiments or
activities and summarize and communicate what they have learned. 2D:
Students demonstrate competency in using multiple media to collect
information and to communicate a particular idea to a given audience.
M2 Identify and use suitable media to collect information and to
communicate a particular idea to a given audience. 7.2I: Students
understand the motion of objects and how forces change that motion. M2
Use mathematics to describe the motion of objects.
The Approach A steel ball rolls across a metal track as four students
look on. One has her ear pressed against the table while another reads
times off a stopwatch. The teacher asks, "Were you able to get the ball
to move without speeding up or slowing down?" One student yells that it
is not possible; another claims that as long as "the track is flat" the
ball will move at the same speed; still another claims to have heard the
ball slowing down, thinking that "the sound of the ball changed so the
speed must be changing." Later, students measure the speeds of hockey
pucks and bowling balls. The teacher role plays a talk show host to
allow students to argue if uniform motion can indeed be measured.
Last, small groups of students produce a brief video that exhibits their
understanding of speed and uniform motion. Drama, comedies, stunts and
imagination enable students to show their understanding about the
speed of everyday objects. Middle school students typically describe
the concept of speed as "how fast a thing goes." Through KINEMATICS,
students develop a working definition of speed and uniform motion as
well as methods and skills in measurement of time and space. Through the
investigation, they demonstrate their understanding in a variety of
ways. A variety of assessment methods produce an accurate picture of
each student's understanding of the standard on describing motion in
mathematical terms. Students in small collaborative groups produce
written observations, participate in the mock radio show to defend their
ideas, explain their observations through mathematical statements and
graphs and produce a video of an object's speed. A pre and post test is
administered to individuals to document changes in their understanding.
The post test has been used with a traditional physics class at the
eighth grade and high school levels for comparison and verification of
learning - with the students in this project demonstrating greater
understanding of these concepts! |
The Students: |
The Staff: |
What You Need: Items needed for this
investigation include two-meter tracks made of a material with a groove
to carry a steel ball or marble, meter sticks, and a stopwatch. Various
balls or moving objects are found and used by student groups to complete
their studies and used in their final presentation to demonstrate their
understanding and knowledge. Other materials include video equipment
and art supplies. The unit takes four to five weeks to complete. |
Overall Value: KINEMATICS takes mathematical
and science concepts out of the dry context of the textbook and
translates them into a high interest, exciting investigation of real
objects. Simple materials such as steel balls, stopwatches and everyday
objects are used in and out of the classroom. Measurement and reasoning
skills in mathematics and science are discovered, practiced and refined.
During the unit students progress from making simple observations to
making precise measurements. Over time, guesses and five-sense
observations develop into mathematical verifications and applications to
a variety of situations that are familiar in the students' world. |
Standards: |
Kitchen On Wheels: Basic Skills For The Physically Disabled |
Category: Special Education |
Grades: 7 to 14 |
How It Works: Kitchen on Wheels provides an
exciting hands-on experience for students with physical disabilities.
The program uses a compact mobile instructional tool to teach basic food
preparation skills as well as to strengthen cognitive and social
abilities. Working in small groups, students plan and prepare simple
microwave meals and snacks. Making decisions and learning nutritional
facts are important components of the planning phase. In the cooking
phase, students assess their motor capabilities: students with more
severe physical disabilities learn how to instruct a helper, while those
who are more able learn procedures and adaptations that work best for
them. The activity boosts self-esteem and promotes a sense of greater
independence. The Students: Although developed as an instructional
tool for high school students who have physical disabilities, Kitchen on
Wheels can easily be adapted for other special needs students or
elementary students. |
The Students: |
The Staff: Teachers, teacher assistants, a
speech clinician, an occupational therapist, and a physical therapist
are involved using an interdisciplinary approach to plan implement this
project and to instruct and position students. |
What You Need: Materials needed include a
cart on wheels--ideally with an electrical power source, a microwave
oven, and basic kitchen utensils including containers for water in which
to wash hands and later the utensils. Any classroom with a power
source is adequate. The school-based home living department provides
resource support. Guest presenters would augment the course work. |
Overall Value: Kitchen on Wheels is a compact
instructional tool to teach basic food preparation skills, procedures,
and nutrition to high school age students enrolled in the program for
physical disabilities. The life skills curriculum helps students to
develop skills in basic food preparation and nutritional knowledge. It
also helps them develop problem-solving skills, language use, and social
interaction. Additionally, through this project teachers hope to build
on students' independent living skills and increase their confidence by
enhancing their self-reliance. |
Standards: |
La Cuisine Creative |
Category: Foreign Language |
Grades: 4 to 4 |
How It Works: 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. |
The Students: |
The Staff: |
What You Need: The recipe book, Paul Bocuse A
La Carte, by Paul Bocuse. Foods to be prepared (according to the
recipes), cooking utensils (from, Home Economics), a, video camera and
tape (from Visual Arts), math books dictionaries, and French reference
materials. I will disseminate to interested teachers an outline of the
program, the, videotape of the presentation, and examples of French
cookbooks. |
Overall Value: Developer Duffy
observes,,"This project allows the students to present the, materials
they choose. They write the scripts and tape the program, themselves.
The project presents a new and fun way for students to use, information
they have already learned while gaining new knowledge through, direct
application (preparing the recipe). Some of these students also take,
video classes and it gives them a chance to use the skills they have,
acquired." "The students participating in this project are in French
III, but the, project may be adapted for those at the French II or IV
levels who have, already studied French foods and meals." |
Standards: |
Lab Pals |
Category: Mathematics |
Grades: 3 to 7 |
How It Works: The series of hands-on
experiences was based on draft versions of TIMS labs developed by the
University of Illinois/Chicago. To complete each lab, first and fifth
graders work cooperatively. They listen to the explanation, visually
demonstrate their understanding of the lab, then perform the
activity, including manipulation of equipment, collection of data,
recording in graphs/tables, and discussion or the results. Then, the
students separate into their own grade levels for follow-up questions
which emphasize an understanding of the results, and expansion of
the information. An evaluation is used to check student
understanding. The 1st lab mixes two kinds of candy into a "Candy
Jungle". Students sort and count each type of candy, as well as each
color. Data tables and graphs are devised to record the data.
Follow-up questions include predicting what types of candy and colors
might be in another sample, based on their data. In lab 2, conservation
of mass is investigated by using a piece of clay to make various
shapes, then measuring the mass of each shape, and recording the
information. Follow-up questions include the use of "qualitative" and
"quantitative" variables. In the 3rd lab, various shaped
beakers/containers are filled with marshmallows to look at volume.
Students come to realize that the volume, not the container shape is
the important factor. The concepts of manipulated and responding
variables are demonstrated in a simplified manner. Finally, in lab 4,
various lengths of Cuisenaire rods are measured to investigate
length. By comparing this information on the graph, the students are
led into the concepts of extrapolation and interpolation of data
(Yes-even first graders are able to catch these concepts!). |
The Students: Designed to be used with
students in first and fifth grade
teams, but could be easily
adapted
for use by other grade
levels. Students are
heterogeneously
grouped. |
The Staff: 1st and 5th grade classroom teachers. |
What You Need: An area
large enough to
accommodate
both classrooms is needed, as
well as lab packet sheets
(The
full packet of lab sheets is
available upon request - one set
per school please - copying is
permissible), and
writing/coloring
materials.
Other materials needed for the
various labs, as listed in
each
introductory explanation
include M&M's, Gummy Bears,
bowls, cups, various
beakers/cups, marshmallows,
clay, balances,
Cuisenaire rods,
and measuring sticks. |
Overall Value: The highly motivating hands-on
nature of these experiences allows students to visually see and
understand some fairly sophisticated Math and Science concepts. The
structure of the lab, with the drawing for understanding, ensures
that all students are active and knowledgeable participants. The
cooperative nature of the labs, with the first and fifth graders
working together, is beneficial to both groups in a variety of ways. The
follow-up questions and activities at each grade's level, help
students to understand the concepts more fully. This learning
experience offers an exciting method for students to work together
cooperatively, while enhancing their math and science skills. |
Standards: |
Language Arts Partners |
Category: English/Language Arts |
Grades: to |
How It Works: Language Arts Partners, an
adaptation of Big Buddies (see IMPACT II catalog 1991-1992), provides
additional opportunities for at-risk first and second graders to learn
and practice reading strategies in one-on-one relationships by having
fourth graders as language arts partners. Trained as tutors, the fourth
graders use their training to help the emergent and early readers to
become fluent readers. The fourth graders increase their
self-confidence, improve their interaction skills, and strengthen their
knowledge of reading and writing by keeping a dialogue journal on the
tutoring sessions. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
LATTICE: Linking All Types of Teachers to Cross Cultural Education |
Category: Global Education |
Grades: 2 to 14 |
How It Works: LATTICE (Linking All Types of
Teachers to International Cross Cultural Education) is a model of
sustained professional development that concentrates on adult learning,
but promotes practical links to the classroom. The premise of LATTICE
is that attitudes and beliefs change because of personal relationships
between individuals (who normally would not have met one another, let
along become friends). In LATTICE sessions, regardless of level of
education, position, or country of origin, participants are equal and
come to the situation willing to learn and to dispel some of their own
biases and prejudices. International students and American educators
have changed their beliefs as a result of the LATTICE experience.
LATTICE promotes interactive learning sessions which capitalize on
individual experiences rather than curricular materials. It is not a
cursory view of every world culture, nor does it provide a curriculum of
international education. It is much deeper than that. Topics range
from global (world hunger) to personal (what is home?). Other topics
have been gender, arts, educational systems, family structures,
religion, role of media, and birthrights. Artists, musicians, educators
and researchers have presented at LATTICE sessions, and an extensive
email and listserv network keeps LATTICE members connected. |
The Students: Students from kindergarten to
12th grade benefit from LATTICE, in three local school districts:
Haslett, Lansing, and East Lansing.
|
The Staff: LATTICE is comprised of
approximately 50 members, half of whom are international students at
Michigan State University, and half are teachers in local school
districts.
|
What You Need: Meetings are held in various
places throughout the area: classrooms, university sites, etc. Michigan
State University offers a wealth of resources available to teach cross
cultural issues and diversity including presenters of information in
art, music, education, and current issues.
|
Overall Value: As a school district, we are
often asked to participate in global projects, many of which seen
cursory to us. There is magic in the LATTICE experience. Its foundation
is based upon meaningful relationships and friendships that develop
between peoples of different cultures and ethnicities. It is not
cursory, nor is it linear. The program is dynamic and percolates in many
different directions as participants learn about the world together and
then bring that learning to their students.
|
Standards: |
Leadership Incentive Network For Kids (L.I.N.K.) |
Category: Classroom Management/Intergroup |
Grades: 6 to 6 |
How It Works: Students are educated about
LINK, through school assemblies and individual classroom discussions as
well as class meetings. Goals and expectations are clearly communicated.
Notices are sent home to parents, outlining, key concepts, and asking
for their support. Bulletin boards, and posters, reflect the theme,
throughout the building. Desirable Behaviors exhibited, by students
are immediately recognized praised and rewarded by all staff. Students
displaying, leadership, qualities are given special recognition, such
as Student, of the Month, status. Staff, is polled as to possible
volunteers to the Mentor component. Classroom teachers are asked to
submit a, list, of students who may require, the one to one support of a
Mentor. Students names are circulated and matches are made Award
Assemblies and, Activity, Days are scheduled. The program has now been
launched. What Happened: Students begin to share feelings of pride,
acceptance, and a sense of, belonging with staff, parents, and peers.
The overall atmosphere of the school has significantly changed. It is
reflected in the attitudes and interactions, of the staff and students
with each other and the parents. A more positive climate prevails. Out
of 450 students (total school population for '92-'93 ), 370 students
attained LINK status by June '93. Suspensions for '93 -'94 are
significantly reduced. Time, and energy, is spent on, positive,
reinforcement instead, of discipline. Closure: LINK has, become a
state of mind in that it has reshaped the thinking of an, entire
school. LINK concepts are demonstrated, applied and integrated into
fabric of student life through, student efforts goal setting and
achievements . |
The Students: |
The Staff: |
What You Need: Certificates, Awards and small incentives. |
Overall Value: Students will self-evaluate
and develop individual goals and Strategies for success. Students will
demonstrate positive self-concepts and, positive support for their
peers. |
Standards: |
LEADERSHIP INCLUSION PROGRAM |
Category: Instructional Inquiry |
Grades: 11 to 14 |
How It Works: This study asks "What happens
when learning disabled self-contained (LDSC) and emotionally disabled
(ED) freshmen participate in a leadership program that emphasizes small
group interaction with freshman and senior leaders?"
When students are self-contained with only other LDSC or ED students,
they miss opportunities to interact with positive role models from the
regular education program. They tend to limit their belief in
themselves as potential leaders and consider themselves outsiders in
their own school community. The research premise is that by including
these students in group projects with positive role models, their belief
in themselves will change. Targeted students will join members of a
group of seniors and other freshmen whose purpose is to learn leadership
skills and to participate in community service. |
The Students: |
The Staff: An LDSC teacher and an ED teacher
will organize the program and monitor the students' progress.
Mathematics, English, and social studies teachers, two guidance
counselors, an administrator, and parent volunteers will be involved in
the research.
Eighty-five students are involved. There are 35 seniors and 50
freshmen. Thirty-five of the freshmen are designated at-risk, and 37
percent of them are LDSC and ED students. |
What You Need: Incentives, such as glad notes and certificates, and refreshments for biweekly meetings are needed.
The teen living room and multipurpose lounge are used for biweekly team
meetings. The multipurpose room and cafeteria are used for speakers and
other full group gatherings.
An outdoor education team-building trip is the kick-off event for the
program. A community coalition provides refreshments for biweekly
meetings. Students participate in community service projects such as
making sandwiches for the homeless, participating in walkathons, and
sponsoring clean-up projects. They also take social trips in small
groups or pairs to football games, movies, McDonalds, bowling alleys,
and skating rinks. The suspension intervention program may be used for
selected students as a preventive measure. |
Overall Value: By the time LDSC and ED
students enter high school, many have labeled themselves as outsiders,
feel academically inferior, and are embarrassed because they are in
self-contained classes. In reality, many of them are bright, sensitive
young people with leadership abilities that need to be developed. Being
mentored and befriended by both peer and senior leaders should
encourage them to develop their latent qualities and help them realize
that all students, no matter how highly regarded, have similar problems
and personal insecurities. |
Standards: |
Leap: Learner Editorial Art Project |
Category: English/Language Arts |
Grades: 10 to 11 |
How It Works: Leap: Learner Editorial Art
Project is an interdisciplinary project, developed to help students
learn about current news issues and how, art is being used as a catalyst
for discussion and change. Editorial art expresses an informed
individual opinion about a, local, state, national or international
concern that has been, reported in The Miami Herald, such as, over
population immigration, racism, violence, the homeless, drugs, AIDS
and, education. The project was inspired by a visit to the 1991
Biennial Exhibition, of the Whitney Museum of American Art. It was
observed that, American artists were creating art that expressed an
editorial, opinion which encouraged viewers to discuss the issues
illustrated. In class, students studied 1991 Biennial artists, then
studied The, Miami Herald. From reading and discussing the news,
students, became aware of how strongly they felt about particular
issues. Students decided what they were going to express and how they
were, going to express themselves. Each week a new piece of editorial
art, the artist's statement and, articles from The Miami Herald, were
presented to the entire school, for discussion during Advisor-Advisee
time and/or class time. DCPS Major System Priorities: Critical
Thinking, Intergroup Relations, Parental Involvement Blueprint 2000
Goals: Student Performance, Learning Environment, Graduation Rate and,
Readiness for Postsecondary Education and Employment The Students:
Students in all grades can participate in and benefit from this,
project. The basic concept of LEAP can be adapted to various size,
classes and age groups. One hundred, eighth- and ninth-grade, Magnet
Art students created the editorial art. The project, continued
throughout the 1991-1992 school year, with 74 teachers, and 1 145
students participating in the discussions during Advisor-, Advisee time
and/or class time. |
The Students: |
The Staff: Brenda Rhine Gilpin, Magnet Art
teacher and team leader at, Southwood Middle, Center for Fine Arts, has a
MFA in Graphic Design, and 3-D Illustration. Previous teaching/art
experience includes: Director of the art program at The Lowe Art
Museum, University of, Miami; acceptance to 54 juried art exhibits in a
four-year period; workshop chairperson for the 1991 Florida Art
Education Association, State Conference. |
What You Need: Materials and Facilities
Teachers will be stimulated by this project for it changes with the,
news!, The project does not limit class activities in any way.
Supplies can be as simple as pencil and paper or as complicated as, a
time-span environmental installation. Outside Resources Two
publications are recommended: The Miami Herald (call the, newspaper in
education office), and the 1991 Biennial Exhibition, Catalogue for the
Whitney Museum of American Art. Field trips and, guest speakers can be
added to motivate the students' interest or, to assist with discussion
of news issues. Art supplies can be, those at hand. |
Overall Value: Students learn the important
role of the artist in society today: that of historian and catalyst
for discussion and change. Students, become aware that the news
involves all the subjects that they are, studying in school. Students
become aware of their self-worth and, their role/responsibility to the
community. Students become aware, that if they wish to solve some of
the world's problems they need, to have a good education and they need
to be informed. |
Standards: |
Learning English in the "Real World" |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Any business in the community
which is willing to cooperate as a, community partner may participate in
this model. Materials used, in the classroom, and available in the
teacher packet, include, lesson plans, supporting audio-visual
activities and materials, and assessment measures. Field trips and
guest speakers are arranged with the cooperation, of the business
partner. |
Overall Value: |
Standards: |
Learning In A Sound-Amplified Classroom |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Leather Up |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Leather Up is an
interdisciplinary hands-on activity in which students for whom English
is a second language (ESL) design, produce, and market leather goods.
The students plan and graph designs on paper before transferring the
designs to leather. The items can be sold at school fairs or craft
shows. The students keep books, plan publicity, and conduct the actual
marketing of their products. The students hand-tool leather bracelets
and key chains and make small leather pouches. The pouches are cut from
suede, hand- stitched, and decorated. Working together to create a
product, encourages both written and oral communication, in addition to
increasing cooperation and appreciation among diverse populations.
Students improve math skills, build self-esteem, and become more
accepting of individual differences. The middle school ESL students meet
together daily and, if need be, after school. This project is
flexible in that it can take as much or as little time as desired.
Working in two-hour segments is recommended. The project can be adapted
to any number of students. |
The Students: |
The Staff: The ESL classroom teachers oversee
the program. The ESL and math departments team to increase strategies
and techniques with the ultimate goal of increasing the students'
academic and social achievement. |
What You Need: Materials needed include
leather scissors, glove snap setter, hammer and nails, sharp nippers,
glue gun and sticks, two-ounce carving leather, suede and artificial
sinew, beads, feathers, conchos, glove snaps, suede lace, French earring
wires, and key rings. Any classroom with tables and chairs or desks can
serve as a work area. No outside resources are necessary. Tandy
Leather Company advises teachers and offers suggestions. |
Overall Value: Leather Up channels students'
energies into productive endeavors. It allows them to be involved in
other than academic activities. The students look upon ESL classes not
only as classes that are academic in nature but also as classes for
social, moral, and guidance support. The students learn compromise and
cooperation. |
Standards: |
LEAVING YOUR MARK |
Category: Arts |
Grades: 7 to 14 |
How It Works: Like the cultures that
recognize the importance of the transition from adolescence to adulthood
by celebrating the event with a ceremonial rite of passage, so does a
school graduation become a milestone in the lives of its students.
"Leaving Your Mark" is a multidisciplinary project affording each eighth
grade student an opportunity to leave something behind by creating a
visual statement reflecting who he or she is. In an effort to discover a
"mark" that is significant of individual identity, this project first
requires each student to delve into his/her family genealogy, an
activity which promotes family involvement. The lesson also provides
opportunities for students to employ technology to research their
lineage and to reflect upon all the experiences that have shaped their
characters. Students use this knowledge as motivation to design their
individual crests that symbolically depict their national heritage and
meanings of their names.
|
The Students: Preliminary to the creation of
their unique designs, students view various examples of heraldry and
books of lettering styles. With the cooperation of the Industrial
Technology department, each student cuts out a 6" plywood shield and
then transfers the drawing onto the wood, which is at that point painted
according to plan. The collective assemblage of individual shields,
suspended like leaves from the branches of a four foot,
three-dimensional plywood tree, celebrates the individual differences
among the members of the class. The tree is proudly displayed before
school administrators, teachers, family, and friends at the
end-of-the-year banquet. After the event, the tree of shields is
permanently exhibited in a prominent place within the school, along with
previous class projects of varying types. The activity of creating a
personal emblem serves as a means of reflecting student pride, identity,
and accomplishment.
|
The Staff: Marilyn Guerrera-Ferency |
What You Need: Genealogy informationand art materials |
Overall Value: This project provides students
with an opportunity to spend quality time interacting with family
members as they learn about their heritage. Students pride themselves in
applying this knowledge and using creative thinking skills to create a
crest which makes a statement about their uniquenesses. Working
cooperatively to assemble the tree, students gain an appreciation for
the differences among them and realize the common bond they share as
classmates.
|
Standards: Positive Self-Concept Intellectual Curiosity Reading Learning Skills
|
Legal Landmarks |
Category: Social Studies |
Grades: 10 to 14 |
How It Works: The great court trials of
history are investigated--from the, ancient trials of Socrates, Joan of
Arc, and Galileo through the, modern trials of John Scopes, Eichmann and
the Chicago Eight. Students study, write-up dramatizations and
role-play these famous, lessons of human liberty as well as human error.
These simulations give the students an opportunity for critical,
thinking through their analysis of the justice of the different, trials,
for creative thought through their script-writing of the, court trials
and for public speaking through their role-playing. For example, the
trial of Socrates dramatized how wrong a people, could be. In this
early Greek democracy the majority vote of the, people's jury condemned
an innocent man. In the class simulation first a background of fifth
century Greece was given, then the, students studied and wrote trial
scripts in groups. In the, enactment, the students wore togas and
dramatized the famous Greek, court trial. They learned to recognize
that the same political, maneuvers and scenarios that plagued ancient
Greece are still much, alive today. DCPS Major System Priorities:
Critical Thinking, Achievement Blueprint 2000 Goals: Student
Performance, Learning Environment The Students: LEGAL LANDMARKS is
best adapted for students from eighth- or ninth-, grade and up. During
the past three years, about 120 students from, gifted classes
participated in this project. Students worked on, each court trial for
about a week-and-a-half. LEGAL LANDMARKS also, works well in a regular
sized classroom. |
The Students: |
The Staff: Barbara McManus teaches Gifted
Resource and advanced English, classes. She received a Fulbright Grant
for six weeks for study in, India, participated in three National
Endowment for the Humanities, Summer Institutes/Seminars, received two
Citibank Success Fund, Grants, presented at different professional
conferences including, the Annual Conference of the National Conference
of English and, published two papers on college admissions testing. She
also wrote, curriculum for the DCPS SAT Preparation Program, and
sponsored 5, United States Chess Federation rated, countywide scholastic
chess, tournaments at MDCC-North. |
What You Need: Material and Facilities:
This project can be carried out in any classroom. Historical,
background write-ups are available on all the court trials. Outside
Resources: For the past three years, field trips have been made to
the Dade, County Justice Building to observe court trials. |
Overall Value: The students' understanding of
the United States Constitution as, well as the American judicial system
was enhanced. Students, learned that many of the complex human
dilemmas of history are still relevant and debated in courts today. |
Standards: |
Legends of Native People: Synthesis Through Summarizing |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: This unit develops the
listening, reading, writing, and speaking skills of high school students
for whom English is a second language (ESL) as they read, summarize,
and retell legends of Native Americans. Because an increasing number of
students entering the ESL program arrive with limited academic skills,
students listen to as well as read the legends. For these students,
listening to the story on a cassette tape rather than reading
independently brings more meaning to the text and facilitates their
comprehension.
The students write their own summarized version of the legends. After
they confer with the teacher, they edit their work. Next they type
their summaries on computers. The use of the computer requires students
to master the multiple steps in producing a document.
The last step is to illustrate their final copies by hand. This is
another means of evaluating comprehension. Each illustration must
depict events discussed in the summaries. Once again, a conference with
the teacher ensures there is a link between the illustration and the
text.
They present their work to the entire school community at the annual end
of the year, "ESL Pride Night." The authors have an opportunity to
read and explain their published story to their families. ESL Pride
Night has become a very meaningful culminating activity for the ESL
students and their families. |
The Students: Approximately 50 students in three sections of B1 ESL participate in the program, meeting every day for 90 minutes.
The program could easily be adapted for middle or elementary school students by using books appropriate to their grade level. |
The Staff: Two ESL teachers administer the program |
What You Need: Audiotapes of the books and
tape players enable the students to listen to the stories. A class set
of Walkmans is desirable. The books used include the Native American
Legends series published by Watermill Press and the Legends of the World
series published by Troll Associates.
The students need access to a computer lab.Members of the school
community attend ESL Pride Night. The event allows visitors to observe
the student work and discuss the work with the students. Gerianne
Basden-Bagoulla, Lee High School, 6540 Franconia Road, Springfield, VA
22150-1413-(703) 924-8300-Principal: Mike Engley |
Overall Value: Legends of Native People is a
very successful program for the ESL students. Summarizing the legends
is demanding work that entails considerable effort. Illustrating each
page reflects hours of work. Their commitment to the project reveals
the pride they feel in mastering the different skills necessary to
complete the final product |
Standards: |
Let Freedom Ring with Poetry |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: "Let Freedom Ring with Poetry"
is an exercise to develop students' awareness of their own freedoms and
provides them with a more comprehensive view of black heritage and the
African American struggle to attain equality. At the exercise's
completion, students, through their own writing of an acrostic poem,
become more capable of empathizing and understanding the pursuit for
freedom by black Americans. DCPS Major System Priorities: Critical
Thinking Skills, Intergroup Relations, Student Achievement. The
Students: This project can be presented in middle-school Language Arts
and Reading classes. It has the flexibility, however, to be taught to
grades K-12 in content area classes such as History, Social Studies, and
World Cultures. Concurrently, black literary contributions can be
studied in English/Language Arts, thereby composing an interdisciplinary
unit. Developmental, superior, and reluctant readers can all attain
success with this reading/writing project. |
The Students: |
The Staff: Suanne Piero has taught Language
Arts and Reading in Florida middle schools (grades six - eight) for five
years. Previously, she taught first grade for three years in Indiana,
plus an additional two years as ESOL teacher for grades K-6. She holds
an M.S. in Reading from Nova University and now is in the position of
reading resource specialist at Hammocks Middle School. |
What You Need: Materials and Facilities: A
library filled with renowned black authors, as well as current videos
and films on the black movement in America, is the most desirable tool
in this exercise. The month of February, (Black History Month) is
devoted to the study of black History by the students engaging in
individual and/or group readings of Rosa Parks, by Eloise Greenfield,
Roll of Thunder, Har my Cry, by Mildred Taylor, Langston Hughes' Ballad
to a Landlord, and I Have a Dream by Martin Luther King. Videos and
filmstrips can include: March from Montgomery to Memphis and Literature
of Protest. Necessary materials also include brightly colored
construction paper on which to mount the completed Freedom Poem for
display. Outside Resources: After several weeks of readings and
discussions, guest speakers whose freedom was threatened can be invited.
For example, one student's grandmother spoke on living in the South
during the 1930s and participating in marches in the 1950s and 1960s.
One student shared her mother's scrapbook of 1950's Montgomery, Alabama
where the first city-wide protest of discrimination on city buses
occurred. |
Overall Value: If we want our students to
dream, to pursue, to discover, as teachers we must acquaint them with a
comprehensive view of humanity. In reading and researching
contributions of black Americans to the culture of America, the students
can better see the obstacles many had to overcome to attain freedom. It
is hoped that this knowledge will enable students to express what they
have learned in their own individual, creative style in an acrostic
poem. |
Standards: |
Let Your Compass Be Your Guide |
Category: Science |
Grades: 5 to 7 |
How It Works: This program gives students
opportunities to master map and compass skills while engaged in
orienteering games and other high-interest hands-on activities. The
students enlarge maps by carefully making a grid on a paper map and then
drawing an enlargement to scale. As a final activity, the students
paint a large map of the United States on an outside surface at the
school as a permanent teaching resource for the entire student body.
Stories of explorers and early maps are included as part of this
program, as well as poems and songs about traveling. The students study
the geographical features of the areas to which they travel on their
maps and calculate the mileage from one point to another, so the unit
integrates objectives and skills across the curriculum. The Student
This program was designed for a multi-level, multi-aged class of
students who are limited in their proficiency of English. Third,
fourth, and fifth graders worked together in small groups to solve
problems and, accomplish tasks. The program could easily be adapted
for other classroom settings. |
The Students: |
The Staff: The developer was a first grade
ESL teacher for six years and has been teaching a multi-level,
multi-aged class for the past two years. Volunteers recruited through
the VIPs office are frequently used in the classroom to assist
cooperative groups and individuals with tasks. |
What You Need: Materials: A good-quality
compass with a direction-of-travel arrow and movable housing needs to be
available for each pair of students participating in the activities.
This is a major expense for this program. Sources for compasses are
included in the program packet from the developer. There needs to be an
outdoor space of an acre or more on the school campus for the
orienteering activities to be challenging, although some could be
adapted for a classroom. Maps may be enlarged by a photocopy machine
that can make oversized copies (such as one found at a photocopy service
center for architects) so that students can work with a simple ratio
for their enlargements. Other mapping and orienteering directions
needed by each student group can be reproduced by a teacher at school or
at the Houston Independent School District Instructional Media Center
and are available from the developer. A hard surface approximately 8'
by 15' is needed for painting the map of the U.S.A. A major expense
will be the paint for the map, paint brushes, a chalk line, meter
sticks, tape measures, and sidewalk chalk. Outside Resources: The
developer worked with a team of architects matched with the class as
part of the,"Architecture Across the Curriculum" program available
through the local AIA office. The architects worked with the teacher
and students over a nine-week period and provided valuable support for
the development of the mapping materials. A surveying team was
recruited through HISD's Community Resource Bank to mark true North for
the students, but this was mainly for student enrichment. No outside
resources are necessary for this program to be successfully adapted. |
Overall Value: The students gained an
understanding of measurement, grids, maps, and compass directions while
working cooperatively with others. Mathematics and social studies were
integrated with language arts for an interesting unit of study that
students remember with pride every time they see their large outdoor map
being used by another class. |
Standards: |
LET'S GET CONNECTED |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: "Let's Get Connected" is a
Math/Literature/Home/School connection project that the children use
with their families at home. In a durable duffel bag, each child, in
turn, takes home one of eight different children's books which stress
eight different first grade math objectives in an often humorous and
always entertaining way. Using the objectives and the main idea from the
story, several varied, original, teacher-created, math/literature
activities further develop the concepts of counting, reverse counting,
addition, measurement, money, fractions, time and skip counting.
Students demonstrate their problem-solving and writing skills, recording
them on response sheets, on story strips, and in class books. In
addition, the bag contains a parent explanation letter, a statement of
objective, a list of materials provided, a direction sheet,
teacher-created activities, writing/drawing tools, manipulatives and a
Response Journal. Each bag goes home with each child for two to three
days, from October to June.
The methods of evaluating student learning include the student and
family comments in the Response Journals, indicating their reactions to
and their learnings from the books and related exercises. The completed
student written activities, the results from a Parent Survey sent home
in May, and the pre and post assessments of targeted student skills also
measure the worthiness of the project as well as the progress of each
student.
|
The Students: Approximately sixty first
graders, including seven children from a self-contained S.E.D.
(Seriously Emotionally Disturbed) class, have participated in this
program each year. The project is appropriate for all ability levels and
ethnic backgrounds and can be adapted for kindergarten through grade
three students.
|
The Staff: Margaret M. Filipek, Daryl Fitzgibbons and Karen Jankavich Roger Sherman School, Meriden |
What You Need: A responsible family member,
children's math-related literature, duffel bags containing
teacher-created materials, and Response Journals.
|
Overall Value: "Let's Get Connected" links,
and stresses the reinforcement of, the school district's first grade
math and integrated language arts objectives in the home environment.
Students and family are involved in curriculum-based, math/literature
activities which promote learning, family awareness of curriculum and
family-bonding. The Response Journal provides a unique means for
increasing communication between home and home as well as school and
home. Due to both the reinforcement and enrichment capabilities of the
program, children at all levels of the spectrum benefit from the
motivating, hands-on activities.
|
Standards: Interpersonal Relations Learning Skills Quantitative Skills Reasoning and Problem Solving
|
LET'S GET TOGETHER AND WRITE! |
Category: Arts |
Grades: 2 to 10 |
How It Works: The purpose of this inclusive
retreat is for students of all ability levels and diverse talents to
come together to write by participating in enriching activities
involving the creative arts. Through team-building activities, they
develop dramatic presentations, artistic and visual expressions of
shared ideas and beliefs, and ultimately create personal writing pieces
in response to a piece of literature. Performing skits, making banners,
and ice breaker and group decision making activities build a sense of
community. Selecting their own groups, the students work as a team to
develop their group banner and skits. This fosters a mutual respect
among the participants; therefore, they are more supportive of each
other's writing during peer response and the read-a-round. The teachers
facilitate and participate in all activities to create an atmosphere of
camaraderie. A supportive climate is established through ice breaker
activities which celebrate the participants' uniqueness; furthermore,
banners stressing commonalities within the group create a feeling of
group identity. The impromptu skits allow for creativity and further
enhance teamwork.
|
The Students: The theme of the retreat is
established through the oral reading of a picture book selected by the
teachers because of its message. Once the theme is discussed, the
participants brainstorm and then begin to write. Peer conferencing
follows. The dramatic presentation designed by one of the teachers who
enjoys acting makes the retreat theme come to life and demonstrates that
good writing is showing more than telling. The culminating activity of
this retreat, the read-a-round, gives every participant a sense of
accomplishment and further builds self-esteem through the written,
positive comments received from peers. This self-esteem is further
enhanced with the publication of the writing retreat booklet which each
student receives.
|
The Staff: Barbara Cohen, Mary Holt, Rebecca Mikus & Elaine Shaw |
What You Need: Camcorder, video tapes, props, art supplies, & sleeping bags.
|
Overall Value: "Let's Get Together and Write"
is a creative and inspiring activity that helps students develop
interpersonal skills and team-building through the venue of the language
arts. As stated in Connecticut's Common Core of Learning, all students
must be able to actively participate in reaching group decisions and
develop satisfying relationships based on mutual respect. Furthermore,
the students experience a sense of accomplishment and pride through the
publication of their writing pieces in the retreat booklet. The
diversity of the participants and the practice of inclusion celebrate
the belief that all children can learn.
|
Standards: Positive Self-Concept Writing
|
Let's Eat, Let's Learn |
Category: Mathematics |
Grades: 1 to 2 |
How It Works: Kindergartners get a "taste" of
math, colors, smells and language arts through weekly cooking
activities. The purpose of the project is to make each child's school
experience a positive one. The students relate letter-sound
relationships, measurement, number concepts and oral language to the
weekly cooking activity. We have integrated the curriculum with a weekly
theme. The idea of students cooking as a follow-up to the weekly
concept is innovative because it allows the students to actively
participate in the project. Active learning is a positive way to have
students enjoy what they are doing. They will retain information and be
able to apply it to other situations as well. The cooking has made our
students eager to participate and learn new concepts. DCPS MAJOR SYSTEM
PRIORITIES: Achievement, Standard English, Critical Thinking,
Intergroup Relations, Parental Involvement. THE STUDENTS: Our project
was developed for a Chapter 1 Kindergarten Lab. This project can be
adapted to any grade level, any academic level, and a large or small
group. |
The Students: |
The Staff: Diane Calvert Burkle has been
teaching in Dade County for over 15 years. She is a co-author of the
basic skills reinforcement program, Apples For Teachers. She has been
involved with Make and Take workshops that train teachers to use
the,"active learning" approach. Her specialty is having an active
learning/hands-on classroom. Adele S. Bayer is a native Miamian who has
been teaching in Dade County for over 15 years. She has attended High
Scope Workshops and is very involved in developing a high scope
kindergarten lab. She enjoys wearing,"learning outfits" and being a
dramatic kindergarten teacher. Their kindergarten project,,"Let's Eat,
Let's Learn," received a Citibank Success Fund Grant in 1990. Mrs.
Bayer has presented the project at the Principal's Leadership Conference
(July 1990). They received Chapter 1 Teachers of the Year, First
Place, for Regions 5-6, 1990-1991. |
What You Need: MATERIALS AND FACILITIES: The
project can be used in a normal classroom setting. Cooking activities
could center around a toaster oven, an electric frying pan and a
blender. Library books, cook books and theme oriented resource books
help incorporate cooking ideas to instructional objectives. OUTSIDE
RESOURCES: A trip to a bakery, school cafeteria or a 4-H exhibit would
reinforce ideas presented in this project. |
Overall Value: This project reinforces basic
skills concepts with weekly cooking activities. These activities help
students internalize concepts through sensory functions. The project
has given our students a positive attitude towards learning because
learning is so much fun. |
Standards: |
Let's Go Fly A Kite |
Category: Arts |
Grades: to |
How It Works: "Let's Go Fly a Kite" adapts
Pictures for the Sky (see IMPACT II catalog 1992-1993) for second grade
students. After selecting three symbols to represent themselves, the
students design a logo combining the symbols into a diamond shape. Then
they paint the enlarged logo on a tyvec diamond with acrylic paint.
Parent volunteers and business partners help string the kites and attach
them to stick frames. Tails and bridles are added, as well as 200 feet
of string. The students fly the kites, modifying them to improve the
flying. The students also include photographs of themselves with their
kites in their letters to pen pals in Colorado. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Let's Move Our Muscles! |
Category: Health/Physical Education |
Grades: 2 to 7 |
How It Works: Children love to move!,,"Let's
Move Our Muscles!" actively involves each child in planning, initiating,
executing, and dynamically responding to gross motor activities.
Active involvement provides the best opportunity for changes in the
brain that lead to growth, learning and better organization of motor
planning. Here are some samples of the exciting, memorable gross motor
games that children experience during motor time: 1) Balance Beam (on
and 6 inches off the floor) Ñ Move forward, backward, sideways; take
giant steps and walk on tiptoe. Two partners move across the beam
together. Five or six children stand behind each other holding waists
and moving across the beam. Bean bags are placed on/next to the balance
beam and are picked up as the child walks along the beam. 2) Beanbags Ñ
Toss a beanbag to a partner by utilizing different body parts.
Example: use a knee or elbow. Stand in a wide-stride position. Put the
beanbag on the floor in front of you and slide it through your legs.
Keeping the wide-stride position, jump and turn halfway around and slide
the beanbag through your legs again. Repeat. Hold the beanbag between
your feet and jump to grab the beanbag. Hold a beanbag under the chin,
behind the knee, under the arm, and between the knees; SQUEEZE!, 3)
Hula Hoops Ñ Stand in a circle holding hands and pass a hula hoop around
the circle without releasing hands. Hold hands with a partner and jump
in and out of the hoop. Hold the hoop around your waist and gallop,
skip, or hop around the room. Stand the hoop on its edge. Try to crawl
through the hoop and catch it before it falls. 4) Parachute Ñ While
holding the parachute, jump in place, swing your arms left and right and
kick the bottom of the parachute, alternating legs. Place 15-20 tennis
balls on the parachute and rock arms back and forth until all of the
tennis balls fall through the hole. Place a beanbag in front of each
child; each tries to get the beanbag into the hole to make bean soup.
Have the children hold up the parachute. Call a child's name and tell
him a movement. He must move around the inner edge of the parachute.
Movement examples: run, slide, hop, crawl, leap, march.
Students:,"Let's Move Our Muscles!" is currently being implemented in an
early childhood handicapped classroom. These children have special
needs and require multisensory experiences in order to reach their
learning potential. The program is easily adaptable to a diversity of
needs, abilities and grade levels. |
The Students: |
The Staff: The teacher who created and
implemented,"Let's Move Our Muscles!" has been teaching in HISD for 12
years. She has a master's degree in education specializing in special
education. The principal jumps and shouts her approval of the program. |
What You Need: Materials: The following
materials are essential for the movement experiences: 1) balance beams Ñ
a two-by-four beam is great for beginners. For more experienced
students a four-inch wide elementary balance beam can be used. Both can
be purchased at a building supply store. The four- inch beam can be
found in school supply catalogs. 2) Beanbags Ñ the bags can be
purchased at any teacher supply store or handmade. Denim and corduroy
are excellent fabrics for bean bags. 3) Hula Hoops Ñ Hoops are readily
available at toy and department stores. 4) Parachute Ñ A parachute may
be purchased through any school supply catalog; however, a large queen-
or king-sized sheet does the same job!, Other suggested materials: six
8-1/2 inch rubber balls, tennis balls, 3-1/2 inch soft rubber balls,
ribbon/streamers, scoops, and small buckets. Outside Resources: The
teacher frequently consults with the physical education teacher and
occupational therapist for suggestions and assistance. |
Overall Value: "Let's Move Our Muscles!" is
an intrinsically motivating program that encourages: 1) the development
of the ability to attend and concentrate, 2) the development of thinking
skills that are dependent upon the integration of visual motor skills
leading to higher-level language comprehension, 3) the development of
skills to coordinate eye and hand in carrying out fine motor and writing
activities. As the children develop physical skills, they also use
movement to express their moods, emotions, and thoughts. Creative
movement is LEARNING! |
Standards: |
Let's Play! Student Developed Games |
Category: Classroom Management/Intergroup |
Grades: 9 to 11 |
How It Works: "Lets Play! Student Developed
Games" is a project which, employing a multi sensory approach to
learning, requires students to use critical thinking skills, as they
work cooperatively to develop a learning activity. At the beginning of
the project, students discuss games with which they are familiar. The
class examines the different types of games (board, T.V. computer),
rules for playing, and prerequisite skills. As a group, students come
to a consensus on the basic components of any game. Students then work
singularly or in pairs to develop or adapt a game. The game's objective
is based on previous lessons; the format is chosen by the students. In
larger classes, students can work cooperatively in small groups of four
or five. Once developed, the game is presented to the class. The
student developer explains and demonstrates the rules and procedures.
One of the major benefits of,"gaming" is the support and encouragement
students give to their classmates. Team members help each other and on
occasion help is extended across team lines. Everyone wins!, Now, let
the games begin!, DCPS Major System Priorities: Achievement, Standard
English, Critical Thinking, Intergroup Relations. The Students: This
project has been used to reinforce previously learned skills with
seventh, eighth, and ninth grade learning disabled classes in Language
Arts and Math. It has also been successfully implemented in a science
class and can be adapted to any content area at any level. The
complexity and creativity come directly from the students. |
The Students: |
The Staff: Now in her 23rd year of teaching,
Jerrilee Harris received her Master's Degree from the University of
Miami in 1973 and has been since then working in Exceptional Student
Education classes in Dade County. Ms. Harris was the elected Building
Steward of UTD, and was on the Highland Oaks Middle School SBM/SDM
Steering Council. She has served on the joint Task Force for
Exceptional Student Education, the Paperwork Reduction Task Force, and
the Superintendent's Council. She is a qualified Teacher-Research
Linker for the AFT Educational Research and Dissemination Program. |
What You Need: Materials and Facilities:
Small tables are good workspaces for both developing and playing the
game. Art supplies, paper, colored pencils, index cards, dice, chips and
small plastic toys are some helpful items in implementing this project.
Outside Resources: No additional resources are needed for this
project. |
Overall Value: In addition to the
reinforcement of specific course objectives, students also improve their
communication skills as they write sequential rules of play and deliver
oral presentations of their products. Their critical thinking skills
are enhanced by their attempts to provide for any contingency in play.
Student interactions become more positive as they work together toward a
common goal. |
Standards: |
Let's Take a Trip to Africa |
Category: English/Language Arts |
Grades: 3 to 8 |
How It Works: This four to six week thematic
unit on African history and, culture incorporates a wide variety of
integrated activities in, literature, geography, history, economics,
science, arts, music, and cooking. Africa comes alive in your own
classroom. Students, begin to feel that they are on the continent,
speaking a dialect and shopping in the marketplace. Students make
African musical, instruments, jewelry and costumes, sing songs, learn
dances, and, most of all, create an African environment complete with a,
tropical rainforest, African hut, and a mini-museum. As an
introduction to the unit, the students are shown slides of, the Ivory
Coast which stimulates an interest in how the people, live, the
beautiful land, ceremonial festivals, modern buildings transportation,
industry, the schools, food and clothing. Story, books on African
culture are also read to students. Children participate in science
experiements by making natural, dyes from vegetables. After cooking
beets, the color red is made; from onion skins, the color yellow is
made; and from spinach, the, color green is made. From these natural
dyes, the students, tie-dye T-shirts. Students learn to read the days
of the week and to count from one, to ten in Swahili, the official
language of many regions in, Africa. They participate in preparing
African dishes and build a, huge African hut complete with African
stools. This is truly a creative and unique way to allow students to,
become totally involved in developing and presenting the culture. This
material addresses all the different learning modalities as, well as
the seven intelligences. The students' success is measured by their
successful completion, of beginning map skills, crafts, and drama, and
by serving as, tour guides at our African museum. The success of the
program is measured by the attendance at our, African exhibit by staff
and students from the school, visitors, from the community, and
administrators from Santa Barbara and San, Luis Obispo counties. This
idea emphasizes the History/Social Science Framework goals, of
geographic and historical literacy and participation skills. It
supports the English/Language Arts Framework in the use of, literature
and the integration of listening, speaking and reading, in meaningful
context. Twelve developmentally delayed students ranging from ages nine
to, eleven, grades 4-6, pluiasm during 1993-94.n the school actively
participated, with great enthusiasm during 1993-94. |
The Students: |
The Staff: I have taught for 20 years in
Santa Maria. I am a member of the, Santa Maria-Bonita District
Multicultural Fair Committee and the, Social Studies Action Team. |
What You Need: All activities can be done in
any elementary classroom. The Let's, Take a Trip to Africa unit and a
list of children's books videos, kits and film strips are available in
the teacher packet. Access to a video camera, VCR and monitor is
helpful. The public library and County Education Office library can,
provide books and videos about Africa and historical figures. Costumes
can be created from everyday sources with help from, parents and
friends. |
Overall Value: |
Standards: |
Let's Visit France - Geography, History and Critical Thinking, Too! |
Category: Social Studies |
Grades: to |
How It Works: Total immersion into the
culture of France while journal writing in the target language is the
focus on this innovative French language program. In addition to the
study of French geography, culture, language and vocabulary development,
the student receives instructional skills and test preparation packets
for both mathematical and reading comprehension. These packets assist
the student in preparation for state and district assessment testing
(SAT, etc.). Students are given cash vouchers for a threeweek
imaginary trip to France. All monies for basic travel expenses, as well
as purchases, must be converted into French francs. Students read the
local newspaper to discover the most economical travel prices and write
letters to agencies and consular offices. They are accountable for all
spending and must keep a current ledger of their funds. Students are
required to visit selected French cities known for their cultural
offerings and then choose several more of their own. They set out to
discover the history, geography and beauty of each stop on their trip.
Students write a daily journal of their findings as well as,"post cards"
back home. They are encouraged to rendezvous with classmates as they
travel. These,"meetings" encourage cooperative learning and notably
increase the esprit de corps among class members. The project blends
language skills, reading comprehension and competency. It focuses on
critical thinking daily, and allows practice and reinforcement of
concepts necessary for assessment testing. Computer games in French
vocabulary and geography reinforce computer literacy skills. DCPS MAJOR
SYSTEM PRIORITIES: Graduation Rate, Achievement, Bilingualism, Critical
Thinking, Job Preparedness, Intergroup Relations. THE STUDENTS:
The,"Let's Visit France" project was used by 210 high school students
(grades 10, 11, 12) enrolled in French levels Two through Advanced
Placement. The project is easily adapted to all foreign languages and
competency levels. Class sizes ranged from 20 to 45 students per class
period. Slight variations will make this project valuable for other
curriculum content areas and grades from upper elementary through middle
school. |
The Students: |
The Staff: Melissa Patrylo is an 18-year
veteran of the Dade County Public Schools. She has served as both a
classroom teacher and curriculum coordinator. Dr. Patrylo speaks
several languages and frequently escorts students to France and Western
Europe. She has also been chairman of two winning QUIIP projects on
cultural literacy and global awareness. She has lectured at two Florida
Reading Association conventions and is an Adjunct Professor of Reading
at Nova University. She is currently writing a book about traveling to
Europe with children. |
What You Need: MATERIALS AND FACILITIES:
This project can be utilized in a regular classroom setting. A corner
of the room can be set aside as a travel library that includes maps,
books, travel brochures and selected reading materials. Students may
check out materials from the room or the school and/or public library. A
computer for utilizing travel game disks would be beneficial, but is
not necessary. OUTSIDE RESOURCES: Guest speakers may include a travel
agent and a representative of the French Consular Office on Tourism.
Local French citizens may discuss foods and share French stories,
customs and folklore. |
Overall Value: Total immersion into the
language, history, geography and culture of France is a stimulating and
exciting method of instruction. Students delight at the discoveries
they make and grow in self-esteem as they plan their imaginary trip to
France. The melange of teaching techniques and content make each
day,"an adventure" in learning. Special focus on critical thinking,
computer literacy, and testing strategies in reading and math blend
together to make this innovative program a positive learning experience
for both students and their teachers. |
Standards: |
Library Computer Network |
Category: Technology |
Grades: 11 to 14 |
How It Works: The Library Computer Network
puts answers at the fingertips of teachers and their students. All a
researcher need do is find one of the work stations located within the
building or classroom and use the computer to access such services at
the card catalog, an encyclopedia, an atlas, a statistical analysis
package, and word processing software. Each classroom with a computer
station becomes an alternative to visiting the library for preliminary
research. This enables students to use their time in the library for
reading and analyzing their information. Students brainstorm creative
search strategies, learn to use computer networks, and develop advanced
questioning and interpreting skills. The Students: Because Nokomis
Regional High School classes are heterogeneously grouped, their network
has been designed to accommodate all types of students in all grades. |
The Students: |
The Staff: |
What You Need: Materials Needed: There needs
to be space enough for a computer in the classroom to provide a work
station, and cable needs to be strung from computer to computer. For a
simple network, 286 computers can be used as terminals connected to a
386 computer as the file server. Lantastics software and CD-ROM drives
provide many offerings, some of which include: INFOFINDER (World Book
Encyclopedia) Facts on File News Digest, Word Processor, Library
Automated Card Catalog, a statistical analysis package, and InfoTrac. |
Overall Value: This network has provided
classrooms access to an enormous amount of information through a wide
variety of academic activities: locating facts, compiling
bibliographies, calculating statistics for lab reports, and word
processing term papers. Students learn to respect the technology and
write better papers. But most importantly, students develop a positive
attitude toward research and actually use the library more. |
Standards: |
LIFE - Looking, Investigating, Finding, Explaining |
Category: Science |
Grades: 7 to 10 |
How It Works: Students participate in four
different high interest, hands-on science activities to learn and
develop confidence in the scientific method. They learn by:
investigating their own genetically determined sense of taste using PTC
paper; relating principles of heredity to their own responses,
dissecting owl pellets to learn about animal populations, food chains
and habitat preservation, germinating seeds, observing the metamorphosis
of a caterpillar Students record observations, collect data and
apply skills of analysis, inference and prediction, learning to rely on
scientific techniques. Students: The program is adaptable for
students in grades 5-8. Students work in groups of three or four; the
program is conducted for one class period daily for three or four weeks.
All four activities run simultaneously. |
The Students: |
The Staff: Michael Connolly, primarily a
seventh and eighth grade science teacher holds a BA from Marquette
University and a MEd. from Loyola University. He has taught in Chicago
public schools since 1968. |
What You Need: Materials And Facilities:
PTC paper, owl pellets, germination kits and caterpillars can be
purchased. Outside Resources: Students use library books,
encyclopedias and magazine articles for research. Field trips to parks,
botanic gardens and zoos enhance program activities. |
Overall Value: Students consciously connect
scientific investigation and instruction with simple, everyday life
experiences. The program increases student interest and participation
in life sciences. |
Standards: |
Life Long Recycling |
Category: Science |
Grades: 2 to 5 |
How It Works: Children learn and practice the
environmental concepts of Reduce, Reuse, and Recycle through a variety
of activities. They set-up a classroom recycling center and post a
graph to track their, collections. At the Resource Center, a community
recycling center, children observe the unloading and sorting of glass,
plastic and paper. At the Chicago Children's Museum The Stinking Truth
About Garbage exhibit lets children walk through an assimilated
landfill, observe the reuse of recycled materials and create projects
with reusable materials. In conclusion the children write letters to a
community leader describing their program. Students: This project
was developed with two full-day kindergarten classes. It can be easily
adapted for other age and ability levels. |
The Students: |
The Staff: Mary Lynn Duffy is a kindergarten teacher at Gresham School. |
What You Need: Materials And Facilities:
Containers are needed to separate and store recyclable materials
children bring to the classroom. Ordinary classroom supplies--crayons,
paint and glue-- are used to transform empty containers into useful
storage items. Trade books, videos and pamphlets help educate both
teacher and students. Outside Resources: The Illinois Department
of Energy and Natural Resources provides videos, a teacher's handbook
and an activity guide. The Resource Center and the Chicago Children's
Museum connect classroom activities to the outside world. Parent
volunteers' help is needed for field trips. Community environmental
activists provide classroom presentations. |
Overall Value: Children learn and practice
the concepts of Reduce, Reuse and Recycle at school, which will
encourage the practice of community recycling and environmental
protection. |
Standards: |
Lights! Color! Action! |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: This unit promotes a solid
understanding of the way our eyes perceive images and how color is a
reflection of light. Over the years I have tried to teach the confusing
concepts of light and color. Mixing light has different results than
mixing those same colors together using paint. We all are familiar with
the primary colors of paint, but not always as familiar and comfortable
in understanding that light is composed of only three: red, blue and
green. As one student said, "Color and light are odd things, you can
always see them but you don't know much about them." I've put together a
10-lesson unit that demystifies light and color. Every activity gives
students the opportunity to discover these concepts for themselves
through a "hands-on" approach and to conclude in their own words what
they learned. Students begin by using colored light filters to decode
secret messages. The students then apply what they learned to create
their own secret messages. Students continue to learn about the
spectrum, through the use of prisms and diffraction grating. Water is
also used as a prism to create the spectrum. The students also use
colored filters to look at objects around the room, notice and record
the color changes. The fun comes in noticing the new colors, or lack of
color because the objects are either absorbing or reflecting the color
wave lengths. The use of small motors, or spinning string, can help show
the combining of colors. "Seeing Things" helps the student understand
how eyes and cameras work by making a box and seeing the actual image
reflected upside-down, which is often difficult to understand. This is
then related to the parts of the eye and their functions. Other concepts
the unit covers include refraction and reflection. I developed this
light/color unit after researching science literature to find ideas that
would help simplify the complex concepts using methods that encourage
true science and learning. Another teacher at my school also taught my
unit and felt, "It was a very effective, hands-on approach to teaching
the physics of light and the visible spectrum of color. Students
remained on task and involved while physically interacting with the
learning activities of the unit. The students enjoyed their learning!"
In summarizing the unit, the students wrote their own comments about
what they'd learned. One student summed it all up by saying, "All of
these were great. At the end of each experiment I found myself saying
this was the best!" State Framework: This unit supports the Science
Framework recommendations regarding instruction about Energy: Light.
This framework emphasizes the importance of "hands-on" experiences.
The Students: In 1992-93, 190 seventh grade students in General Science
participated. The classes included ESL, Migrant, GATE and Resource
students. I taught some of this unit to my 5th and 6th graders in
previous years. |
The Students: |
The Staff: I have taught for 10 years, but
1992-93 was my first year as a middle school science teacher. I have
done the California Science Implementation Network (CSIN) training. |
What You Need: Facilities and Materials: Most
materials needed can be found in your classroom or at home . Prisms,
light filters, diffraction grating and motors can be found locally or
ordered. I will provide addresses, a bibliography and student pages.
Photo overlays can be obtained free from local newspapers. I teach in a
regular classroom rather than a science lab. The Staff: I have taught
for 10 years, but 1992-93 was my first year as a middle school science
teacher. I have done the California Science Implementation Network
(CSIN) training. Teacher packet with all labs and background
information includes several pages prepared by my 199-95 student
teacher, Doreen White. |
Overall Value: |
Standards: |
Linked Up for Measurement |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials include
Lots-of-Links, measuring cups, balance scales, and plastic bags with
collected objects for measuring, e.g. crayons, sponges, plastic spoons,
straws, ice cream sticks. |
Overall Value: As a result of the project,
children's skills and behavior have improved remarkably. They have
developed greater confidence in their ability to use the materials
properly and solve problems related to the tasks. "They have begun to
view themselves as doers and achievers," says Suchin. "The excitement
in the room, the discussions, and the children's comments as they work
reveal their motivation and their increasing proficiency," she notes. |
Standards: |
Lite Pictionaries By Brite Students |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: Lite Pictionaries By Brite
Students is a visual and tactile approach to learning the alphabet,
phonics and vocabulary development using commercially purchased Lite
Brite pegs. Chart paper and three-ring binders are used also. The Lite
Brites are used for making the dividers in students' pictionaries
(picture dictionaries). Students punch out a letter of the alphabet on a
page, then, on the pages that follow this Lite Brite created divider,
write and draw words that begin with that letter. To start,
students brainstorm words that sound like they begin with a certain
letter of the alphabet. This list is transferred to chart paper (for
reference by the students) with a picture next to each word, if
possible. Students then stick the Lite Brite pegs in their own paper to
form the beginning letter of the words the class brainstormed. The
students then create pictionaries for the words beginning with that
letter. As their vocabulary increases, the students write more words in
their pictionary to refer to during journal writing, learning logs,
response logs or creative writing. An introduction of Dolch words also
may take place by punching out only that word, then writing or dictating
a sentence using that word in context, and then drawing a picture about
the sentence. The students love the excitement of working with the
Lite Brites and get even more excited about the words that they can
read, write and use. They can,"picture" their own progress!, Dcps Major
System Priorities, Achievement, Standard English, Parent Involvement,
Blueprint 2000 Goals, Student Performance, Learning Environment The
Students: Lite Pictionaries By Brite Students has been used
successfully with kindergarten students. Some of these students had
limited English proficiency skills. It also can be adapted for first-
and secondgrade students with minor changes. This project lends itself
to individual, small and large group instructional activities. |
The Students: |
The Staff: With a bachelor's degree in
elementary education and two classes short of a master's in early
childhood education, Dawn Pearce has been teaching in DCPS for three
years. She recently has begun promoting her ideas to instructional
magazines and sold her first idea in December 1992 to Mailbox. |
What You Need: Materials And Facilities, Lite
Brites pegs, chart paper and binders are needed. Outside Resources,
Lite Pictionaries By Brite Students can be operated without any outside
resources. However, parent volunteers can be used to help with the
project. |
Overall Value: Lite Pictionaries By Brite
Students provides the means for creating a positive and motivating
language arts environment. It introduces and reinforces the alphabet,
phonics and vocabulary development while enhancing journal writing,
learning logs, response logs, and creative writing. |
Standards: |
Literacy Through Photography |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Students with limited English
proficiency often express themselves better through images. Photography
can be used to help their process of self-expression and to facilitate
verbalization. By photographing themselves, their families, their
friends, and their environment, students access the language needed to
describe their world. Moreover, students work together to stage scenes
of,"photo-strips" (similar to comic-strips except using photographs)
through which they are able to convey their dreams and frustrations.
For example, one student composed a photo-strip about a teacher who
would not admit that she had lost the student's homework. Another
student composed a photo-strip about her dream of becoming a dancer and
her efforts to make the grade to make the dream possible. The Student:
The students are children of recent working-class immigrants. Most of
them have limited English proficiency and a history of troubled
education. |
The Students: |
The Staff: The project needs only the
students' regular teacher who has had previous experience with this
project and is a photographer and writer himself. |
What You Need: Materials: The school provided
the darkroom facilities. Funds from this grant are needed to acquire
two cameras for student use. Outside Resources: None needed. |
Overall Value: Similar programs have been
implemented successfully not only in the United States but throughout
the Third World. Last year, Ms. Wendy, Ewald, the pioneer of these
projects, was awarded the MacArthur Award, for precisely this kind of
work. The interaction between the image and, language that occurs when
students are empowered with the ability to depict is extremely rich in
possibilities. Finally, students also learn optics and laboratory
skills like timing, weighing, and the photochemical properties of
photographic materials. |
Standards: |
Literary Fun |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Once your students are involved
in this monthly literature program, their reading and language skills
are bound to improve. It is designed to motivate children and to
promote a love for reading good books while strengthening basic
comprehension skills. Each month you promote an age-appropriate book
through the following activities: reading the book aloud; discussing
the story and its author, setting up a display table featuring the
author's books, putting up posters and student drawings relating to the
book, encouraging each student to write in a special monthly journal
using the cover of the chosen book as the lead page, having students
make a dictionary of new words encountered in the book, adding pictures
and sentences illustrating the words, having students write their ideas
and predictions about the story, asking them to record plot, sequence,
character analysis, setting and problems on index cards, having students
write about each main character in the book |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Literature and Moral Reasoning... |
Category: English/Language Arts |
Grades: 6 to 14 |
How It Works: Literature & Moral
Reasoning: Bridges to Understanding, provides, an organized schema for
teachers interested in using the moral, dilemmas literary characters
face to teach moral reasoning and, critical thinking. Students are
encouraged to methodically think, through the ethical questions
characters encounter. It can be, adapted to literature on almost any
grade level, from Charlotte, taking a stand to save Wilbur in
Charlotte'sWeb, to Huck Finn, going against the southern social norms of
slavery to rescue Jim, in The Adventures of Huckleberry Finn, to
Antigone risking death, as she follows a higher moral law in Sophocles'
play, Antigone. We begin by looking for any ethical questions or
moral dilemmas, that occur in the work being studied. Students keep a
reading log, where they make note of any specific instances where the,
characters are faced with a moral problem. As they progress, through the
literature, students list the moral problems the, characters encounter
on a section of the chalkboard. The class then selects one of the
moral dilemmas and the, situation is analyzed using four fundamental
principles found in, most ethical systems: a) relationships with others
bring, obligations and these need to be honored; b) certain universal,
ideas need to be honored (e.g. justice, tolerance, compassion peace,
loyalty); c) actions have consequences, and beneficial, actions should
be preferred over harmful actions; d) particulars, in a case might alter
one's judgement. (From Vincent Ruggiero The Art of Thinking) If
faced with this ethical situation, what decision would the, student make
and why? The students brainstorm the situation in, small groups, using
the principles as a guide. The culminating, activity is a two page paper
that they complete independently for, homework. The next day in class
they present their moral, reasoning to the class, with the teacher
probing and stretching, their thinking by coming up with related
hypothetical situations. The teacher and students develop several other
examples of moral, dilemmas from their own lives and, using the above
principles work through them. The discussions are often wide-ranging
and, profound and invariably make for a dynamic class. We spend at,
least 1-2 class sessions on this activity for every work we, study.
These principles can be applied to any literature, film, or, historical
event in which moral dilemmas exist. The formality of, the analysis
takes students past conventional ethics and leads, them to see the
reasons behind principles and resulting laws or, rules. It also prepares
them to handle the moral dilemmas that, all human beings face at one
time or another, thus developing, their own values and verbal and
writing skills. The English/Language Arts Framework recommends teaching
higher, level thinking, where students question their assumptions
provide support and evidence, look at consequences and analyze,
conflicting views. In 1993-94, 75 sophomore English students
participated, all of, them successfully, based upon class participation
and written, assignments. |
The Students: |
The Staff: I have taught high school English
for five years. Previous, teaching includes 7 1/2 years of college
English teaching. I have, been a Mentor for two years with an emphasis
on cross curricular, education and critical thinking. |
What You Need: A normal classroom suffices
for this activity. Students are encouraged to ask parents about moral
dilemmas they, have faced in their professional lives. Students may also
bring, in articles from newspapers or magazines that deal with ethical,
dilemmas. |
Overall Value: |
Standards: |
Literature Circles |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: Literature Circles are
student-sponsored groups who select and read the same book. While
reading, they prepare to play one of several discussion roles:
-Discussion leader initiates interaction through questions. -Vocabulary
leader identifies unfamiliar words. -Literary Luminary finds special
or appealing passages.. -Connector helps relate reading to other ideas.
-Illustrator draws pictures related to readings. Roles are rotated.
When a book is finished the group may chose to report to the class.
Then students move on to another circle and the process is repeated.
Students: Literature Circles can be adapted for reading and
discussion of fiction or non-fiction all grade middle and upper levels
across the curriculum. In fifth grade the groups meet for discussion
three times a week. |
The Students: |
The Staff: Marianne Flanagan received a BSEd and an MA from Chicago State College and has taught in Chicago schools since 1969. |
What You Need: Materials And Facilities:
Books are an essential component of Literature Circles. It is best to
store them in a class library for easy access. Milk crates form
convenient shelves. Outside Resources: The school librarian is
helpful in recommending books for the classroom library. No other
outside resources are needed. |
Overall Value: Literature Circles combine
cooperative learning with independent reading. Through these discussion
groups students increase their comprehension, improve vocabulary and
enjoy a wide variety of literature. Students want to read more. |
Standards: |
Literature Unites Us |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: The children learn to truly
love reading through this whole language program. Two classes meet
together daily for 80 minutes. A typical session involves children in:
choosing an appropriate book to read, silent reading for 20 minutes,
discussion with the teacher the when book is finished listening to
classroom,"Book Talks" - students discuss the merits of particular books
and give recommendations, reading and discussing the same book in small
literature groups, writing and mini-skill lessons All students
become committed readers through this process. By offering a broad
assortment of books, modeling silent reading, gradually lengthening
silent reading periods and holding daily book discussions, children
learn to enjoy the printed word. Students: The program was
developed with a class of fourth graders and a class of hearing-impaired
children. Reading levels ranged from first to sixth grade. The
program is adaptable for all ages and abilities. |
The Students: |
The Staff: Frances Goldenberg holds a BS from
Northern Illinois University and an MA from the University of Chicago.
She has taught at Ray School for thirty years. Mary Pat Grant hold a
BS in Special Education/Deaf and Hard of Hearing from Illinois State
University and has taught at Ray School for ten years. |
What You Need: Materials And Facilities: A
large variety of books from pre-primer to seventh-grade level and
plastic milk crates for book storage are all that's needed. Books were
purchased at rummage sales/used book stores, donated or borrowed from
the school library. Outside Resources: The children visited a book
store where each student was allowed to purchase one book to take home.
|
Overall Value: Special Education students
were truly integrated into a regular classroom. Children became avid
readers and, classes made a one year gain on the Iowa Test of Basic
Skills. |
Standards: |
Little Smiles, Timeless Eyes . . . |
Category: English/Language Arts |
Grades: 4 to 14 |
How It Works: Little Smiles, Timeless Eyes:
Bridging the Generations is a year-long integrated social
science/language arts project that provides personal as well as written
communication between students and senior citizens in the community. The
students learn how older people are similar to themselves, how they are
different, and how the elderly are an important part of every community
and culture. Each and every one of us has a responsibility to help care
for our elderly. Students do their part with this project. In the fall
we read and discuss literature books (Sachiko Means Happiness, Annie
and the Old One, and Wilfred Gordon McDonald Partridge) that focus on
children and their relationships with an aging friend or relative. Then
we discuss special friendships of the students with older persons and
the many positive ways children and seniors can share experiences.
Since there is a residential care facility for the elderly in our school
neighborhood, I ask the students if they want to meet some of the
residents. They are very enthusiastic about this. I contact the
activities director who chooses several residents, with no family in the
area, who would benefit from interaction with children. The students
are divided into small groups and each group is matched with a resident
who becomes the "adopted grandparent" of those students. The students
produce a video introducing themselves, their classroom, and their
school to their new grandparents. Throughout the year the students visit
and participate in a variety of activities including letter-writing,
interviewing, storytelling and oral presentations with their adopted
grandparents which strengthens the students' language skills. In the
spring the adopted grandparents are invited to visit our school. Since
most of the students' real grandparents do not live nearby, they are
very enthusiastic about sharing time and activities with their new
grandparents, as are the seniors for the same reason. The friendships
continue as students visit their adopted grandparents after the school
year is over. Parents comment on how much they like the project. This
program reinforces good citizenship, social skills, helps students
understand their community, and respect the rights and value of the
elderly. The students discuss the effects of aging on individuals and
society and the responsibilities of each citizen to help care for the
elderly. The mutual respect between the students and the seniors
enhances the self-esteem of both. State Frameworks: The idea emphasizes
the History/Social Science Framework's recommendation encouraging
students to become involved in their community. Using literature and
real life experiences to listen, speak, read, and write is recommended
by the English/Language Arts Framework. The Students: In 1992-93, 32
third grade students participated. The class represents a wide range of
achievement levels and includes several limited English proficient
students. All were able to participate successfully. I have used
variations of this project for the past four years and it can easily be
adapted for students in grades 2-12. |
The Students: |
The Staff: I have taught grades 2-6 for over 20 years. I have been a Process Mentor for nine years, and have my LDS certificate. |
What You Need: Facilities and Materials:
Materials needed are: a video camera, VCR, television, writing and
drawing supplies. Materials and bibliography dealing with aging, the
elderly, and grandparents are available from me. Outside Resources:
Teachers need to contact a local residential care facility for the
elderly or a senior center to set up the program. The site activities
director can often be a classroom speaker. Parents assist on field trips
and with the spring celebration at school. |
Overall Value: |
Standards: |
Lively Literature |
Category: English/Language Arts |
Grades: 4 to 4 |
How It Works: This program is designed to
introduce students to a variety of children's literature throughout the
year. Through cooperative group work, the students learn new
vocabulary, become excellent questioners, master story mapping, develop a
love for literature and bring stories to life during group
performances. At the beginning of the year, the class is divided into
five literature groups. Literature time is a 30-minute period, separate
from, reading. As a class, we work on each piece of literature for
approximately one week. On the first day, I introduce the piece of
literature. We build on background that the students already have. I
then read the story to the class. On days two, three, and four, the
students work in their literature groups to accomplish one of five
tasks. Group one: Vocabulary Finders This group rereads the story and
locates at least five interesting or unusual words. They then write the
page number and the sentence from the story. The group must also look
the words up in the dictionary and write a sentence of their own. Group
two: Question Writers This group rereads the story and develops at
least five questions for the class to answer. They must identify the
question type, write both the question and answer and the page number
where the answer is. Group three: Story Mappers This group creates an
original story map. The map must identify setting, characters,
problem, and resolution. Group four: Story Enrichers This group is
given an enricher's menu. I give them a number of activities to choose
from. Group five: Performers This group chooses a favorite part of,
the story to perform. They create original costumes and props. On
day five, the class shares their work. The vocabulary is taught,
questions are asked, the story map is revealed, the enrichers enrich the
entire class and the performance brings the literature to life. Each
week the groups switch jobs until each group has completed each task.
The students are then regrouped. The Student: This program is
currently being implemented in a second grade classroom but, can be
adapted to any elementary grade level. |
The Students: |
The Staff: The teacher is the only one
necessary for the implementation of this program; however, parents can
be quite useful in assisting in monitoring the individual groups. |
What You Need: Materials: The materials
needed are: multiple copies of each title, dictionaries crayons,
markers, paper, and, assorted items to create costumes, and props. The
only facility necessary is the classroom. Outside Resources: No
outside resources are required. |
Overall Value: "Lively Literature" nurtures a
love for reading. The program also encourages students to work
cooperatively to accomplish a task. As each week goes by, the students'
vocabulary is increased and their comprehension skills are
strengthened. The students look forward to each Monday to see what the
new book will be and then they work diligently until Friday when the
story culmination occurs. The, students have learned that reading can
be fun! |
Standards: |
Living Biography |
Category: English/Language Arts |
Grades: 7 to 9 |
How It Works: The Living Biography enables
students to improve their speaking and, listening skills through oral
presentations. Students choose a, biography of their choice. After
reading this biography, students, present an oral presentation about the
person's life. The student assumes the person's identity and
delivers his or her, speech in the first person, I. Through their
speech they inform, the class about the significant contributions of the
person. Students also critique their own presentation and the oral,
presentations given by their peers. Rather than preparing a
traditional book report, students create, innovative displays to
illustrate their understanding of the, biography. Students can produce
timelines or mobiles to show, significant events in the person's life.
Students also are, encouraged to develop original ideas to portray their
perception of, the book. For example, an oral presentation about,"The
Helen, Keller Story" began with a five-minute dialogue in sign language.
DCPS Major System Priorities: Standard English, Intergroup
Relations Blueprint 2000 Goals: Learning Environment, Student
Performance, Graduation Rate and, Readiness for Postsecondary Education
and Employment The Students: Approximately 75 seventh-grade
regular and advanced students, participated in the LIVING BIOGRAPHY
during the 1991-1992 school, year. The project can be adapted easily.
Students from fifth-, grade and up can benefit from this activity. |
The Students: |
The Staff: Lisa Garrison is a seventh-grade
teacher at North Dade Middle where she teaches Regular, Advanced and
Gifted Language Arts. She, has a bachelor's degree in Secondary English
Education from Nova, University. She has attended numerous workshops
on cooperative, learning, global awareness and critical thinking. |
What You Need: Materials and Facilities:
This project can be carried out in any classroom. A video camera, can
be helpful, but is not essential to the success of the project.
Outside Resources: Public and school libraries will provide the
necessary biographies. |
Overall Value: Students benefit from this
activity because they will learn how to, communicate effectively.
Students will learn how to prepare deliver and evaluate a speech and
have fun at the same time. |
Standards: |
Living In History |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: Children bring American history
to life by assuming the roles of Boston residents at the time of the
Revolutionary War. After learning through museum field trips, reading
and research, students develop characters. Next the children write
scripts, create costumes and rehearse. Then,"It's Show Time!" as
student actors give presentations for their parents and schoolmates.
Students: This program was developed with fifth graders participating
in a daily forty minute Social Studies class. The program can be
adapted to fit any age group from third through eighth grade. |
The Students: |
The Staff: Thelma Karson holds a BS in
Elementary Education and a MA in Urban Planning and Policy. After
teaching fourth grade for four years, Mrs. Karson taught seventeen years
as a substitute in Chicago schools. Nine years ago she was assigned as
a teacher at Peterson School, her alma mater. |
What You Need: Materials And Facilities:
Easy-to-read, well-illustrated books that can be completed in about
thirty minutes were used. Each student reads over twenty different
titles. The final presentation can be given in the school auditorium or
in individual classrooms. Outside Resources: Field trips to
city museums heighten enthusiasm for the project. Parents can provide
assistance in creating costumes and scenery. |
Overall Value: Children's interest in history
increases, their creativity is stimulated and their self-esteem is
boosted. They learn from their research and from each other. |
Standards: |
Loading All the Bases with Creative Writing |
Category: English/Language Arts |
Grades: 5 to 5 |
How It Works: The purpose of this project is
to demonstrate the technique of integrating creative writing in all
subject areas. One of the most frequently asked questions concerning
this technique is,"Where do you find the time?" The answer is simple.
It's not the amount of time that is available, but rather how it is
used. The key word is CREATIVITY!,,"Creative Writing" allows students
and teachers to put the puzzle of skills and concepts together to see
the whole picture. Students learn basic skills through,"Creative
Writing". For example, a reading class may begin with vocabulary skills.
Students decode and discuss words to ascertain understanding of
concepts. Words are then chosen from the list to create original story
titles. Students write synonyms to expand vocabulary for the story.
Others may choose to write poems. At the conclusion of the first draft,
students work in small groups to identify correct usage of vocabulary,
give positive feedback, and make suggestions for revision when
necessary. Students then begin work on final writing and illustrations.
It is important to note that at the conclusion of a product, all
students have focused on reading, spelling and grammar as an integrated
unit rather than fragmented subjects. The final outcome of a reading
lesson is the excitement shared as students publish their creative work.
In order for learning to take place, information must make sense to
the students. This teaching style helps children to see the whole
picture, thus making activities logical and meaningful. DCPS Major
System Priorities: Achievement, Standard English, Critical Thinking,
Intergroup Relations. The Students: This project has been used with
small and large groups of eight to 30 third graders which meet daily for
one hour. These students have been models throughout the school and
have won district recognition for the superior quality of their work.
The project is adaptable to any grade level. |
The Students: |
The Staff: Marilyn Gore has been teaching for
12 years, with six of those 12 years at Sunset Park Elementary School.
Ms. Gore has won several distinguished literary awards for outstanding
works produced by her students, and presented the Writing Project to
educators at Delphi Foundation National Conference. She was also honored
as Sunset Park's 1989-90 Teacher of the Year. |
What You Need: Materials and Facilities: The
writing project requires minimum equipment. The regular classroom
should have a wide variety of books, a typewriter or computer, and art
supplies. A tape recorder to record sessions of students working in
groups would be beneficial. Outside Resources: Students use the school
and public libraries to conduct research. Time spent on such skills
has proven to be invaluable. Parents come to share their talents and
occupations with students. |
Overall Value: Teachers are constantly
struggling for time in a busy schedule to cover basic skills. By
integrating,"Creative Writing" in all areas of the curriculum, students
create and learn simultaneously. Students' ability to express
themselves orally and in writing is the result of creativity. Students
want to be there and have to be coerced to stop at the end of the
period. In addition to academic achievement, students develop
tremendous ability to interact positively in a group setting. |
Standards: |
Look Back, Look Front OR Be Little, Be Big |
Category: Arts |
Grades: 3 to 4 |
How It Works: The purpose of this project was
to actively engage the students in thinking about opposites and
comparing attributes and then finding these concepts in their classroom
or playground and photograph them. After becoming familiar through
children's literature with concepts of opposites and attribute terms of
size and shape, the students worked with a partner and explored their
environment taking photos with disposable cameras. The uniqueness of
the learning situation was that they were able to take concepts, read
about them and then apply the new learning to different objects. |
The Students: There were 27 first grade
students of average to above average ability along with two learning
disabled students who took part in this project. It was a weeklong
project that involved the study of the concepts, photographing subjects,
sorting, and making the books. This project could be adapted with
other ages and groups by choosing more difficult concepts |
The Staff: Maryann Key has been teaching for 29 years and is currently working on her National Boards for Teacher Certification. |
What You Need: Parents furnished fifteen
disposable cameras; one for every two students. The teacher did tTana
Hoban's books were an excellent resource for this project. Bruce
McMillen's books were also good due to the photography. A room with a
variety of objects, as well as a playground with lots of space and
equipment was helpful.he film processing. |
Overall Value: Children's choices, as well as
higher order thinking skills, make this an activity worth doing.
Photography was a skill not often used, but due to its motivational
element, it is worth the effort in order to achieve a better
understanding of concepts. It also allowed for the students that are
less adept at writing to really excel since they only needed to write a
pair of words. |
Standards: |
Looking At The World With Books |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: This project is designed to
enable and encourage children to choose reading as a way of entering the
wide world of imagination and information. Supplementing regular
library visits, it sets up a classroom library to give students
independent and unlimited access to books at many levels of interest.
The teacher promotes this project by: providing a classroom library
with a wide range of books, giving students twenty minutes a day for
personal reading, scheduling fifteen minutes a day for reading aloud in
class, encouraging other faculty members to promote library activities,
requesting parents to sign a contract for home activities - reading
aloud, gathering books and magazines and other written materials, asking
students to keep records of personal reading time and books completed
(using hand shaped cutouts to note titles on a bulletin board), |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
LUNCH BOX MINI-CONCERTS |
Category: Arts |
Grades: 2 to 8 |
How It Works: The purpose of the "Lunch Box
Mini-Concerts" is to celebrate a sample of the art, music and dance that
is unique to a country. The Mini-Concerts help students gain an
appreciation of and pride in their own cultural heritage as well as a
respect for the heritage of their classmates. Each concert features a
single country chosen to reflect the heritage of the students who attend
the school. Three to five concerts are scheduled each year.
The entire school (K-5) is involved with each concert. The special area
teachers work as a team in planning the programs. Lessons that highlight
the culture are integrated into the Art, Music and P.E. curriculum.
Every classroom teacher selects 4-6 students to attend special dance and
music rehearsals. Attempts are made to have every child perform at
least once throughout the course of the school year. Dances and songs
may be modified for different grade levels. These students have the
opportunity to express the unique elements of the chosen country by
performing a song and dance during each lunch wave. Simple costumes are
often made in the art room. Parents, students and staff volunteer and
assist in planning each celebration. This could include finding art
work, storytelling, samples of ceremonial dress, native guest musical or
visual artists, costumes, and authentic items for display showcases.
Many classroom teachers supplement the concerts by offering lessons on
the history, geography, language or customs of the celebrated country.
The kitchen staff adds authentic cuisine to the menu of the day. The
concerts last between 10 and 15 minutes and take place during the middle
of each lunch period, between serving and cleanup. Families and friends
are informed of the concerts through an article in the weekly school
newspaper and invited to join the celebration.
|
The Students: |
The Staff: Steve Garneau, Bill Myers and Rosemary Pribilla Pleasant Valley Elementary School, South Windsor |
What You Need: Stereo system, resources of
art, music, dance and food from selected countries, display case items,
guest performers and art supplies. |
Overall Value: Lunch Box Mini-Concerts allow
students to learn about cultures by participating in the arts of the
cultures. The concerts help students to develop productive and
satisfying relationships with children from different cultural
backgrounds. Students gain a sensitivity to the opinions and customs of
others, helping them to understand and appreciate their own historical
and ethnic heritage as well as that of others within the school
community. The concerts give them a chance to express themselves without
requiring additional time for assemblies. In a unique way, lunch time
is being used educationally.
|
Standards: |
Lunch! Roots, Stems, Leaves, And Seeds |
Category: Science |
Grades: 9 to 9 |
How It Works: Science Students study the
structure of seed plants, plant processes, and plant behaviors. These
topics are reinforced through small group lab experiments such as, |
The Students: |
The Staff: Because the entire seventh grade
is involved, a teaching team of six teachers plans and implements the
unit. However, an individual teacher could adopt any part of the unit.
Parent volunteers are critical to the success of the plant luncheon.
The project is fully supported by staff and administration. |
What You Need: Depending on the number of
students involved, a large area for group work may be helpful. Access
to computers is useful for compiling the cookbook, and the library media
center is ideal for research components of the unit. A supply of
construction paper, glue, markers, scissors, graph paper, and blank
world maps is needed. Seeds, soil, and pots are required for certain
plant labs, and plant samples are necessary for science and for the
Fibonacci lesson. The cafeteria is reserved for the day of the
luncheon. |
Overall Value: You are cordially invited to
... Lunch: Roots, Stems, Leaves, And Seeds. Join students as they
explore the world of plants through a variety of hands-on activities
such as labs, maps, graphs, journals, stories and art projects. The
unit culminates with a plant luncheon which is planned and prepared by
the students. Recipes for dishes served at the luncheon are collected
and later published by the class in a vegetarian cookbook. Within the
context of an integrated curriculum, students develop an awareness of
their relationship and responsiblity to the plant world. The,
activities require students to apply and refine their critical thinking
and problem solving abilities. As they engage in the research process,
students develop cooperative learning skills and gain familiarity with a
wide variety of information sources. Students increase their
understanding of numerical concepts as they discover how sequences and
patterns occur in nature. The scope of the unit allows students of
diverse developmental levels and learning styles to experience success
and feel a sense of community. |
Standards: |
M.A.S.Q.U.E.: MAKING A SCIENTIFIC QUERY USING EMOTIONS |
Category: Science |
Grades: 7 to 14 |
How It Works: "M.A.S.Q.U.E." is a creative
interdisciplinary extension of language arts, mathematics, social
studies, and health that begins in science class with the study of the
brain and its areas that control voluntary and involuntary functions .
Emotions are discussed in connection with the characters in Gaston
Leroux's The Phantom of the Opera that students are studying in language
arts class. Since the Phantom's mask represents a powerful yet
foreboding symbol, students question and discuss ways people "mask"
emotions and probe possible reasons for creating such "masks."
The anterior (front) aspect of the skull is studied in science while
reading continues in language arts class. Students apply their knowledge
of the facial structure and bones by sketching a dotted line mask over a
skull template. Before sketching, students engage in small groups to
discuss the types of emotions, the symbolism of mask shapes, and the
spatial locations on the skull related to the identified emotion of
their character. Students are challenged to apply prior knowledge from
art, math, and language arts classes that are helpful in developing a
dynamic mask that captures the physical and emotional attitude of the
character; computer assisted designs are encouraged as an extension of
this activity. Students finally cut, paint, and decorate their masks.
|
The Students: Elements of expository writing
are emphasized in this activity as students eagerly respond to
creatively compose pieces such as poetry, letters to another character,
or diary entries; divergent thinking is evident. Both written and
artistic works are shared by students in two culminating activities.
First, two science class periods are used for students to share their
mask creations and their creative writing piece which are evaluated by
six-point rubrics; secondly, students become actively engaged with their
masks when they wear their mask to a Masquerade Ball and dress in the
costume of their character from The Phantom of the Opera.
|
The Staff: Nancy B. Salvatore
|
What You Need: Art supplies and mask forms. |
Overall Value: "M.A.S.Q.U.E." encourages
students to explore an otherwise elusive connection between science and
classical literature. The variety of activities enables students to
perform at high levels of achievement while addressing their multiple
needs and abilities. Students exude pride and appreciation of common
human physical and psychological attributes in their accomplishment
through oral and physical demonstrations of their work; evaluation is
consistent using interdisciplinary rubrics. Students enhance their
learning while monitoring concrete and abstract thinking, identifying
cause and effect relationships, and applying inductive and deductive
reasoning to solve a scientific query.
|
Standards: Intellectual Curiosity Reasoning and Problem Solving |
M.I.L.E.S.-Mentors In Leadership Educating Students |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Did you ever consider becoming
an audiologist, a truck driver, a police officer, a ventriloquist?, In
this project children learn about the wide range of career choices
available, to them. After listening to guest speakers talk about the
tasks and skills required in their jobs, children have a broader
understanding of what they might do someday. The speakers, community
members and parents, provide role models and introduce new vocabulary
and terms. Visits to job-sites and museums, viewing job-related films
and follow-up writing or math assignments reinforce new areas of
knowledge. Students: This program is adaptable to all age groups
and achievement levels. |
The Students: |
The Staff: Judy Ann Thomas holds a BS from
Lincoln University and an MS from Governor's State. She currently
teaches composition to second and third graders and coordinates the Drug
Abuse, Family Life and Parent Workshops at her school. Chiquita
Washington teaches third grade and holds a BS from Chicago State
University Honors Program. |
What You Need: Materials And Facilities:
Each speaker gave two back-to-back forty minute presentations in the
school gymnasium. A microphone, projector, screen and a VCR and video
monitor are needed. Outside Resources: The community and friends
and family members of the school's staff and students provide a wide
range of possible speakers. Professional organizations and government
agencies will also arrange to send presenters. The goal is to present a
broad range of vocations. |
Overall Value: This program provides children
with concrete alternative career choices and motivates them to set and
achieve educational goals. |
Standards: |
Macaroni Math And More |
Category: Technology |
Grades: 5 to |
How It Works: Macaroni Math and More uses
hands-on activities to develop problem solving and higher level
thinking skills in all subject areas. The program's core consists of
the following: pasta patterns, pasta graphing, expanded and standard
notation using Kraft Macaroni and Cheese, pasta numbers, greater than
and less than comparisons with pasta man (reminiscent of the Pac-Man
videogame), pasta symmetry, and the pasta store. For example, children
involved in the pasta graphing activity pick a small plastic bag filled
with assorted pasta. They then sort and count the different types of
pasta, placing the pieces on an activity sheet. They then remove the
pasta from the activity sheet and color the boxes representing each
type, creating a pasta bar graph. Many more activities can be added to
expand the program. Pasta is used in almost every culture. Students are
fascinated to learn about the many different styles of pasta and how
these are used in other cultures. Students complete research reports on
"Pasta Around the World." They use the computer to access information
through the encyclopedia and the Internet. Students share reports in
class and then they create their own types of pasta and write about
them during creative writing. The program supports the National Council
of Teachers of Mathematics (NTCM) Standards (1989) and new Performance
Standards in Mathematics (1998). |
The Students: The students are all members of
one third grade classroom. (Other third grade students are able to use
the center when given permission by their classroom teacher.) The
students are heterogeneously grouped. The program can be adapted to
almost any age group. For the students that have difficulty reading,
audiotapes and cassettes have facilitated their participation. Students
have the opportunity to work in small groups of two, three, and four
for this program. |
The Staff: Karen Schaefer has taught third
grade for the past three years. The program is carried out with the
assistance of Marie Spiser, the math resource teacher. |
What You Need: Macaroni Math and More is
conducted at the back of the classroom in the math center. Books used
in the center are Strega Nona by Tomie DePaola, More Spaghetti, I Say!
by Rita Golden Gelman, Stone Soup by Ann McGovern, and Cloudy With a
Chance of Meatballs by Judi Garret. Audiocassettes of these stories are
available for non-readers. There are four cassette players with
headphones located in the listening center. Laminated color-coded index
activity cards are prepared for student use. Various kinds of pasta
are available to carry out the activities. The computer room and public
library are also helpful resources. |
Overall Value: The program is designed to
make math fun while integrating other curricular areas. Macaroni Math
and More expands cognitive abilities by providing students with
activities that reinforce and expand problem solving skills, reasoning,
critical thinking, and communication skills. This program has endless
possibilities that facilitate math learning as well as multicultural
awareness, language arts, history, art, and technology. The best part
is that because of the program's manipulative context, leaning math is
really fun. |
Standards: |
Magnetic Bunnies and Other Math Manipulatives |
Category: Mathematics |
Grades: 4 to 4 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials needed for the
project include oaktag and poster paper for making charts; assorted 8
1/2" x 11" colored rexograph paper; colored pencils, markers, crayons,
and paint; assorted arts and crafts materials such as feathers, sequins,
etc.; glue, paper fasteners, and scissors; classroom books on
mathematics, e.g. And Then the Doorbell Rang; and videotapes to tape
the project in action. A paraprofessional can assist in facilitating
the project; parents, volunteers, and older students help check the
children's progress. |
Overall Value: Magnetic Bunnies and Other
Math Manipulatives is an exciting and worthwhile project for children.
"Instead of dreading math period, children look forward to the
opportunity to learn new skills so they can create new pages for their
books," Ferrer explains. They take great pride in sharing their books
with other children and in displaying their work for parents and staff
to see. Their display won top honors at the school math fair and at the
district office math fair. |
Standards: |
Magnificent Manufacturers |
Category: Social Studies |
Grades: 6 to 6 |
How It Works: The program is one that brings
an awareness of manufacturing, cooperative relations, the economic
system, and many related terms needed for showing knowledge of a free
enterprise system. The children are divided into various committees in
which they will work. Suggested committees that worked in my classroom
are production, advertising, accounting, delivery, gathering
information, and graphics committees. Each committee will be given
various jobs to complete a cookbook. The children gather recipes and
produce a cookbook. After production is completed by necessary
committees the book is advertised and sold to customers. Teaching
producers and consumers. The children in accounting then recognize the
credit and debit system. They only hope to be smart producers so that
they will make a profit. They then will deliver the books in a fashion
which would be appealing and interesting to their customers. Other
terms related to this project are specialization, producer, consumer,
and interdependence. Children learn how a business works and depends on
our free enterprise system and how interdependence works within a
manufacturing business. The project has the students doing research
before selling the product, and finding out what would be the best price
for the book. They also do research into how to write out a recipe and
how to develop a book. The Student: This program has been used in
fourth grade to teach a process of, production of a product used for
producing better TAAS scores. It, could be adopted to other grade
levels. |
The Students: |
The Staff: This project can be used by a
classroom teacher with the assistance of the computer teacher to type
out the pages of the book. The art teacher could help the, advertising
and graphic committees. |
What You Need: Materials: The students will
need outside references to recipes. Duplication of books will include
paper, drawing materials, binding materials and research materials in
the library. The work will be facilitated in the classroom.
Outside Resources: The necessary outside resources are,
neighborhood libraries and librarians, and most important, parental
support. The school teachers will also provide additional help. |
Overall Value: By participating in this
project the students will have a great appreciation for the
manufacturing business. It will also provide the teacher with knowledge
that her students will understand economic terms and how free
enterprise works. The terms involved will enhance the, children to be
better consumers and producers. The students will also, learn to value
the costs that go into a business. |
Standards: |
Mail Call! |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: In Mail Call!, students
discover the joy of writing and reading, real letters they receive,
while incorporating math and geography, by graphing where their letters
come from and how long arrival, takes. In late January we began
talking about Valentine's Day and giving, and receiving valentines. We
decided to take this activity a step, further and send valentines
through the mail. In preparation for sending valentine letters, a
letter to parents, asks them and their child to select three friends or
relatives, who have the time to write back. Parents are also invited to,
write to their child at school. The children each bring three
addresses and write three letters, during the next week. After learning
letter and envelope formats we write a basic,"skeleton" together which
includes information, learned about the postal system and our class
project. Using the, basic letter as a model, students write letters of
various, lengths or draw valentine pictures and dictate to an adult.
The next week we began receiving valentines in our individual, 3-digit
mailboxes. In 1993-94, we received over 175 letters. The, children
checked their mailboxes every morning and we heard, exclamations of,,"I
got a letter from my friend in Oregon today!" "My grandpa sent me a
valentine from Finland!" The children are, anxious to read their letters
and share them with friends. They, then stamp the date of arrival on
the envelope and using, information they learned about postmarks,
determine how many days, the letter took to arrive before finding the
city of origin on a, map. We received letters from as far away as
Israel, Germany Sweden and Australia and we discussed many different
kinds of, stamps, costs and currencies. These activities go on
concurrently with research on the postal, system, stamp-designing and
literature-based activities using, books such as What the Mailman
Brought. For example, students, write and illustrate a class book using
the Mailman, book as a, model. The entire project generated great
enthusiasm by the students parents, and people who received the
letters. Through reading and, sharing our letters we learned about our
extended families, other, places in the world, and how much joy
receiving a letter can, bring. The English/Language Arts Framework
recommends using real-life, experiences to bring relevance to the
individual child's life in, reading, writing, speaking and listening.
The History/Social, Science Framework recommends developing
understanding of our, community and exposing students to geographical
features and, cultural differences. The Mathematics Framework recommends
the, use of graphing and problem solving while developing the concepts,
of odd and even, money, and consecutive numbers. Forty-eight students,
grades K-6, participated in this project, during the 1993-94 school
year, including children with special, needs and limited English
proficiency. |
The Students: |
The Staff: I have taught for three years, K-6
and 2-6 at Goleta Open, Alternative, and second grade at a
600-student,"waivered school" near Redding, California. I also taught
in Dublin, Ireland for, six months as a participant in a student teacher
exchange, program. |
What You Need: This project requires a large
bulletin board area, writing and, art supplies and many books about the
post office, mail carriers, and letters. A bibliography will be included
in the teacher, materials. Arrange a field trip to a local post office
so students can mail, their letters and see all the fascinating
machinery at work. |
Overall Value: |
Standards: |
MAINSTREAMING MAIN STREET INTO THE REGULAR CLASSROOM |
Category: Special Education |
Grades: 2 to 10 |
How It Works: Using historic buildings in our
business district as resources, the students build mapping skills,
learn local history, understand basic economics, and gain an awareness
of the interdependence of community. To link subject area content to
real world application, students accompanied by teachers and parents
spend an afternoon on Main Street, sketching "their" building on
prepared grid paper that makes use of measurement and proportion. They
include architectural details. A photo is taken of them in front of
their building. Next, the art teacher discusses with them methods of
creating dimension, spatial relationships, and the use of color.
Finally, in a workshop atmosphere the students create a water colored
replica of their building and Main Street is reproduced on our bulletin
board with a compass rose and map key.
|
The Students: In the research phase, the
students investigate their buildings through print and nonprint sources.
The town historian and the First Selectman visit. An interview sheet is
devised and sent to the current occupants of each building to gain
information on the history of the building as well as the present use of
the property. The students organize this data chronologically on a
chart or timeline. A computer data file is created and stored in the
school library to be used by other students researching our town. Each
student writes and delivers an oral report on "his or her" building.
Following a discussion on the range of occupations represented, students
write a paragraph, selecting one occupation that they would find
satisfying. Another linguistic use of their research is writing a story
about being left in the building at closing time. Each student must
conceive ideas and use elements of the particular business housed in the
building for an escape.
|
The Staff: B.G. Brown |
What You Need: |
Overall Value: Children develop a sense of
belonging to a group larger than friends and family as they learn about
our community. They research one facet of Main Street. Sharing their
information gives a global look at the interconnectedness of our
merchants. This is a project-based curriculum that culminates in
authentic tasks interweaving several academic areas and drawing on a
variety of intelligences. There is direct experience, interaction, and
collaboration assuring that each imaginative, analytic, or dynamic
learner is a productive participant. The project fosters growth in
interpersonal skills necessary for success in a workplace of the future.
|
Standards: Sense of Community
|
Major Views |
Category: English/Language Arts |
Grades: 13 to 13 |
How It Works: , Major Views involves students
in the process of formulating a viewpoint on a, current event and then
communicating that viewpoint to their peers. Each student, completes
library research and writes a position paper on a current events topic.
The position papers are rewritten and edited until they effectively
communicate, and back up opinions with relevant facts. Then the
students work in teams to, produce videos about their topics using,"CNN
Newsroom" footage to augment, their audio commentary. The video
productions are then shown to the entire, student body in social studies
classes via the school cable system. This program turns a passive
medium into an active learning experience as the, students discover root
causes and hypothesize solutions before they watch the, television
footage. The students practice writing skills, expand their knowledge
of, technology, learn the difference between fact and opinion, and
develop study, questions for students to answer as they watch Major
Views. Twenty-six eleventh graders in American history class with a
wide range of, abilities and interests participate in the program. |
The Students: |
The Staff: , The entire library staff, a
social studies teacher, and the reading teacher developed, the program.
In addition to them, a student teacher and the computer lab director,
implement the project. |
What You Need: Although special equipment is
not essential to implement the program, it is more, effective with the
use of computers, CD-ROMs such as Proquest and News Bank's, Washington
Post, online services, S-VHS camcorders, and video editing, equipment.
Library space for research, classroom and computer lab space for
writing, and TV, production lab space for shooting are also needed.
The staff at CNN has made a major contribution to the program. |
Overall Value: , Students learn to write more
effectively: to separate fact from opinion, to support, viewpoint with
fact, and to master the mechanics of writing. They learn to access,
information using technology tools and to create their own TV news
shows. In, addition, they teach an entire school valuable current
events lessons using the in-, school cable system. The program has a
positive effect because students become excited and more, motivated to
do more and better research to find the appropriate facts for their,
position papers. |
Standards: |
Make It Into A Game |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: , Changing boring book-work
into an exciting game can be a great way, to get students more involved
in their classes. Students are given, the opportunity at least twice a
week to participate in a math, competition. The teacher chooses two
class captains, who then, choose their teams and agree on a team name
("The Terminators" is, a favorite). An itemized price list of twenty
items is written on, the board. One student from each team is then
called up to the, board and given a card with a word problem on it, such
as: "If you, buy bread, milk and cookies, how much will you spend?"
Each, student must look at the price list, copy the prices on the board,
and complete the problem. If the student is having a difficult time
with the problem, he or, she may call on any teammate to come to the
board and help. The, student who correctly completes the problem first
and explains his, or her answer is the winner and his or her team
receives a point. The game is played until one team reaches ten
points, or until time, permits. All members of the winning team
then receive a prize. This game is, also an excellent supplement for
time skills. The rules are the, same, but the student is given a card
with a digital time written, on it and must draw the correct placement
of the hands on a blank, clock. All students participate in the game as
it is a team, effort. This game can be play with a variety of subjects
and grade, levels. DCPS Major System Priorities: Graduation Rate,
Achievement, Intergroup Relations Blueprint 2000 Goals: Student
Performance, Learning Environment The Students: High School
Educable Mentally Handicapped students, in a Functional, Mathematics
class, grades ninth through twelfth, participated in, Make It Into A
Game, throughout the 1991-1992 school year. Regular, as well as
special education students could benefit from, this project from
kindergarten on up, in a variety of subjects. |
The Students: |
The Staff: Janet Roman is a third-year
Exceptional Education teacher. She has, a bachelor's degree in Mental
Retardation from Florida, International University. She is an IMPACT II
Adapter of Family, Foto Fun. |
What You Need: Materials and Facilities:
This project can be conducted in any classroom that has a, chalkboard or
markerboard. Appropriate prizes are also important. Outside
Resources: A box of prizes is needed for students on the winning
team. Prizes, could include, but not be limited to, stickers, decorated
pencils pens, small note pads, pencil sharpeners and candy. Funds
for, prizes could possibly be supplied by private companies or
purchased, with an IMPACT II Adapter grant. |
Overall Value: All students are winners when
they MAKE IT INTO A GAME, as a, teacher positively rewards all students
for participating as well, as winning. This project also can increase a
child's self-esteem, as he or she is praised by the teacher and cheered
on by teammates. This is a simple project to adapt as you can
substitute appropriate, course objectives from various subjects. This
project can help, make learning fun, while increasing knowledge and
student, participation. |
Standards: |
Making a Difference with Games |
Category: Mathematics |
Grades: 2 to 10 |
How It Works: After working for a trimester
with a first grade classincluding reading with them and writing books
for their class libraryeighth graders, working cooperatively, create
games reinforcing basic number and reading skills. After making these
file folder games, the eighth graders teach and play the games with the
first graders, revising the rules and content as necessary. For
the first graders, our idea allows them to practice/reinforce/learn
both math (addition and subtraction facts) and reading (Spanish
"Dolch" list) skills. Working with the eighth graders is very positive.
The games, personalized for the first graders, have more value and
significance than commercial or teacher-prepared materials. They
practice needed skills in a positive and supportive environment
because of the rapport built with their 8th grade buddies over the
trimester. A group of eighth graders videotapes an
interview with the first graders' teacher to determine the instruction
needs for the games. They take a great deal of pride as they plan the
game, order materials needed, produce and finally field test the games.
Writing game directions gives them the opportunity to write for a
particular audience and use some of their developing computer expertise
in producing these games. |
The Students: |
The Staff: Rebecca has taught for eight years
in the primary grades (except one year when she taught sixth grade).
She is a SCWriP fellow and site coordinator for Project Outreach,
fellow of the National Writing Project, has been a Mentor for four
years, and attended the 2nd National IMPACT II Institute on the Future
of Teaching. Kevin has taught primaily upper grades and middle school
for 21 years. He is a fellow of the Writing, Math, History/Social
Science and Literature Projects, and a staff developer for California
Science Implementation Network (CSIN) He spent eight years as a staff
development coordinator and as a principal, and has had six mentorships.
|
What You Need: File folders, game markers
(commercial or student-made), and access to computers (optional) are
needed. The teacher packet includes game samples, directions for
making simple file folder games, and a sampling of basic skills that can
be used as the foundation for the games. |
Overall Value: Our idea grew out of our
collaboration. In talking and sharing together, the need for extra help
for first graders in their acquisition of basic skills was expressed.
Since the eighth grade teacher was already planning on doing a unit on
the research, development and selling of games, this seemed like a
perfect project for both classes. The first graders do not stop asking,
"when are the big kids coming to play games again?" They hardly
realize they are learning, but their speed and accuracy with computation
has increased. Their ease in recognizing basic sight words in reading
has increased. The eighth graders have seen the first graders growth in
basic skills, and are extremely proud of the role they have played in
this. They have begun to make additional games on their own time and
are anxious to share these games. Not only were their writing and
technological skills enhanced and sharpened, but an amazing change,
noticed by staff administration and parents, has occurred: the eighth
graders are more connected and have a vested interest in the school. |
Standards: |
Making Beautiful Music Together |
Category: Mathematics |
Grades: 12 to 14 |
How It Works: This interdisciplinary learning
experience addresses the topic of waves, sound characteristics, and
trigonometric functions. Groups of mathematics and science students
work together in a four part activity requiring them to manipulate sound
producing software, to develop mathematical expressions for sound
waves, and to analyze musical sounds.
In a combined class setting, students are given a brief explanation of
equipment operation and the handout. Groups of five to six students
each are assigned. Each group member is give a role within the group
(recorder, reader, computer operator, keyboard player, leader, and
calculator operator) and all are required to use the computer or
keyboard at least once. In part I, students use T1-85 calculators to
graph sine functions. They learn how changing coefficients alters the
shape of the waveform. In part II, students use the software,
"Harmonics" to play a note while observing the effects on the waveform
resulting from changing loudness, frequency, and adding harmonic
components to the note. Part III allows students to "capture" notes
from a keyboard using a lab interface. Students look at identical
notes produced by different instruments (keyboard settings) and then use
software to analyze the notes. Students relate harmonic addition
experiences from part II to the process of Fourier analysis. Finally
in part IV, students predict the shape of a musical chord using
calculators and then assess their work by playing and capturing the
chord. |
The Students: This learning
experience was
originally
designed for use with AP
Physics B and Trig/Cal A
classes, but can easily be
adapted to regular physics
classes and
Algebra II/Trig
classes. Parts of the activity are
suitable for a
physical science
setting. |
The Staff: Science and math teachers |
What You Need: Each
group needs a T1-8x (or
equivalent) calculator, a
computer with lab interface, and
a
microphone input, a small
electronic keyboard (or a tape
player with
a recording of
previously played notes),
"Harmonics" software (Mac
shareware $10), and a handout.
A copy of the packet and
software
is available upon
request. |
Overall Value: From the insightful packet
responses and the successful completion of part IV, we learned that
students benefit in their conceptual understanding of sound phenomena
when they get a chance to manipulate sound production for themselves.
The integrated learning approach expands and reinforces concepts
taught in math and science simultaneously. In addition, the format of
the integrated learning experience gives students the opportunity to
have a "special day" working with students from a different class. We
also learned that students can build a conceptual framework for
advance theoretical constructs like Fourier analysis if given
concrete experiences that appeal to multiple types of intelligences
(visual, auditory, and tactile). |
Standards: |
Malaria: A Case Study for Understanding Scientific Thinking |
Category: Global Education |
Grades: 2 to 14 |
How It Works: Cultural similarities and
differences between life in Ghana and the USA are explored visually,
examined through journals, and experienced with manipulatives.
Comparisons are made between rural Ghana and rural USA as urban/rural
comparisons are often misleading. Pictures include uniformed students at
school, office buildings, and modern roads where similarities are
evident. When students notice something in a picture that is "strange",
positive aspects are highlighted. For example, when students notice an
unusual robe worn by an old man, we focus on the advantages of respect
for elders. What is learned and felt about the pictures is recorded in
student journals.
Then students experience hands-on what they have observed in the
pictures. They carry a textbook on their head. (I bring some old ones
because they do fall on the floor.) Students measure the mass of the
book and compare it to the mass of a 5-gallon head pan of water. As time
allows, they go outside and try to carry a bucket of water on their
head using a piece of cloth as padding.
Next students carry a "baby" on their backs. They put a doll or stuffed
animal on their back and wrap a cloth around so it can be tucked under
above the chest and above the waist to hold the "baby" in place.
The health problem of malaria is then presented. Reading from The
Malaria Capers by Robert Desowitz and the biology textbook is assigned.
The steps used in the discovery of the malaria life cycle (scientific
method) are documented. Students can then apply hypothesis formation to
other situations.
|
The Students: Used with 150 high school
Biology students/year although it also works well with younger students.
Each activity is designed to address different learning needs.
|
The Staff: I am a Science teacher with 15
years of teaching experience from pre-school to college. I have been
with the Fulton County Board of Education for 5 years and have
integrated cultural issues and global interdependence into a wide range
of science topics. |
What You Need: Any classroom can be used.
An Internet connection is helpful. The Malaria Capers by Robert
Desowitz 2 yd. pieces of cloth and dolls or stuffed animals Pictures of
the upper region of Ghana (the project is also adaptable to other
countries). A book with clear and colorful pictures, slides from an
RPCV, or a web site such as Carey Johnstons' Navarongo home page at
http://erols.com/johnston/ are good sources of pictures. A Ghanaian
or RPCV Ghana speaker and artifacts may be used as available. For
example, students like to learn a greeting in a Ghanaian language. They
quickly volunteer to model a smock or embroidered dress. They enjoy
Ghanaian musical instruments, calabashes, and leatherwork.
|
Overall Value: The idea is to enable the
students to engage in activities common where malaria is prevalent. This
introduces students to a culture with similarities and differences to
their own. Students then have a better understanding of the "big
picture" when using malaria as a case study to teach scientific
thinking.
|
Standards: |
Man and His Environment |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: Students collaboratively
collect and analyze data to determine the quality of bodies of water
in our geographical region. We use HACH chemical kits, portable
spectrophotometers, Computer-Based-Lab systems, TI-83 calculators,
laptop computers, and portable printers to run tests using
technological equipment in a field situation. Students begin their
experience in September when they learn about nine water quality
indices of phosphates, nitrates, dissolved oxygen, biological oxygen
demand, temperature, total solids, turbidity, and pH. They learn to
perform these tests using the HACH colorimetry kits, do data
computation, evaluate individual results and then experience their
first team work initiative to achieve a water quality index.
As students begin to appreciate the benefits of total quality team
management ethics, they progress to higher technological tools to
assess the necessary parameters. CBL systems with TI-83 calculators
become tools for data compilation, retrieval and error analysis.
Eventually turbidity, nitrates and phosphates are performed on
spectrophotometers. Students are taught to upload to the Internet to
forward their completed data to the Rivers Curriculum Project at
SILTE. They use telecommunications software to correspond with
students worldwide involved in environmental projects. Field trips are
taken to visit the Alton Lock and Dam, the Army Corp of Engineers,
the local water treatment plant, a sewage treatment plant and the
Department of Natural Resources. This learning experience requires
students to make a presentation at the Rivers Conference in Peoria and
present "A Day at the River," a cross-curricular learning day at our
field site for sophomore students during "Earth Week" in April. A
sample packet of "A Day at the River" is available upon request. |
The Students: |
The Staff: Classroom teachers;
cooperative
mathematics and
science |
What You Need: Any type
of classroom plus a
local
watershed field site. Need
enough equipment to allow
small
group work for the tests.
Equipment needed depends on
the level of
technology you
desire to reach. Basic
technological scale: HACH
Surface Waters Kit, TI-83
Graphing Calculator, materials
for
coliforin testing.
Intermediate technological
scale: computer based
laboratory, CBL Probes for pl-L
temp., and motion. Full
technological scale: DR2010
Spectrophotometer, IBM
Compatible Laptop
Computer,
Sager Pentium 120, portable
printer to be used with
computer
and DR2010. (NOTE - This
Project can be SUCCESSFULLY
completed on three different
levels depending on the
individual
funding available.)
Software for CBLITI-83 can be
downloaded free
from the TI
web site. |
Overall Value: This learning experience's
main emphasis is on experimentally assessing the quality of natural
watersheds in a field situation. Activities in this learning experience
are rotated and range from "cookbook type" chemistry to advanced CBL
and spectrophotometric determinations performed by different
individuals. Students must determine if their data is statistically
valid. The validity of their data is essential to the team's
successful compilation of the total water quality index which is
shared on-line with other students world-wide through the Rivers
Curriculum Project. This cross-curricular study also includes
publication of student generated materials in "Meanderings" which is
catalogued in the Library of Congress. Many of the activities require
cooperative efforts but provide for individual ideas and differences. |
Standards: |
Managing Your Life Through Mathematics |
Category: Mathematics |
Grades: 9 to 14 |
How It Works: "Managing Your Life Through
Mathematics" allows students to create an imaginative life and use
mathematics to organize and describe their financial resources and
lifestyles. It helps students answer the question,"When will I ever use
this?" Students select a classmate as their hypothetical,"spouse" or
decide to work independently as a "single" person. They discuss, in
general, possible occupations and associated salary ranges within the
society at large. The students ultimately describe, through mathematics
their lifestyles and the finances which support them. After a general
description of the project is given, students are first asked to
consider an occupation that may be of interest to them in the future.
Using occupational handbooks, they gather additional information about
the occupation: its responsibilities, the education required
(specifying mathematics requirements), and additional training. The
students then commit to study a particular occupation and its average
salary. The students use newspapers, magazines, amortization table,
etc. to itemize their monthly expenses. Finally, the students briefly
describe their lifestyles using three vehicles: (1) a written
description of the,"family unit" including chosen occupations,
educational requirements, total family income, major purchases and
recreational activities; (2) a mathematical description of the monthly
income and expenses of the family using a income statement format; and
(3) a graphical description of monthly expenses (circle graph). DCPS
Major System Priorities: Achievement, Critical Thinking, Job
Preparedness, Intergroup Relations, Parental Involvement. The Students:
This project has been used in pre-algebra classes of 30 to 35
students. Elements of the project may be adapted in other pre-algebra
and consumer mathematics classes, grades seven through 12. |
The Students: |
The Staff: Janet Bell has a B.S.
(Engineering) from Cornell University and a M.S. (Education) from
Florida International University. She worked in the private sector for
five years, where in addition to her technical duties, she provided
career awareness programs for college students. |
What You Need: Materials and Facilities:
Amortization tables, income statement format sheets and protractors.
Outside Resources: Guest speakers would be helpful in answering
students questions concerning training, education, responsibilities and
lifestyle associated with a variety of occupations. |
Overall Value: ,"Managing Your Life Through
Mathematics" is an exciting way to reinforce specific mathematical
computations. Routine computations take on a new dimension when applied
to a situation which focuses on the students' vision of their futures. |
Standards: |
Manipulating Clay Through the Curriculum |
Category: Classroom Management/Intergroup |
Grades: 1 to 3 |
How It Works: Young children have a natural
inclination and need to touch and explore materials. Clay is a
nonverbal resource, an additional medium of communicating, of
self-expression, of emotional release and of physical contact. Learning
activities using clay are especially useful for children with limited
English proficiency or inadequate language development, providing a
universal approach to many subject areas. In math, clay can be used for
making comparisons, seriating or matching one to one correspondence.
You can add to it, take away from it and divide it!, Fine motor skills
are utilized in the rolling, pounding, squeezing and molding of clay.
Children love to form letters and words out of clay. Using clay
recipes, science lessons about changing substances and mixing colors can
be explored. The social sciences and fine arts are facilitated when
children express individuality and communicate ideas about themselves
and their world through their creative use of clay. The early grades
pose special challenges because that is when children's attitudes toward
school and learning are shaped. They acquire knowledge about the
physical and social worlds in which they live through their interaction
with objects and people. Teachers must encourage this process by
preparing an environment so that it provides stimulating, challenging
materials and activities for children. When children are actively
involved in hands-on, multisensory learning experiences, learning
becomes relevant for them; therefore, they are more likely to persist
with a task and to be motivated to learn more. DCPS MAJOR SYSTEM
PRIORITIES: Achievement, Bilingualism, Integrated Curriculum. THE
STUDENTS: This project has been implemented in preschool and primary
classes in various school settings. It was successful with Russian
immigrant primary students and is presently being implemented in the
Pre-Kindergarten Early Intervention Program. It can be adapted to any
primary age regardless of achievement level and it is conducive to large
or small groups. |
The Students: |
The Staff: Linda Harvey has been teaching
Early Childhood for 18 years in private and public schools. She is a
member of the School-Based Managed Curriculum Committee and Primary
Grade Group Chairperson at Golden Glades Elementary School. A member of
the South Florida Association for the Education of Young Children, Ms.
Harvey was awarded a Citibank Success Fund Grant in 1990. She is
currently working toward an advanced degree in Early Childhood Education
at Florida International University. |
What You Need: MATERIALS AND FACILITIES:
Materials that are needed include: flour, salt, oil, water, food
coloring, mixing bowls, electric frypan (optional). There are many
recipes available for making clay in the classroom. It is easily stored
in ziplock bags. OUTSIDE RESOURCES: Although no outside resources are
necessary, guest presenters such as local artists, or a trip to an art
museum, would be appropriate with this project. |
Overall Value: Manipulating Clay Through the
Curriculum provides the active learning experiences necessary to
challenge children's creative and critical thinking skills. Many
children experience a release and draining off of their angry, hostile
feelings in the pounding and manipulation of clay. It offers the child a
socially acceptable way in which to use his hands in direct contact
with a pleasurable, multipurpose material. When children are actively
involved with clay, receiving positive feedback about their
accomplishments and seem genuinely happy and enthusiastic in their
endeavors, then the program is an effective addition to the curriculum. |
Standards: |
Manipulatives: Motivating Mathematics |
Category: Mathematics |
Grades: 1 to 3 |
How It Works: "Manipulatives: Motivating
Mathematics" is an,"hands-on" approach for instructing basic
mathematical concepts. Its purposes are to create a positive and
motivating incentive for enhancing and enriching the student's interest,
and acquisition of mathematics skills through the use of
meaningful,"hands-on" manipulative mathematics materials. Preparation
of the project involves the selection and purchase of appropriate and
meaningful mathematical manipulative materials. Students are then
introduced to the various manipulatives during their instructional math
periods. Workshops introduce parents to the materials available for
their child's use at home. Finally, a Math Lending Library is
established, to allow students to check out the materials for home use.
A great majority of students today have limited exposure or access to
concrete,"hands-on" mathematics materials. Additionally, many parents
lack the skills for assisting in their child's academic development.
This project not only provides an opportunity for students to develop
basic mathematics skills but enables parents to have an opportunity to
assist their children in their academic development. DCPS Major System
Priorities: Achievement, Parental Involvement. The Students: The
project has been used in several first-grade classes of about 26
students. The project is easily adapted for all levels of students
including Pre-Kindergarten and Kindergarten classes as well as
Exceptional Education classes. It can be implemented within one
individual classroom or within an entire grade level. |
The Students: |
The Staff: With a Doctorate degree in Early
and Middle Childhood Education from Nova University, Karol Yeatts is a
ten-year teaching veteran. Her Doctorate Practicum Report, Increasing
the Availability and Usage of Mathematics Manipulatives in K-2 Through
Effective Related Staff Development Activities, has been published and
is available through the ERIC Document Reproduction Service (EDRS).
Mrs. Yeatts is the sponsor for her school's Future Educators of America
Club. She was nominated as her school's Math Teacher of the Year in
1985 and 1989, and is currently Dade County Public Schools' 1989-90 Math
Teacher of the Year. |
What You Need: Materials and Facilities: The
manipulative materials can be stored in plastic bags or containers and
placed on book shelves or in tote bins which are easily reached by
children. Math manipulative materials should be appropriate for the age
and development of the child. Outside Resources: This program can be
operated without any outside resources. However, the school's PTA is an
excellent source for obtaining parent volunteers and additional
materials. |
Overall Value: This project provides the
means for creating a positive, motivating incentive for enhancing and
enriching the student's interests, as well as the acquisition of
mathematical concepts and skills through the use of meaningful
manipulative,"hands-on" materials. Your students will look forward to
math and will constantly ask,"Is it time for Math yet?" |
Standards: |
Map Out Your Adventure |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: Sixth graders discover the
world of geography by learning physical geography terms, then making a
3-D map, followed by a creative writing exercise. The adventure
continues with weekly study of countries, mountains, and waters of the
world.
This year-long activity has four parts. During the first weeks of
school, I give each student a manila folder with a world map outline and
paper stapled inside it. Every day I teach several new geography terms,
give definitions, and make corresponding drawings for them to copy onto
the cover. Within two weeks, the cover is filled with terms and
drawings, which we continue to discuss and review.
The second step is making 3-D representational maps which illustrate
20 or more terms. Each student plans a landscape that demonstrates
understanding of these terms, then sculpts it with a flour/salt mixture.
When the landscapes are completely dry, students use paint to
differentiate features.
In the third step, students work in groups of four. I give prompts for
the theme of a very small person travelling around the landscape.
Students describe geography as they develop adventure stories. Each
begins a written story using his/her own map; the other three members
add paragraphs to the story, then the originator writes the ending. The
collaborative format is enjoyed by all.
Every week the class adds four new places to the list, studies the new
locations, and on Friday takes a quiz on spelling and location of ten
random places. We make a game of oral review.
I taught a similar geography program with other sixth grade team
teachers. Using the folder for terms, creating 3-D maps and the story
were my additions. |
The Students: 1997-98: thirty sixth graders, at all achievements levels (ESL to GATE). |
The Staff: Debi has taught grades 5-6 for 10
years. She was a science and social science mentor, and a South Coast
Science and the Tri-Counties Math Project fellow. She was a member of
the Tall Ships Leadership Academy and attended the NASA NEWEST Teacher
Training |
What You Need: Manila folders, cardboard,
flour and salt mixture, water colors, paint brushes, National Geographic
Society's Picture Atlas of the World, teacher packet. |
Overall Value: As a result of these
activities, my students enjoy geography, grasp most geographical terms,
and can locate more than 140 different countries. Because of high
motivation, quality (as assessed by a rubric) is above average for most
students. Every year they return from junior high telling me how
impressed their new teachers are with their geography knowledge. |
Standards: |
Market Research -- Applied Statistical Analysis |
Category: Mathematics |
Grades: 9 to 10 |
How It Works: By conducting market research
and then analyzing the results, students learn the power of statistical
analysis to clarify information. Working in small groups students:
choose a product and identify product qualities that might influence a
buyer, design a market research questionnaire, choose an appropriate
sample population, administer their questionnaire and analyze the
results, create a project display and summarize the data, make an oral
presentation on the results to their classmates Students cooperate to
do the project creatively and effectively. They find this project
challenging and interesting and enjoy presenting their findings to the
class. Students: This project was developed with a pre-algebra
seventh grade class. It can be adapted effectively for math students in
the upper grades. |
The Students: |
The Staff: Diane Lewis received her MA in
Teaching Elementary Mathematics from the University of Illinois at
Chicago in 1992. She is currently the Math/Science Resource Teacher at
Cesar E. Chavez Multicultural Academic Center. |
What You Need: Materials And Facilities:
This program requires access to a photocopier and a calculator. Students
use compasses, protractors, rulers and graph paper. A computer and
printer are helpful, too. Outside Resources: Survey subjects
chosen by the student work groups. |
Overall Value: Students learn how statistical
techniques clarify data and how market research methods are used to
bring new products to consumers. They learn to work in groups, analyze
data and make effective presentations. |
Standards: |
Mask Making And Dramatic Play |
Category: Arts |
Grades: 5 to 10 |
How It Works: This exciting multicultural,
interdisciplinary, hands-on project teaches children, the purpose of the
mask and how it reflects the beliefs and traditions of various
cultures. Students link literature, dance and music to mask-making
by: reading folk tales and poems that dramatize man's conflict with
nature and self writing and illustrating journals to express their
feelings, making masks that dramatize their thoughts and emotions,
creating body movements to music, transforming skits and stories into
wonderful performances using masks and dramatic play The Students:
This project can be adapted for children in grades K-8, including
Special Education, Bilingual and Gifted students. |
The Students: |
The Staff: Jennifer Locke-Lloyd has been
teaching Art and Early Childhood Education for seventeen years. She
incorporates whole language strategies in teaching all subjects and is a
co-founder of Locke Lloyd Productions, which develops Art programs.
She often works with other teachers and outside resources. |
What You Need: Materials And Facilities:
Cardboard, paint, brushes, a high gloss fixative, glitter, yarn,
feathers etc. are needed for mask making and a sink is helpful for
clean-up afterward. Tapes of African music played during mask making
and performances help establish the mood. Books of African folktales and
magazine articles introduce children to the cultures they are studying.
Outside Resources: Individual artists, high school and parent
volunteers, and the DuSable Museum of African-American History, E.T.A.
and the Chicago Art Institute all contribute to the success of the
program. |
Overall Value: This project encourages a
multi-cultural interaction between students, teachers, parents and the
community. Students' self-esteem increases when their masks are used in
plays they help develop. |
Standards: |
Mask-Making--Creating From My Image |
Category: Arts |
Grades: 9 to 10 |
How It Works: , How do we look?, In this
project, students make and decorate plaster masks molded from their own
faces. Students are introduced to this art form by watching video
tapes. The first, Mask Making Introduction, provides a history on the
use of masks and different methods of mask making. The second, Mask
Making Workshop, shows a demonstration of making plaster gauze masks.
Creative powers are challenged as students first make masks from large
index cards. After a demonstration and discussion of preparation, they
make masks from plaster gauze. Instruction includes safety precautions
and procedures. Students plan their masks on paper and choose
decorating materials such a yarn, fabric, feathers and beads. At the
end, there is a mask presentation and display. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Math & Science Built Our City |
Category: Mathematics |
Grades: 2 to 3 |
How It Works: In this learning experience,
math and science are everywhere as we look at the construction of
buildings in our neighborhoods and the larger community. Since we are
close to the city of Chicago with its rich architectural history we
focus on the building of skyscrapers; however this unit could be
replicated anywhere because every community has buildings of
significance that are important to that community.
We start with a walk around the neighborhood to develop the children's
awareness and appreciation of what it takes to build a house and a
community. Counting, tallying and graphing the information we gather
provides a base for further discussion and elaboration. Next, we look
at the construction of buildings to recognize and experiment with
common three-dimensional geometric shapes, learn about the strength
of different shapes learn about inches, feet, centimeters and meters
as standard linear measures, use tape measures, and straightedges. We
also look at the choice of building materials and factors such as
wind in building construction. If possible visit a construction site
and have an architect visit with some blueprints. Now the children
are ready to construct a building of their own with blocks, newspaper
rolls, Legos, marshmallows and toothpicks or any other building
material available. Culminating activities include field trips to view
significant buildings in the community, construction of a skyline in
the classroom and writing a "Big Book." Assessment activities
include, KWL, teacher observation, performance assessment through
building construction, narrative and expository writing with a
rubric. |
The Students: |
The Staff: Classroom Teacher |
What You Need: Any typical
classroom. Resource
books and videos
from the library, Math tools, common
household supplies for
experiments,
newspaper, pictures of buildings and
houses, blueprints. |
Overall Value: Children learn how math and
science concepts, both concrete and abstract, affect the building of
their community. A variety of math tools are used to reinforce the
mathematical concepts of measurement, geometry, tallying, graphing, and
counting, These concepts are meaningfully integrated into a study of
building construction and architectural design. Engineering concepts
are explored and hands-on experiments are conducted. The children are
enthusiastic and interested as they use these principles to
represent their community, skylines, and skyscrapers in the classroom |
Standards: |
Math a Mano: The Effect of Manipulatives in the High School Mathematics Classroom |
Category: Mathematics |
Grades: 11 to 12 |
How It Works: Math manipulatives appeal to
tactile/kinesthetic learners. This study examines how the use of these
manipulatives improves the skills and understanding of high school
students whose achievement in math is below grade level.
Students enrolled in Individualized Math and Introduction to Algebra
receive remedial instruction in basic mathematical concepts in order to
prepare them for success in Algebra I. Most of these students have
average cognitive abilities and no documented learning disabilities in
math. Nevertheless, math-teaching strategies concentrating on
auditory/visual methods and algorithm acquisition have not addressed
their needs. Consequently, their low math skills prevent them from
being successful in Algebra I. Alternative strategies using hands-on
("a mano") manipulatives and a constructivistic approach better meet
their learning needs and will, we believe, increase their achievement.
Students begin and end the school year with a criterion-referenced test.
An item-by-item analysis of this year's tests compared to last year's
will provide data on the increased achievement affected by the use of
manipulatives |
The Students: A total of about 25 students in
9th and 10th Grades are participating. All students are identified as
having emotional disabilities, and some also have learning or other
disabilities, such as Asperger's Syndrome, requiring special education. |
The Staff: Two teachers and two instructional
assistants conduct the research project. Both teachers are certified
in secondary mathematics as well as special education. The head of the
department of the Woodson E.D. Center collects and compiles the data
comparing the control and test groups. |
What You Need: Materials provided by the
grant include geoboards, fraction bars, decimal squares, Hands-On
Equations (for teaching pre-algebraic concepts), and Algebra Tiles. In
addition, a motivational poster, "When am I Ever Going to Use This?"
was posted in one of the classrooms to provide applications for concepts
learned in math class. All of the activities for this project are
conducted in the regular classroom environments.Both teachers involved
in this research received instruction in Hands-On Equations through a
specialist provided through Fairfax County Public Schools. |
Overall Value: As a result of the program,
students become more comfortable with math as they see concepts
displayed concretely. Students are on-task as teaching addresses their
learning styles. Most importantly, student achievement will increase on
final exams, standardized tests, and in Algebra I. |
Standards: |
Math Bingo Game |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: A game of Bingo -- What better
reward after a long day or week of study?, Playing Math Bingo, students
improve their computational skills and their knowledge of decimals,
fractions, units of measurement and geometric shapes and have fun!
Teacher and children create materials for the game. A "caller," a
"writer," and a supervisor are appointed. Caller and writer put a
math problem on the chalkboard. Players race to solve the problem
and cover the correct answer on their cards before the next problem is
called. The first player able to call out Bingo! wins a prize.
Students: This project was created for fifth and sixth grade classes,
but it is readily adaptable for other age or ability levels. It is
especially effective for bilingual classes because it employs language
arts skills as well as mathematical knowledge. |
The Students: |
The Staff: Phung Vo holds a BA from Saigon
University in Vietnam, an MS in Teaching from National Louis University
and an MS in School Guidance and Counseling from Chicago State
University. He has taught in Chicago Public Schools for seven years. |
What You Need: The bingo cards and markers
are designed in class by the teacher and students. Problems are selected
from student textbooks or created by the teacher. The bingo cards and
problem sheets can be laminated for longer use. Outside Resources:
None needed. |
Overall Value: Students unconsciously improve
their mathematical knowledge and language skills through game playing
without tedious review sessions. |
Standards: |
Math Buddies |
Category: Mathematics |
Grades: 3 to 9 |
How It Works: Guiding Principles: #2
Students communicate effectively in mathematics and science #3
Students reason effectively in mathematics and science #7 Students
attain and apply essential knowledge and skills of mathematics
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. P4 Use of numerals and symbols and terminology
to report numerical relationships and data. M1 Discuss mathematical,
scientific and technical ideas and make conjectures and convincing
arguments. P5 Share and support mathematical understanding orally and
in writing. 2D: Students demonstrate competency in using multiple
media to communicate in mathematics and science. P1 Use of calculators,
computers and other tools in mathematics and science learning. I1
Gather and effectively present information using a variety of media
including computers. 4A: Students demonstrate proficiency using a
variety of problem-solving strategies. P1 Identify and clarify problems
by observing, posing questions, communicating prior knowledge and
formulating a problem to be solved. I2 Demonstrate and explain the
problem-solving process using appropriate tools and technology and
defend the reasonableness of results. 7A: Students understand and
demonstrate number sense. P1 Demonstrate an understanding of what
numbers mean through hands-on experiences, the use of physical materials
and connections to other mathematics. P2 Order, compare, read, group
and apply place-value concepts. P3 Determine reasonableness of
results when working with quantities of numbers up to 1000. 7B:
Students understand and demonstrate computation skills. I3 Select and
use computational techniques appropriate to specific problems and
determine whether the results are reasonable.
The Approach What we teach we really learn. MATH BUDDIES offers
students the opportunity to create math problems and then challenge pen
pal peers to find solutions. Students use their language arts skills and
mathematical understanding to design math problems for their buddy, who
is a student from another classroom or school. They, in turn, solve the
problem created for them by their pen pal. Continuous student
assessment provides teachers with the information necessary for
appropriate instruction. Students place their drafts and products in
their math buddy portfolio for individual periodic conferencing with the
teacher. The teacher and the student together assess math concept
development though actual products created by the student, which include
creating and solving problems, and reading and letter writing skills.
Students must be able to solve their own problem which is reviewed in a
conference with the teacher before the student may send the problem to
their pen pal. This highlights the importance of setting forth accurate
information within the problem. Students also demonstrate their learning
at an end of unit problem-solving fair. At the fair, all pen pals
design and run student organized, written and produced centers which
showcase the aspects of math project/problems encountered during the
project. |
The Students: |
The Staff: |
What You Need: Essential resources include
paper, pencil and a cooperating classroom. Internet access, e-mail,
calculators and various manipulatives are helpful. |
Overall Value: Students eagerly anticipate
receiving letters. Encouragement builds every time new mail arrives in
the classroom. Exchanging problems with another student provides an
authentic context for the development and internalization of
mathematical connections in the real world. This experience prepares
our students for problem solving in the future. Students become
risk-takers as they create and solve problems for each other. In this
project, students operate at their own pace and according to their level
of ability. As their math understanding develops and they are able to
share their knowledge with others, students become teachers and
facilitators of learning. Students of all abilities can learn a great
deal from each other. This project draws on the inherent excitement of
students working with students. It gives students the opportunity to be
involved with others they may not see on a daily basis. Students become
very anxious to receive their mail and therefore are completely engaged
in the problem solving process upon its arrival. |
Standards: |
Math Carnival |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: Math Carnival is an exhibition
of original products of application skills, designed to involve all math
students in creatively developing learning games. With the class
divided into groups of five or six meeting twice a week, each group
member helps brainstorm concepts, directions and rules of their game.
The groups produce a blueprint with each member's contribution written.
The culminating activity is a one-week,"carnival" of math games.
During that week's math periods, the classroom is transformed into a
carnival atmosphere with coupons distributed to encourage competition.
The group with the most exciting game will do the most business. Each
day the teams field-test their games, noting any defects or problems and
perfecting their products. DCPS Major System Priorities: Achievement,
Thinking Skills, Job Preparedness, Intergroup Relations. The Students:
This unit has been used with math students in grades four, five and
six. The class sizes can range from 30 to 35 students. Ten to 12 weeks
should be used in preparation. This project can be used in other
disciplines. |
The Students: |
The Staff: With an ED.S. degree in
mathematics, Howard Spinner is a 16-year teaching veteran who has
created academically talented programs at Comstock and Kelsey Pharr
Elementary Schools. Mr. Spinner now teaches the top-level sixth-grade
math students at Ojus Elementary School and students in the school's K-6
full-time gifted resource program. He is Ojus' Teacher of the Year. |
What You Need: Materials and Facilities: The
students must create all aspects of their groups' games. No
commercially produced games may be used. Outside Resources: Discussion
of the gaming process inspires creativity and the use of mathematical
concepts in the groups' products. Guest speakers from the manufacturers
of educational games should be invited. |
Overall Value: By experiencing the joy of the
creative process and the playing of the various games during carnival
time, the students gain insight into math application. They use
higher-level thinking skills, promoting an appreciation for mathematics
and gaining a desire to increase their knowledge. |
Standards: |
Math Fair |
Category: Mathematics |
Grades: 4 to 8 |
How It Works: The Math Fair allows students
to discover, learn and teach mathematical concepts through a series of
fun, hands on and cooperative math stations. Students first participate
in math activities for any or all of the math strands. Sample
activities are predicting and measuring circumference and weight of a
yam, the volume of a basket, the distance you can blow a peanut,
comparing attributes of a peanut, and creating, listening to and
repeating drum beat patterns. (Yams, peanuts and baskets were chosen
because they related to our studies of African culture.) After
mastering these concepts, the students role-play teaching these
activities. Then first grade classes are invited to participate in a
math fair which includes seven stations, each requiring five minutes to
complete. One second grader stays at each station acting as a supervisor
to hand out materials and assist as needed. The other second graders
are peer tutors who guide their first grade partners through the seven
stations to encourage cooperation, participation and allow all students
to be successful. Students predict, compare, explain and create
patterns. ESL students practice their English in a nonthreatening
setting. The math fair also provides a much needed opportunity for
integration among students. Through my work as a math fellow, I have
discovered, adapted and developed many manipulative-based cooperative
math activities which I am excited to share. The AIMS Metric Olympics
gave me the idea of rotating students through stations. This type of
program can be taught throughout the year or as a one-month project. The
math fair promotes cooperative, hands-on math activities that can be
integrated into social studies or language arts by carefully choosing
the materials used. Students learn that math is a part of their everyday
life and goes well beyond paper and pencil computation. The students'
progress is measured through their work samples, attitudes towards math,
group interactions, motivation and skill in guiding a peer through the
math fair. The success of the Math Fair is shown by the students'
excitement and continuous on-task behavior, and the participating
parents' and teachers' positive comments. State Framework: The Math
fair supports the Mathematics Framework's recommendation that students
become mathematically powerful, learning to think and communicate, draw
on mathematical ideas and use tools and techniques. The Students: In
1992-93, 180 first and second graders participated, representing a wide
range of achievement levels, including ESL students. |
The Students: |
The Staff: I have been teaching bilingual
second and third graders for four years. I am a Tri-County Math Project
fellow and a participant in IMEDC (Improving Math Education in
Culturally Diverse Classrooms). |
What You Need: Materials and Facilities: A
classroom was used for the the Math Fair but a cafeteria would be
wonderful. Materials vary. I used rulers, string, peanuts, yams, a small
drum, teacher-created activity sheets, balances for weighing, unifix
cubes, small baskets, and a bell. Sample activity sheets and a list of
resource books are available. Outside Resources: None required. |
Overall Value: |
Standards: |
Math Games, Inc. |
Category: Mathematics |
Grades: 8 to 14 |
How It Works: When it comes to learning, the
name of the game is fun. This, cooperative learning project gives
students a chance to use their, creative abilities to invent a game that
centers around, mathematical concepts and skills. Students are placed
in small, groups. Each group selects a company name, assigns job,
responsibilities, votes to elect a CEO and signs a contract to make,
their corporation legitimate. The students develop ideas for a, game
and assemble the materials needed to manufacture it. The, finished
product is packaged in an attractive box with detailed, instructions on
how to play the game. The last step of the project requires the
group to give an oral, presentation to sell their games i.e. to present
a commercial. When the presentations are finished, the groups
exchange projects, and every student plays math games which are packed
with fun. This, project is interdisciplinary because it involves math,
writing art, reading and even drama. The students are using problem-,
solving skills and they are having such a wonderful time that they,
don't want math class to end. DCPS Major System Priorities:
Achievement, Critical Thinking, Intergroup Relations Blueprint 2000
Goals: Student Performance, Learning Environment The Students:
Approximately 120 sixth-grade students participated in this, activity
during the 1991-1992 school year. The students were of, average to
above average math and reading ability. This project, could be used in
grades six through 12. |
The Students: |
The Staff: Robert Canal has been teaching
math and science in the DCPS system, for eight years and presently
teaches sixth grade math at the Miami, Lakes Middle. He was the 1991-92
Teacher of the Year at Miami, Lakes Middle. Martha Pijuan has been
teaching in the DCPS system for 12 years and, presently teaches math to
sixth-grade students at Miami Lakes, Middle. She was the 1989-90 Dade
County Middle School Mathematics, Teacher of the Year and is the
recipient of a Chapter 2 grant. |
What You Need: Materials and Facilities:
This project can be implemented in any classroom. The students, need
poster boards, large gift boxes and other art supplies. Outside
Resources: Guest speakers would be a plus for this project. However,
guest, speakers are not essential to the success of the program. |
Overall Value: Students enjoy interaction.
Through cooperative learning, students, apply the skills they've learned
in class to create a product that, will challenge and motivate other
students. MATH GAMES, INC. is an, effective solution to making learning
fun and meaningful. |
Standards: |
MATH PACKS AND SCIENCE SACKS |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: "Math Packs and Science Sacks"
are packages of hands-on math and science activities that have been
designed around various literature themes. They are intended to be
follow up activities of class topics, with all inclusive materials
inside of a tote bag, enabling students to use them at home with family
involvement. They have also been used within the classroom for
independent and learning center activities. The purpose is to provide
students with opportunities to explore reading, math and science
connections with real life experiences and to share and communicate
these experiences with their families. Students acquire better
conceptual understandings since each "Pack/Sack" contains a literature
book and a variety of hands-on materials which address all learning
modalities and multiple intelligences.
|
The Students: The teacher initiates a theme
by reading a literature book during whole class instruction, followed by
discussion. Various math and science lessons around the theme take
place within the classroom over a period of time in a variety of
instructional settings. The teacher then introduces the "Pack/Sack,"
explains its contents, and allows it to go home on loan for a period of
one week, with one student at a time. Assessment is ongoing throughout
the year as teachers and parents measure student learning by observing
and noting student enthusiasm and improvement of math/science concepts
and reading skills. Students and parents record their findings in the
Math or Science Log that is included in the Pack/Sack, stating what they
did, what they learned, and what they liked. Each Math Pack and Science
Sack is made out of a different colorful fabric which coordinates with
the theme and includes all the materials necessary to complete all the
suggested activities.
|
The Staff: Arlene Cassello, Alice Peck School, Hamden Linda Malanson, Welch Annex School, New Haven |
What You Need: Literature Book, Tote Bag, Math and/or Science Manipulatives. |
Overall Value: Students are gaining a better
understanding and appreciation of literature, a goal of The Common Core,
while at the same time they are actively involved in math/science
exploration. Therefore, they are making connections between real-life
situations and academic material. Children are provided with the
opportunity to apply their reading skills by reading literature books on
their own. Hands-on activities require The Common Core skills of
reasoning and problem solving as related to the math/science topics. The
excitement generated by the comprehensive activities stimulates
intellectual curiosity, one of the Attributes and Attitudes of The
Common Core of Learning. This package plan provides a school-home
communication link that bonds the child with his family.
|
Standards: Intellectual Curiosity Reasoning and Problem Solving |
Math Quilt |
Category: Mathematics |
Grades: 12 to 14 |
How It Works: This program was created to
increase student interest and understanding of geometric concepts by
designing a 12"x12" quilt block. We began our project by each student
creating a quilt block design. The students created their design by
using various measuring instruments and utilizing a variety of geometric
shapes. After completing their design, they gave their design a title.
The next step was to transfer their design to 1/4" graph paper creating a
12"x12' block. After this was completed, the students then had to
decide what colors they would need and label each section. They also had
to look for repetition in their block and determine how many different
pattern pieces (templates) they would have. After this was completed,
the students had to cut the pattern pieces apart and add 1/4" seam
allowance to all sides. The next step was to take their plan to the
cutting table and cut the pattern pieces out of fabric. After they
finished at the cutting table, they made an appointment for the day they
would like to sew their block on the sewing machine. Students were
instructed at this time how to operate the sewing machine safely. The
last step in completing his/her block was to monogram their name onto
the block with a computerized sewing machine. When the students finished
their quilt block, they were then assigned to write a short essay.
Students: This program was designed for a Chapter I Math Class. It
consisted of 20 students, grades 10-12. |
The Students: |
The Staff: Classroom teacher |
What You Need: Materials/Facilities:
Materials needed include: graph paper, rulers, pencils, compass,
protractor, scissors, fabric (color of your choice), thread, needles,
pins and sewing machine. We used the Home Economics Sewing Lab. Each
student received a packet including instructions and evaluation form for
project. Outside Resources: None |
Overall Value: The overall value of this
project was the enthusiasm and student involvement that was observable.
By creating hands-on projects, students can see why the information you
are teaching becomes applicable to their lives. |
Standards: |
MATH SACKS |
Category: Mathematics |
Grades: 2 to 5 |
How It Works: The beauty of this project is
its simplicity. Numerous sets of math manipulatives and math games are
placed in zip-lock bags; each bag includes directions for its use.
Children can choose a bag of dominoes, The Measuring Book, or many
others. The Math Sacks go home for a day to be shared with the entire
family.
Students improve their ability to count, measure, handle money, and make
patterns. Instead of homework, children take home something that is a
lot more fun-- Math Sacks! |
The Students: Thirty-two kindergarten
students and their parents participated in this project. It is
adaptable for other ages and ability levels; it could also be adapted
for other subjects such as science. |
The Staff: Kathryn Nilson's undergraduate
degree is from Loyola University, Chicago. She has taught ESL for five
years and kindergarten for the last twelve years. |
What You Need: The following are needed: strong zip-lock bags, 3x5 index cards, assorted math manipulatives and books. |
Overall Value: Everyone wins with Math
Sacks-- it is easy for the teacher, for the students, and for their
parents. Children get much more practice learning and using valuable
math skills. |
Standards: |
Math Styles Workshops |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The Math Styles Workshops
project begins with an orientation in which teachers become familiar
with learning styles research. Classroom materials include a
mathematics manipulatives kit, electroboard, recordings and player, VCR,
videos, oaktag and markers, film and processing, batteries, light
bulbs. |
Overall Value: "I consider this project to be
successful due to the quality of the products that are generated by the
students," says Alcindor. "In the Math Styles Workshops the students
learn mathematics the way they learn best. This is the biggest
motivating factor of all." |
Standards: |
Math through the Museum Experience |
Category: Mathematics |
Grades: 3 to 8 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Museums are the primary
community resource used in the project. A museum dogent may assist the
class during museum visits. Basic materials include small reproductions
of paintings, plastic sheets, grease pencils, colored construction
paper, protractors, strings, scissors, and paper. A slide projector,
screen, and slides of paintings are useful for class discussion but are
not necessary. |
Overall Value: By allowing students to apply
their learning crea-tively, teachers help them develop positive
attitudes toward learning and toward themselves. These students have
become more active in class discussions, have improved their reading and
writing skills, and have significantly increased their scores on the
citywide tests. "The children I work with often have difficulty
understanding new concepts," says Kaplan. "Now, they not only
understand new concepts more quickly but are able to help their
classmates solve problems. They have gained the respect of their
classmates and, most important, they have gained self-respect," she
explains. |
Standards: |
Math Without Numbers |
Category: Mathematics |
Grades: 2 to 5 |
How It Works: Working without numbers,
children solve problems creatively and develop mathematical skills.
Instead of the usual rote learning of mathematical facts, students are
actively involved in creating their own problem solving techniques
through the use of concrete objects, Cuisenaire Rods. Students learn
by: using problem solving techniques: estimating, brainstorming,
looking for patterns, analyzing, synthesizing and evaluating, developing
divergent and convergent thinking skills, practicing listening skills
by following oral directions, applying what they learn in school to
real-world problems Using the Socratic method, the teacher asks
questions to lead children to discover answers. Students develop a
positive attitude about their mathematical abilities because they find
solutions to the problems themselves. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Math/Science Workshop |
Category: Mathematics |
Grades: 2 to 5 |
How It Works: In this learning experience,
students have the opportunity to develop math and science processes
and concepts by exploring different sets of manipulatives. Based on the
writing workshop model, each workshop consists of three parts: the
mini-lesson, the activity session, and reflection time.
Mini-lessons are brief, teacher-led lessons about specific math and
science ideas. Topics are based on the needs and developmental
abilities of the students. The activity session can be between 25 and
40 minutes, and is a time when children are doing math and science
(i.e., constructing their own knowledge by working hands-on with their
choice of manipulatives. Working alone, students can choose to do many
different things, and tend to choose what interests them and what is
developmentally appropriate for them. During this time, the teacher
circulates around the room, observing, facilitating, assessing,
questioning, and communicating with individual students. These
conferences are a time for children to "talk math and science,"
developing and clarifying their mathematical and scientific thinking.
In turn, the teacher can observe, evaluate, and direct students
toward understanding.
After the activity period is time for reflection. The reflection
period is an opportunity for students to process and record what
they've learned. This most often involves individuals recording what
they did during the activity period in a learning log. |
The Students: This learning experience
was
originally designed for first
grades of all student abilities. It can
be
adapted to any grade level. |
The Staff: Classroom teacher |
What You Need: A variety of
manipulatives are
needed, depending
upon student ability and lesson
objectives. |
Overall Value: The math/science workshops
helps students become strong, confident math and science students.
Children enjoy workshops because they can control their own learning
environment, progress at their own pace, and follow their own interests,
while having fun. The teacher also had a more complete picture of
each child's development in math and science. |
Standards: |
Mathematical Modeling of a Pendulum's Motion |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: Guiding Principles: #1
Students understand the nature of mathematics and science #2 Students
communicate effectively in mathematics and science #4 Students are
problem-solvers in mathematics and science #7 Students attain and apply
essential knowledge and skills of mathematics and science
Content Standards 1A: Students use scientific inquiry to provide
insight into and comprehension of the world around them. S1 Make
accurate observations using appropriate tools and units of measure. S2
Demonstrate the ability to use scientific inquiry and the technological
method with short and long term investigations, recognizing that there
is more than one way to solve a problem. Demonstrate knowledge of when
to try different strategies. 1C: Students develop models to understand
the world around them. S1 Make predictions using statistics,
probability and functions. S4 Translate among tabular, symbolic and
graphical representations of functions. 2C: Students use models to
communicate in mathematics and science. S1 Make and use appropriate
mathematical and scientific symbols, pictures, diagrams, scale drawings
and models to represent and simplify real life situations and to solve
problems. S2 Employ graphs, tables and maps in making arguments and
conclusions. S3 Critique models, stating how they do and do not
effectively represent the real phenomenon. 4A: Students demonstrate
proficiency using a variety of problem-solving strategies. S1 Verify,
evaluate and use the results in a purposeful way. This includes
analyzing and interpreting data, making predictions based on observed
patterns, testing solutions against the original problem conditions and
formulating additional questions. 7C: Students understand and apply
concepts of data analysis. S1 Construct, model, predict and draw
conclusions from charts, tables and graphs that summarize data from
practical situations. 7F: Students understand and demonstrate
measurement skills. S1 Compare relationships among related attributes
in systems. S3 Develop, select and use appropriate formulas and
procedures to determine direct and indirect measurements to solve
problems.The Approach Active, out of your seat learning brings
scientific and mathematical concepts alive as no other way can do. In
this small group project, students construct a pendulum, collect data
about its movement and model the results mathematically. Necessity was
the mother of this project's invention: though dampened sine and cosine
functions describe relationships as varied as sunlight per day from
summer to winter or the growth of a tree form sapling to towering adult,
texts usually only give students an abstract understanding of the
mathematical concept. This approach uses a physical phenomenon to
demonstrate the mathematical concept. The physical aspect of
construction, experiment and data gathering - literally
out-of-their-seats - makes for positive engagement in their learning.
Students work in three to five person groups which is necessary for the
data collection and desirable for the interchange of ideas as the
mathematical model develops. By taping a meter stick horizontally to the
wall and suspending a pendulum so that it hangs at equilibrium at the
middle of the meter stick, students measure the length of the pendulum's
swing from side to side through ten complete cycles. With the aid of
the graphics (or graphing) calculator we make a scatter plot of the data
points representing position and elapsed time. A sine or cosine best
describes this type of cyclical relationship: the challenge is to find
one whose graph goes through each of these data points. The graphics
calculator can produce an exponential function which represents the
amplitude of the function and students use that as a multiplier of the
basic sine or cosine function. Finally the class talks about
incorporating a coefficient which determines the period and puts all the
pieces together to write a function. When the project is finished, we
have a function whose graph goes satisfyingly through each of our data
points. It is essentially a combination of math and science; we discuss
other phenomenon which can be described by similar dampened sine or
cosine functions. The project is partially self grading: the students
determine how accurately their model predicts the actual outcomes.
Ultimately, the individual students are able to assess the accuracy of
their model. It is quite satisfying to graph the data pairs and the
trigonometric model simultaneously on the graphic calculator and watch
the graph of the model intersect each of the data points. The final
assessment gives the student a grade on a writing assignment which asks
them to explain the entire process to a math illiterate buddy. This
allows the teacher to gauge how well the student understands the
mathematical concepts and grasps the connection between the mathematics
and the physical relationships. |
The Students: |
The Staff: |
What You Need: Simple measurement tools are
used and simple resources are needed for the pendulums, including
pushpins, string, weights and the piece. Graphics calculators are
essential for this project; they are essential in any math classroom.
Their incredible power is used to graphically depict the findings. The
project itself requires one day for running the experiment and
discussion and another day of writing and sharing the results. |
Overall Value: Mathematical regressions,
using the graphic calculator are routine in classes from Algebra I to
Calculus but this project integrates a deep understanding of
trigonometric functions with the power of the graphic calculator to
produce a splendidly sophisticated model. MATHEMATICAL MODELING makes an
excellent culmination to the study of trigonometric graphs. This
project produces some of the best days in Precalculus class; the class
is up doing mathematics and the final satisfaction of an accurate model
is palpable. Students understand the process, the mathematics behind the
model and the graph of the relationship in a way which is not possible
without establishing the connection between a physical phenomenon and a
mathematical representation. |
Standards: |
Mathematics Comes In All Shapes, Forms And Fashions |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: Students link mathematical
concepts to the world outside the classroom by estimating, planning and
calculating as they create a group project. Students employ basic
arithmetic and problem-solving strategies to: create string art
designs using geometric concepts, create a design for a quilt, estimate
the materials needed, measure and cut fabric, sew various shapes into a
patchwork quilt. Students: This project was developed for sixth,
seventh and eighth grade classes. By using paper instead of fabric it
could be adapted for younger children. |
The Students: |
The Staff: Hattie Johnson received her MA
from Roosevelt University in 1985 and is currently working on a
doctorate at Roosevelt University. She teaches Math at the
intermediate-upper grape level at Nixon School. Emily Callan also
teaches at Nixon School. Lindy Harder holds a BA in Education from
Roosevelt University, has won a Rochelle Lee Reading grant, and has a
strong interest in crafts. |
What You Need: Materials And Facilities:
In addition to rulers, tapes and geometric templates, this project
requires yarn or string, wood or cork board, a saw, hammer(s) and nails.
Fabric, sewing equipment and geometric pattern templates are needed to
create the quilt. Outside Resources: Field trips to places like
the Century Spinning Metal Company and the Chicago Museum of Science and
Industry augment the program. Parents, staff and members of the Local
School Council all assist students during the program. |
Overall Value: Students gain direct knowledge
of geometric shapes and their relationships. They develop critical
thinking skills and learn to, apply mathematical principles. Geometric
concepts have real meaning when presented in such a concrete and
relevant form. |
Standards: |
Mathematics Gymnasium |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: The purpose of the Mathematics
Gymnasium is to provide an arena in which learning and applying
mathematics is motivational to all students. Most students know that a
gymnasium is a fun place to go. It has equipment for physical exercises
designed to develop strength, coordination, and balance. In
the,"Mathematics Gymnasium" students are actively involved in hand-on
exercises that energize and,"jazzmatize" the mind. As students enter
the,"Mathematics Gymnasium," they receive a "Score Card" which serves as
a guide to the mathematics portfolio which is maintained by the
student. Students select activities from three categories: 1)
Warm-ups/Workouts Ñ these mind-stretching puzzles allow for the
development of logical thinking and reasoning as well as basic-skill
development (SAMPLES: Push-up Place Value, Multiplication Marbles,
Set-up Factors, Dancing Integers); 2) Body Builders/Mind Builders
Ñmanipulative-based exercises reinforce mathematics concepts (SAMPLES:
Decimal Dash, Tightrope Measurement, Ski Jump Down Fraction Hill,
Divisibility Dive); 3) Tag-Teams Ñ application and problem-solving
situations to promote cooperative learning and communication of
mathematics (SAMPLES: Fraction Match, Multiplication Derby, Problem
Solving Tournament, Gymnastic Geometry) The Student: Fifty students from
the fourth, fifth, and sixth grades participated in this program last
year for thirty minutes each day. Their learning abilities varied.
There was such a favorable response to the program that I have continued
to use it with my class this year. I currently teach 30 predominantly
minority sixth-grade students. |
The Students: |
The Staff: The developer is a sixth grade
elementary teacher with a background in mathematics. She wants students
to see mathematics as a fun and challenging subject that can spark
wonder and curiosity. |
What You Need: Materials: Games (commercial
and teacher- made), concrete objects like blocks, beans, pennies,
toothpicks, egg cartons, markers, dice, scissors, graph paper, hundred
chart, pencil, paper, calculators, etc. will be used. The program is
easily implemented in a classroom setting. Outside Resources: No
outside resources are needed to implement the program. However, parents
are encouraged to take an active role in the program by monitoring
students' activities. |
Overall Value: This program is extremely
successful in motivating students to want to learn mathematics.
Applying mathematics is reflected by an increase in the number of
students who participate in extracurricular mathematics-related
activities such as the Mathematics Olympiad, Number Sense Contest,
Math-A-Thon, and other events with a problem-solving focus. Most
important, the parents and children spend time together in the classroom
doing something that's fun, challenging, and important. |
Standards: |
Matter At Hand Gallery |
Category: Arts |
Grades: 7 to 8 |
How It Works: This project adapts Art
Postcard Gallery (see IMPACT II catalog 1989) by allowing, students to
manage a gallery of three-dimensional folk art objects representing,
diverse cultures. Students, teachers, and community members contribute
to the, collection by donating or loaning items. Housed in the library,
the artifacts are, collected, researched, and documented by fifth and
sixth grade students. The art, objects, created in a traditional
context that embodies the beliefs of a culture provide all grade
levels with visual and tactile support for their programs in art and,
social studies. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
MC LEADERSHIP (MENTORING AND CHARACTER LEADERSHIP) |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: The MC Leadership program
trains a select group of 35 rising seniors to lead schoolwide character
education efforts. The students, selected by teachers and counselors,
begin their leadership training at an overnight retreat following the
third quarter. A teacher-facilitator leads students through a
conference agenda that includes examining core values, discussing honor
code and cheating, learning peer helping strategies, exploring community
service possibilities, creating lesson plans, and planning videos and
posters that promote core values.
The students develop affective and leadership skills. The MC leaders
have an opportunity to learn the good, value it, and act upon it. As
role models they know that they are expected to exemplify outstanding
behavior. By teaching and mentoring younger students, they practice
community service. MC leaders learn leadership skills by being given
responsibility for a major schoolwide effort to teach positive
behaviors. A faculty team guides them in their responsibilities of
modeling acceptable behavior and of advising younger students.
Following the retreat, MC leaders conduct orientation sessions for
eighth graders in the spring and all freshmen in the fall, mentor
selected at-risk freshmen, lead and participate in biweekly meetings
with freshmen, lead community service projects, and publicize core
values to the student body.
Students All freshmen and 35 seniors participate. The seniors and 50 freshmen meet biweekly in one of six teams. |
The Students: |
The Staff: Math, science, special education,
English, physical education, and social studies teachers, counselors,
and an administrator implement the program. |
What You Need: Costs for the retreat include
room and board for students who are on free lunch, transportation to the
retreat site, and an honorarium for the retreat facilitator.
The retreat was held at Camp Highroad. The biweekly meetings take place in the teen living room and a multipurpose area.
Outside Resources Personnel in the Department of Information Technology
help students prepare videos on core values. Parents and businesses
contribute refreshments for the team meetings. |
Overall Value: The MC Leadership program has
had a positive effect on the school. Disciplinary statistics indicate a
decrease in out-of-school suspensions, in the number of honor code
violations, in the number of students with vandalism violations, in the
number of students who missed more than ten days of school in a year. |
Standards: |
Me and My Shadow |
Category: Mathematics |
Grades: 2 to 2 |
How It Works: Students learn about the
seasons and changes in the world around them by tracing and comparing
their shadows monthly. We traced our shadows at the end of the months.
Each child had own brown craft paper that was used for the whole year.
Each month the shadow was traced in a different color. Then we
measured the length of the shadow using non-standard measure. We used
Unifix Cubes. We chose one child's shadow and made, a graph showing the
length of the shadow for each month. This enabled the students to see
that the shadow was the longest in December and then it began to get
shorter with each subsequent month. Other experiments were done in
the classroom using flashlights and blocks so the children could see how
the position of the sun in relation to the earth had an effect on the
length of the shadow. This helped to build understanding of how our
shadows change not only in the seasons, but also by the time of the day.
On a sunny warm day we stood a doll outside and traced the shadow
hourly. we discussed our results during circle time, thus providing an
opportunity for oral assessment. After a few months we have students
predict whether the shadow would be longer or shorter prior to going
outdoors. THE STUDENTS: This was designed for knidergarten but any
student population could benefit from this project. I've used it with
double sessions with 21 in each heterogenous group, and also with 20 all
day students. |
The Students: |
The Staff: The classroom teacher implemented
this project. It helps to have an aide watch the children in the
classroom so the children don't have a long wait. |
What You Need: Each child will need a piece
of craft paper that measures about 60 inches by two and a half times the
child's height. You will also need magic markers, crayons, unifix
cubes, graph paper, and a sunny day. |
Overall Value: This project is highly
motivational because the students are using something that is very
personal to them, their own shadow. Predicting, graphing, measuring,
and problem solving are all presented in a very meaningful way to the
students. When other classes see us outside tracing shadows their
curiosity is aroused. |
Standards: |
Me, Inside-Out |
Category: Science |
Grades: 4 to 7 |
How It Works: If children are taught at an
early age how their bodies function and how to care for them properly,
then they may remain healthy when they become older. "Me, Inside-Out"
is a program which offers students this opportunity to really get
acquainted with their internal organs. During each science lesson
students are introduced to a new body part by the teacher. Students are
instructed on its function, purpose, description, location and proper
care. The teacher further assists students in transferring their
new-found knowledge to daily life and monitoring their retention of
material by periodically asking questions. Students then pair off in
groups and are given the body part to color and place on their already
traced paper bodies. At the end of each lesson, students individually
write what they have learned about their new body part. Upon completion
of this unit, students compile their writings into a "My Body Book" and
take completed bodies and books home to share with their friends and
families. In addition, students attend a field trip to Baylor College
of Medicine where they actually see and touch real internal organs, such
as, the, heart, brain, liver, and spleen. Also students visit St.
Joseph's Hospital. They dress-up as doctors and are taken on a guided
tour of various units in the Cardiopulmonary Resuscitation (CPR) and
Heimlich Maneuver. The subject areas and skills covered by this program
are as follows: Science/Health - identify, locate, describe functions
of body parts; Math - measurements using length, weight, volume,
temperature, and time; Language Arts - writing process, parts of a book,
following directions The Student: Second, fourth, and fifth grade
students have enthusiastically used, this program for several years.
However, minor modifications were made for the primary students. |
The Students: |
The Staff: The classroom teacher is the facilitator of this program. |
What You Need: Materials Supplies required
for this program are butcher paper, crayons, scissors and enough floor
space for students to trace their partner's body. Outside Resources:
The book, My Body by Patricia, Carratello is an excellent resource and
contains most of the body-part patterns used in this program. In
addition, field studies at Baylor College of Medicine and St. Joseph's
Hospital enhanced this study of the body; however, speakers can be
invited into the classroom. |
Overall Value: With,"Me, Inside-Out" students
are successfully able to identify, locate and describe the function of
each body part. In understanding and familiarizing themselves with
their bodies, they are less likely to abuse them by using narcotics and
inhalants, but will tend to practice good personal hygiene and be more
selective about their diets. |
Standards: |
MEDIEVAL SOJOURN |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: Once upon a time long, long
ago, there lived kings and queens, brave knights, and lovely damsels,
hard-working serfs, traveling troubadours, and holy monks. It was a
world where life was colorful but hard, adventurous but brief. The
Middle Ages produced great buildings, beautiful art, and exciting
literature that can still amaze and entertain us today. Whatever you've
already heard or read about the Middle Ages, get ready for "The Medieval
Sojourn" which will surprise and inform you as sixth graders re-create a
time period of long ago.
|
The Students: "Medieval Sojourn" is a sixth
grade project that integrates all areas of the curriculum (social
studies, reading, language arts, science, math, music, art, and
technology). It involves approximately 70 students in a
multi-dimensional learning experience. The project utilizes special
education as well as regular teachers and includes all students. The
history curriculum comes to life as students use resources to explore
the events, culture, people, and history of the Medieval times. Through
this project, the students use problem solving skills as they work in
cooperative groups to brainstorm and research topics about Medieval
life, including art, manor life, medicine, religion, music, weapons, and
armor.
|
The Staff: Patricia Campion, Hazel M.Gorman and Joyce A. Rak
|
What You Need: Art materials, sewing supplies, computers, and AV equipment. |
Overall Value: This project increases
students' responsibility and ownership for learning; allows all students
to participate in a positive classroom climate; develops interpersonal
skills and appreciation of other leamers; provides hands-on multi-media
experience for students; fosters team building, parent involvement and
staff collaboration; brings to life a part of history that had been only
in the book; helps students to compare an older society to a
contemporary one; and teaches the use of technology as a tool for
learning.
|
Standards: Interpersonal Relations Reasoning and Problem Solving
|
MEET MATISSE |
Category: Arts |
Grades: 7 to 10 |
How It Works: Welcome, please join us, "Meet
Matisse"! This project was designed to introduce students to the
collages created by Henri Matisse during his Jazz period. Students are
active, involved learners in this unit which incorporates art history,
art production, writing, interpretation, and critiquing.
The project is easily adapted to all levels within the group because
both the methods of instruction and assessment are open and allow for
diversity in learning styles. In the art history and the critiquing
components of the unit, students are encouraged to share their ideas and
interpretations with the emphasis on all interpretations being valid
despite the creating artist's intent. In the art production component,
students use their individual creative styles to produce collages that
tell stories, depict emotions, or ideas. The way students choose to
manipulate the materials is left to their own intuition. When students
write their interpretations, the path is open. Those who find writing
unmanageable can dictate their interpretations to the teacher. Those who
are more proficient may choose an alternate form of expression, such as
poetry or haiku.
|
The Students: The students involved in "Meet
Matisse" are sixth grade General Art students of various levels of
achievement, including special needs students.
|
The Staff: Rose-Ann C. Chrzanowski City Hill Middle School, Naugatuck |
What You Need: Collage materials, writing materials, and prints of work from Matisse's Jazz period.
|
Overall Value: "Meet Matisse" provides
students with opportunities for self-expression visually, orally, and in
written form: encompassing a wide range of individual learning styles.
Students develop mutual respect and experience different ways of
communicating ideas. Through the process of critiquing each other's
works and revealing interpretations of their own work, students are
developing creative and critical thinking skills.
Student artists, though involved in creating personal art work, are also
seeing art history come to life and become more meaningful to them.
Actually creating a collage gives students first hand knowledge of the
decisions involved in producing this kind of art as well as the
difficulties, frustrations, and joy the artist experiences in
communicating in this art form. |
Standards: |
MEET THE ARTISTS!" |
Category: Arts |
Grades: 7 to 10 |
How It Works: "Meet the Artists!" is a six
week exploration of famous and lesser known artists through research,
hands-on art projects and oral presentations. The culminating activity
is a gallery opening/reception for the entire school and community.
The goal of the project is to acquaint students with artists in
innovative ways and to give them the opportunity to identify with their
artists through unique learning experiences.
There are three stages to this project: the research and
"identification" process, where the student "bonds" with his/her chosen
artists; the hands-on art project, where each student creates a replica
or "mock original," and the final stage, where students get a chance to
impersonate their artists and socialize (in character) with their peers.
Because of its task-oriented nature, this project promotes diverse
learning skills, motivation, persistence and self-esteem.
Methods of instruction are primarily teacher-directed and serve to
inspire students and assess progress. Videotapes of previous "Meet the
Artists!," artist identification games, artist time lines, paintings and
shadow box demonstrations are all used to inspire students.
Checklists, rubrics, and consultations with English teachers are used to log students' progress.
|
The Students: Twenty-four sixth grade
students of varying abilities participate in this project annually. It
is appropriate for grades six through eight.
|
The Staff: Dorie Petrochko East Ridge Middle School, Ridgefield |
What You Need: Drawing and painting supplies, earth clay or Sculpey, art reproductions, opaque projector, and a computer are used.
|
Overall Value: The activities in this project
provide a broad appreciation for the importance of the arts by
acquainting students with the diversity in the lives, ideas and emotions
of artists throughout time.
As they become more proficient using library resources and preparing
written and oral reports, students gain a sense of responsibility and
self-esteem which will carry them into the future. As they perform for
students, teachers, family members and friends, they gain a sense of
community, which is integral to their self-esteem. Once the project is
completed, students view themselves on videotape and in the local
newspapers: the culmination and reward of the learning process.
|
Standards: |
Meet the Superstars! |
Category: Classroom Management/Intergroup |
Grades: 3 to 3 |
How It Works: Giving,"Superstars" is a handy
way to reward and encourage good behavior in a positive way, while
freeing the teacher of a massive record-keeping system. The teacher
expresses pleasure for positive behavior by saying,,"I like the way you
are working so quietly," or,"Thank you for waiting so patiently," while
handing a child a "Superstar" slip. This slip of paper provides a
tangible reward for the deserving child as well as has an instant effect
on the other children's behavior. It then becomes the child's
responsibility to write his or her name on the slip and put it with
others he or she has already earned. At a designated daily time any
child who has accumulated 10,"Superstars" presents them to the teacher
who staples them into a permanent,"bundle of 10." These children are
then,"qualified" to visit the reward box. (Ours is a cherished ceramic
turtle that a parent made many years ago.) But this is only the
beginning!, The children continue to earn and store,"Superstars" until
they have 10,"bundles" and are thus entitled to a "grand prize" for
obtaining 100,"Superstars"! DCPS MAJOR SYSTEM PRIORITIES: Intergroup
Relations, Achievement. THE STUDENTS: All first-grade students at
Leewood are Superstars! Any primary level child would enjoy
earning,"Superstars" and older elementary students also would profit if
the rewards are adapted to their specific interests. The size of the
group or number of children has no bearing on the basic project as long
as all personnel involved are organized and willing to coordinate their
efforts. |
The Students: |
The Staff: Marlene Christmas McLean has been
teaching in DCPS for 25 years, with 16 of those years at Leewood
Elementary. She has a master's degree in Elementary Education from the
University of Miami. She was Leewood's 1990 Teacher of the Year and was
selected as a Region V finalist for Dade County Teacher of the Year as
well as a 1991 nominee for the Bertha Shouldice Reading Teacher of the
Year. She currently serves as the sponsor for Leewood's Future
Educators of America Club. She initiated the,"Lee-Woods" Pineland
Restoration Project, for which Leewood has won local and state awards.
She also initiated and planned Leewood's first Reading Sleep-Over, which
was so successful that it has become an annual event. |
What You Need: MATERIALS AND FACILITIES: The
project can be carried out in a regular classroom setting and can even
be extended to include special class periods. Each participating adult
will need an abundance of,"Superstars." These may be color coded for
each adult participant, if desired. Appropriate rewards are also very
important. OUTSIDE RESOURCES: A box of small rewards (e.g.
individually wrapped candy, small trinkets, etc.) is needed for the
children to,"visit" every time a bundle of 10,"Superstars" is stapled. A
more valuable award (e.g. posters, book, etc.) is needed for each time
a child reaches 100,"Superstars" (10 bundles). Our children prefer
candy treats and bring bags of candy purchased by their parents-for
which they receive three,"Superstars," of course!, These rewards could
possibly be supplied by the PTA or funded through a Mini-Grant. |
Overall Value: Any teacher who would like the
reward of a wellmanaged class with a minimum amount of effort will
positively want to begin this project--and your students will positively
never want to stop earning,"Superstars!" And because the children keep
careful track of their own,"Superstars," it is a great way to develop
responsibility. As an added bonus, it helps the children to internalize
the complex math concept of place value. It's so easy and meaningful
for young children to translate the idea of,"34" into ...... "I've made 3
trips to the,"turtle" and I now have 4 more toward my next visit!" |
Standards: |
MENTOR METHOD: SYSTEMATIC THINKING IN PREPARATION FOR WRITING |
Category: English/Language Arts |
Grades: 7 to 14 |
How It Works: The Mentor Method is an
innovative long-range project that will teach students to analyze texts
and to write coherent analytical essays. It will provide step-by-step
instruction in a series of textbooks and in an interactive computer
program on how to write a Basic Essay, Intermediate Essay, and Advanced
Essay. It will train students in the close reading of texts, critical
thinking, and clear organization of written work, which the 8th grade
mastery tests and the CAPTemphasize. The foundation of the Mentor Method
is an initial unit on "Systematic Thinking in Preparation for Writing."
In this unit students first learn to organize materials then put
information into logical groups.
Exercises begin by grouping concrete elements: first the students
themselves,then physical objects. From there students move up in
abstraction to lists of objects, and lists of activities or reactions
which require not only identification but also deduction. Finally,
students discover that repetition and contradiction are the fundamental
structures of literature, and learn to group them in stories as a way of
penetrating the subtext to the underlying motifs and themes. The
developmental process leads students from the concrete to the abstract
representation of ideas.
|
The Students: Students respond
enthusiastically to the element of play involved in the exercises that
are open-ended and interactive. Initially, the teacher introduces the
notion of grouping objects by their qualities. Thereafter, the students
take the initiative in determining the reasons behind the groupings, as
well as in planning and implementing their own original grouping
problems for others to solve. Students develop these problems
individually and cooperatively in pairs or in groups of three or four.
Once they proceed to the literature, the students work individually at
first, then compare their groupings with those of a partner and adjust
them. When students have gained adequate skill and self-confidence, they
analyze their stories strictly on an individual basis. As in the
concrete exercises, students proceed at their own pace with the more
abstract thinkers opting more readily to work on their own.
|
The Staff: Rosette B. Liberman, Ed. D |
What You Need: A classroom. |
Overall Value: The Mentor Method greatly
strengthens students' ability to comprehend and analyze the ideas and
language in literature and history. This unit on Systematic Thinking is
an exciting complement to thought processes that are basic to
mathematical set theory. It is an indispensable foundation for writing
the analytical essay.
|
Standards: Interpersonal Relations Writing Reasoning and Problem Solving
|
MESSAGE IN A BOTTLE |
Category: Science |
Grades: 2 to 14 |
How It Works: In our world of ever increasing
technological advances, there is a beautiful simplicity in
communicating with others by way of a "Message in a Bottle." The goal of
this unit is to develop an awareness in students of their role as
members of the Long Island Sound community. The focus of the unit is to
study the L. I. Sound region from an environmental perspective as
students consider the issues facing this body of water now and in the
coming years. Students begin by studying the currents in the Sound by
sending out research messages on self-addressed stamped postcards in
sealed bottles. As the students write their messages, we explore the
possibilities of where these bottles might wash ashore. The next
phase of the unit immerses students into a study of the different
habitats of the Long Island Sound region. From the rocky shore and
mouths of sandy beaches to the estuaries of rivers, students learn about
the plants, wildlife, and geography that define each habitat. The unit
then moves on to consider environmental issues such as development of
shoreline communities, pollution in area rivers, construction of sewage
treatment plants, oil spills, etc. Students not only gain knowledge of
the geography and wildlife of the Sound, but through role playing
simulations and writing activities, they also gain insight into the
interests of the major players in the future of this body of water.
Students may assume roles as the mayor or first selectman, a boater
seeking dock space, a lobster who is the victim of an oil spill, or a
resident facing the construction of a nearby sewage treatment plant.
While the perspectives of various members of the Sound community may
change, the theme of the preservation of the Sound is constant.
|
The Students: |
The Staff: Jon Romeo |
What You Need: Maps, postcards, bottles, zip-loc bags and a field trip to the Long Island Sound.
|
Overall Value: "Message in a Bottle" is a
project that provides students with the opportunity to view the Long
Island Sound region in a different perspective. No longer do they see
the Long Island Sound merely as a Connecticut resource, but they begin
to understand that the Sound is truly a treasure that is valued by the
residents of many states in the Northeast. As they delve into the myriad
of environmental issues affecting this body of water, students commence
on a journey of understanding that the inhabitants of the Long Island
Sound community must work together, irrespective of town, city, or state
borders. Just as the bottles sent adrift knew no boundaries,
cooperation for the preservation of this body of water must also cross
traditional lines. The ultimate objective for this unit is for students
to find meaning in a paraphrase of a Native American saying, "The Long
Island Sound does not belong to us; we belong to the Long Island Sound."
|
Standards: Sense of Community Reasoning and Problem Solving
|
Metamorphosis-Not for Butterflys Only |
Category: Science |
Grades: 6 to 6 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials for the project are a
video camera and tripod, videotape, a butterfly tower, a butterfly
garden, mini aquaria, and hand lenses. |
Overall Value: "Words such as caterpillar,
larva, chrysalis, pupa, and metamorphosis take on a deeper meaning when
students witness the reality behind these words," says disseminator
Patricia McGloin. "I have found that this particular activity brings
out the best in each studentÑhence the title, MetamorphosisÑNot for
Butterflys Only. A wonderful transformation takes place in each student
as he or she enters into this marvelous mystery of nature." |
Standards: |
Meteorology- How's the Weather? |
Category: Science |
Grades: 7 to 7 |
How It Works: This is the initial lesson of a
unit on meteorology. Start the lesson by brainstorming "meteorology"
for topics to be used for research from the World Wide Web. From these
topics create a semantic web on the computer using SuperPrint. After a
lengthy group discussion, students and teacher will decide on the topics
to be included for the research database. Students will use a database
program (like AppleWorks) to create their database. The teacher will do
some research to locate on-line web sites that the students can go to
gather this information. The teacher will link the web sites for the
children's ease of use. The student, therefore, is using the Internet to
access data, and using the computer, AppleWorks, to organize his/her
data.
From the topics that were used on the database, the teacher will divide
the unit, meteorology, into at least four or five subtopics. For
example, wind, air pressure, humidity, cloud formations, and storms. For
each topic, students will research that topic, create instruments that
we can use to predict the weather, and make scientific predictions about
the weather!
|
The Students: The students involved are the
fifth grade science classes, and the fifth grade science club. They are
of average ability level, and quite capable of doing this work. They
will be working in small groups- 3-4 at a time on the research projects
as well as the creating of the instruments.
|
The Staff: Bonnie Glasgold teaches enrichment classes at PS101 in Bensonhurst, Brooklyn and is a TeachNet Project Mentor.
|
What You Need: AppleWorks, ClarisWorks or any
word processing program, Grolier's Multimedia Encyclopedia, KidPix,
Netscape Page Composer, SuperPrint, Encarta '99, scanner to scan
photographs of instruments made in class, and the Internet.
|
Overall Value: The overall value of this
unit, in addition to teaching children the creative field of
meteorology, is to get them used to using the computer in their everyday
world. They will be gathering information from the World Wide Web and
on-line encyclopedias, learning to navigate their way around the
computer at the same time as gathering information. They will learn what
instruments meteorologists use to predict the weather, and then are
able to make their own predictions about the weather by reading their
instruments. I think this unit can be adapted to children as low as
second grade level. I have made simple barometers with second graders.
It is an excellent method to show scientific thinking.
|
Standards: Students will produce a report of
information (English Language Arts). Students will write in Scientific
Notation ( the Scientific Method when doing weather instruments and
predictions). Students will build weather instruments (psychomotor).
Students will be able to use the Internet as a tool for research
(cognitive). |
Mezopotamo: A Rainforest Simulation |
Category: Social Studies |
Grades: 7 to 14 |
How It Works: Mezopotamo: A Rainforest Simulation,
students take on the roles of Amazon basin natives and work together to
stay alive in the rainforest. In three successive stages, the playing
field moves from pre-European conquest jungles to early missionary
camps and finally to the modern beef industry-influenced Brazil. Throughout
this week-long game, students are asked to make judgments about how a
culture and quality of life is changed by interaction with European
invaders. It is an ideal forum for developing notions about teamwork,
conquest, self-preservation and spiritual versus material wealth. In
round one, students wander around the classroom as hunter-gatherers.
They discover many hidden fruits and vegetables as well as wild boar
and poison tree frogs. In round two, missionaries have arrived. Natives
must produce farm goods in exchange for clothing and Bibles. In round
three, students left alive must produce factory goods. With paltry wages
they buy items such as baby formula, television sets, and western
medicine. In each round, every student keeps a journal
about the three stages of the game and does before and after "What I
know" and "What I learned about the people of the Rainforest" entries.
Each entry is one page of writing where students are free to develop
their native rainforest character, comment on their opinion of the
colonists or write expressive passages such as poetry. As each round
ends, I implement an oral debriefing and silent writing session. We
discuss the changes in quality of life and how priorities and
relationships have been altered. As a result, students develop a variety
of listening, communication, decision making and writing skills as
they exchange ideas. I assess students' written and
oral participation in the unit, giving full or partial credit depending
on extent to which they complete their work. I see greater involvement
in the issues and increased ability to empathize with and reason about
the human condition. |
The Students: |
The Staff: Chris has completed his first year as a history/social science teacher. He will also be teaching Latin in 1997-98. |
What You Need: The classroom is the setting. My teacher packet includes the simulation. Clips from the films Medicine Man and The Mission
were also used. A major influence for this game has been the South
Coast Writing Project, which blends creative prompts with writing
assignments. During my masters program at UCSB, I spent a good deal of
time with Ron Kok and Victor Geraci working on cross-curricular
projects. Jerry Swanitz and Harvey Green of Santa Ynez High School have
been major influences in developing and implementing simulation games.
|
Overall Value: I designed this course as part
of a science/social science cross curricular project. Because of the
themes and writing levels involved in this game, it is well suited for
language arts, current issues and humanities courses with few or no
changes. The key to successful use of this game is the debriefing
phase. A discussion about the nature of conquest, transformation of
ecosystems, dependency on various economic systems or many other
themes can make this work in just about any classroom. |
Standards: |
Micromania |
Category: Science |
Grades: 9 to 11 |
How It Works: Micromania includes four
activities to help students see microscopic organisms in a new light.
Often students find microscopes and the things moving around in them as
something separate from their own lives. These activities not only
improve their microscope skill, but open their eyes to a new,
exciting, tiny world around them. In the first activity,
students are introduced to the idea of focusing a microscope and the
concept of field of view. The students use toilet paper rolls
(referred to as "buckadoos") as their viewers. Students choose a
familiar object outside. Holding the buckadoo to the eye, they move
closer to a chosen object and draw it in detail at three designated
distances. When the students return to the classroom, they write about
how using the buckadoo is similar to using a microscope. This activity
shows that as one zooms in on an object, the field of view shrinks,
but the object becomes more clear. After students have
worked with the compound microscope, the second activity is introduced,
called Micro-measurement. Students use a petri dish as the field of
view and they practice estimating the diameter of pennies and beans
using the diameter of the petri dish. Once they are comfortable with
estimating, students are given the diameter of the field of view of a
compound microscope at low, medium, and high power, and students can
more easily estimate the size of a microbe. Now that
students understand how small bacteria and protists are by looking at
and measuring them, they need to understand that when there are enough
bacteria or protists, they can be visible to the naked eye. Students
are shown examples, such as stromalolites, microbial mats, and red
tide. Using pans of water, chalk and index cards, students recreate
through art what normally happens in nature. They use this artwork to
create posters that explain microbial landscapes. Students
often think of bacteria as bad. In the final activity, students make
cream cheese. By watching the curd form, students learn about
bacteria's role in producing cream cheese. They learn some basic
chemistry and gain an appreciation for bacteria. At the end of the
activity, students taste their final product. Despite their original
disgust at eating bacteria, most students want seconds. |
The Students: |
The Staff: Melissa has taught middle/junior
high school science for five years, plus two years of high school
biology. She was involved in Microcosmos, an NSF sponsored institute
and continuing project in Boston, which provided the impetus for the
unit. She is currently a facilitator for the Santa Barbara School
District team in the SPSI project sponsored by UCSB and SBCEO. Marilyn
has taught junior high school science for three years and is a member
of the district's SPSI team. She was an engineer for several years. |
What You Need: Art supplies can be purchased
at an art store, the petri dishes ordered from a science supply company.
The other materials can be found at home. Parents often get involved
through discussion at home. |
Overall Value: Assessment consists of teacher
observation and a written test. Test results indicate that more than
95% have attained basic understanding of microbes. Comments such as
the one about a toothpaste ad, "What about the good bacteria?" indicate
that dents retain and use this information. |
Standards: |
Microscope Unit |
Category: Science |
Grades: 6 to 8 |
How It Works: The microscope unit contains 14
lessons which are integrated with the topics covered in the fifth grade
science program. Students learn to safely and effectively use the
microscopes and prepare their own slides. They view, analyze, and record
their observations of pond water, sugar crystals, salt crystals, human
and animal hair, muscle tissue, nerve cells, adrenal glands, and their
own cheek and skins cells. They use the microscopes to solve real world
problems when they participate in the Mystery at the Museum program
through the Museum of Science and Industry. |
The Students: Designed for use with students of all abilities in a large or small group situation. |
The Staff: Classroom teacher |
What You Need: Microscopes-one microscope for
every two students, blank slides and cover sheets, prepared slides,
pond water, human and animal hair, thread, toothpicks, salt, sugar,
paper for recording and illustrating observations. Teachers may also
provide any specimens they wish to view under the microscope. Some
activities were taken from Richards, O. & Gilbert, A. (1938).
Exploring the World of the Microscope. NewHaven, CT, A.C. Gilbert Co. We
participated in the Mystery at the Museum program which is offered by
the Museum of Science and Industry. The program utilizes microscopes as
well as other forms of scientific technology. Students participate in
hands-on science activities in the classroom and help to solve a mystery
at the museum. |
Overall Value: This highly motivational,
hands-on, science learning experience requires students to use skills of
observation and problem solving to enhance learning in all scientific
disciplines. Students observe and describe numerous specimens using
microscopes. They prepare their own slides and use the microscopes in
real world applications. |
Standards: |
Mid-Air Collision: A Mathematical Analysis |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: Assessment is ongoing
throughout the project as students navigate through each component. In
order for the student to proceed to another stage they must have
mastered the previous component. Much of the assessment is actually done
by the students themselves because of the need to have completed one
part before continuing. Observations and other means determine that
students understand the differences between experimental and theoretical
data and how they are related; apply computer spreadsheet skills; and
operate basic power tools safely. Students must demonstrate basic skills
and safety practices using a variety of power tools. Students are then
responsible for constructing a detailed, mathematically precise poster
(vectors and all) that serves as an accurate, attractive illustration of
the physical event. They also must be able to explain the basic concept
connection between this project and actual space probes. They
demonstrate their knowledge of this project by giving several
presentations to various groups. |
The Students: |
The Staff: |
What You Need: Most physics labs have the
necessary materials or students can be sent out to scavenge items
including power tools, nuts and bolts, bars and clamps, PVC pipe, tape,
padding, lab tables, variable power supply, coils, wire, computers with
spreadsheet, photogate timer, laser and the optional strobe light and
video camera. Spreadsheet software (preferably Excel, or Lotus) is
important. Students must be able to operate saws and drills. |
Overall Value: In order for NASA to get a
space probe to intercept the orbit of Mars, or any other planet, they
use the basic concept inherent in this project; very simply, shooting a
projectile at a moving target in order to have an intersection of paths.
This project is extremely popular with students because of its highly
analytical and technical nature and because it offers an opportunity for
them to apply many of the math skills they have acquired over the
years. A large part of this project involves team collaboration. In
fact, the project depends on students working together and communicating
effectively. Knowing that they will be responsible for presenting this
project to people outside of class acts as a motivator for students,
making mastery of the concepts imperative. This is a classic problem
solving venture. Upon completion of each section of the project the
students confront new and challenging problems to overcome. These
problems run the gamut from highly technical mathematical and computer
situations to simple construction situations. In its original form,
"The Monkey and the Gun" is a fun and exciting physics demo. This
project though, goes well beyond the fun and creates an academically
challenging activity for math and physics students. Once completed,
students have a deep understanding and appreciation of the power and
beauty of mathematics. |
Standards: |
Mighty Kids On The Move |
Category: Science |
Grades: 2 to 5 |
How It Works: This program was designed to
establish gross motor stability in students who exhibit deficits in
movement and coordination. Children gain increased confidence and motor
stability while actively moving in the classroom environment. Each
child's special daily program includes: moving through varied
movement mazes, using large muscle movement: bending, stooping,
crawling, walking, reaching and balancing, building skills as movements
progress from simple to complex, using geometric shapes to reinforce
kinesthetic learning Parents, invited to observe their children at
the end of the program, are encouraged to enroll them in similar
activities in the parks and community. Students: Although this
program was designed for special education students, it can be adapted
for students in the primary grades. All children can gain confidence
and competence by developing gross stronger motor skills. |
The Students: |
The Staff: Pat Sulski holds Master's degrees
from Chicago State University and, Pre-School Primary Montessori
Certificate from the American Montessori Society. Linda Matthew-Kuehn
holds Master's degrees from the University of Illinois at Chicago and
Chicago State University. Both have taught at Ryder School for 16 years
and are the recipients of several grant awards. |
What You Need: Materials And Facilities:
This program is based on commercial materials found in the, Motor
Movement Maze Set, consisting of cones, bricks, boards, hoops and rods.
If funds are not available, alternative materials may be used as listed
in the packet. The individualized program can be used successfully
with either approach. Outside Resources: Children will enhance
their rate of motor development if they have interested parents who
enroll them in park or community gymnastics programs. Parents and
children are encouraged by trips to local playgrounds, or commercial
programs like Discovery Zone, Leaps and Bounds or Gymboree. |
Overall Value: Through,"Might Kinds on the
Move" students gain motor stability and self confidence as they
successfully perform daily tasks. Parents become more aware of the
importance of motor development in their child's growth and learning.
Students want to perform to show their prowess at the demonstration for
parents. Everyone learns! |
Standards: |
MIGRATION STORIES |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Migration Stories is a hands-on
program in which students look at immigration from both historical and
personal perspectives. Students for whom English is a second language
(ESL) collaborate with students in a photography class. Photography
students share their skills in taking, developing, and printing
pictures; ESL students share their knowledge of culture and migration
experiences.
The students view a video on early immigration patterns in the United
States and visit the Holocaust Museum and Sackler Gallery. From
historical pictures of immigrants, each student selects an individual
who arrived at one of four immigration centers. They write fictional
accounts of the people, suggesting reasons for immigration and
describing the immigration experience.
The students interview family members for personal migration stories and
create passport documents to reflect what they have learned. For their
passports, they plot the migration stories on maps, take portrait
photographs of each other, process the film, and print the pictures.
They create passport covers that they feel reflect their personal
experience. The passport is presented to the class along with the
personal narrative of immigration and migration of their families.
Students Students in a photography class and an ESL class participate
in the program. They meet three times a week for 90-minute periods. |
The Students: |
The Staff: The photography teacher and the ESL teacher developed and implement the program. |
What You Need: The video Island of
Hope-Island of Tears and the curriculum packet Immigration 1870-1931-A
Jackdaw Portfolio provide historical background. Darkroom supplies and
art materials are also needed.
Darkroom facilities and access to computers are required.
Outside Resources Field trips to the Holocaust Memorial Museum and the
Sackler Gallery enhance the program. The Ansel Adams Center in San
Francisco and the Ellis Island National Park provided materials. |
Overall Value: The Migration Stories program
enables students to learn about and to share their heritage. Peer
teaching and coaching by students facilitate communication among
students; demonstrate commonalities; encourage appreciation of cultures,
shared experiences, and differences; and enhance self-esteem. |
Standards: |
Mime Your Own Business |
Category: Arts |
Grades: 9 to 10 |
How It Works: This project is a wonderful way
to bring theater into the classroom, even for teachers without a
theater background. Students - pantomime simple activities, eating
an apple, hitting a baseball, sweeping the floor form teams to create a
"score" or list of actions to be done in a mime performance prepare
background scenery, choose music to accompany their scores, rehearse and
offer each other constructive criticism After final revisions,
the,"Mime Time Players" troop is ready to show its stuff! Students:
This project can be adapted for students of all age levels and
abilities. It is equally effective with bilingual and ESL students. |
The Students: |
The Staff: Theresa A. Speegle is a Speech
Education graduate of Northwestern University, where she is currently
working on a master's degree in Theater. She has taught for eight years
and has received several grants for her creative classroom programs. |
What You Need: Theresa A. Speegle is a Speech
Education graduate of Northwestern University, where she is currently
working on a master's degree in Theater. She has taught for eight years
and has received several grants for her creative classroom programs. |
Overall Value: Students have fun, work cooperatively and take pride in being part of a successful production. |
Standards: |
Mini-Mendeleev |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: Guiding Principles: #1
Students understand the nature of mathematics and science #3 Students
reason effectively in mathematics and science #4 Students are
problem-solvers in mathematics and science #7 Students attain and
apply essential knowledge and skills of mathematics and science
Content Standards 1C: Students develop models to understand the world
around them. S1 Represent and analyze relationships using tables,
verbal rules, equations and graphs. 3A: Students understand and
demonstrate that ideas are more powerful if they can be justified. M1
Support reasoning by using a variety of evidence such as models, known
facts, properties and relationships. S1 Distinguish between different
forms of logic. 4A: Students demonstrate proficiency
using a variety of problem-solving strategies. S1 Verify, evaluate
and use results in a purposeful way. This includes analyzing and
interpreting data, making predictions based on observed patterns,
testing solutions against the original problem conditions and
formulating additional questions. 7.2E: Students understand the
structure of matter and the changes it can undergo. M3 Use the Periodic
Table to group elements based on their characteristics. S6 Compare
the physical and chemical characteristics of elements.
The Approach In MINI-MENDELEEV, students rediscover Dmitri Mendeleev's
concept of periodicity and its usefulness as they create their own
tables to organize the elements. After completing the project, students
can explain how the Periodic Table was developed and why it is a useful
tool for chemists. They can use the Periodic Table to make predictions
about the chemical and physical properties of the elements.
MINI-MENDELEEV also engages students in scientific inquiry as they
develop a model which can help them to understand the materials which
make up the world around them. Students use their reasoning skills to
justify the organizational framework they create for the elements. They
hone problem-solving skills as they verify, evaluate and use their chart
to predict the properties of elements. MINI-MENDELEEV begins by
introducing Dmitri Mendeleev's goal: to create an organizational scheme
which will simplify the study of over one hundred different elements.
The class considers the characteristics of effective organizational
schemes which are familiar to students such as tables of contents,
mail-order catalogs and the students' own addresses. Then, the teacher
challenges students to use these characteristics to create a chart which
accounts for relationships among elements. Each team of four students
receives a jumbled set of twelve cards, which list several physical and
chemical properties of an element. Students work cooperatively to
organize the element cards into a table based on their properties. Each
group presents its table to the class and explains its organizational
framework. It soon becomes apparent that some arrangements are more
useful than others. Next, the teacher presents the Periodic Table
created by Mendeleev. Individual teams and then the large group compares
and contrasts their charts with his. Students are excited to see the
many similarities their tables share with Mendeleev's! In closing,
students use their charts to predict the properties of elements just as
Mendeleev did. They check their predictions to verify the usefulness of
their chart. Student learning is assessed in several ways. First,
students are evaluated on the level of sophistication of each table. An
outstanding table exhibits groupings of elements, trends and periods.
Second, students' oral presentations, in which they explain the basis
and usefulness of their table, are assessed. Strong presentations
include a clear description of their table with statements of
justification and specific examples. Third, students submit a written
report in which they compare their table to Mendeleev's, report their
predictions of element properties and verify their predictions.
Excellent reports list similarities and differences, contain reasonable
predictions and explain reasons for any discrepancies. Finally, student
reports on elements are assessed. Outstanding reports detail the
properties and everyday uses of their elements in a way which
communicates information effectively to others. |
The Students: |
The Staff: |
What You Need: MINI-MENDELEEV can be done
with minimal resources and enhanced with additional ones. Sets of
element cards can be run off on a copy machine. Poster paper, tape and
markers are needed to create the table itself. A large copy of Dmitri
Mendeleev's table is also desirable. The Handbook of Chemistry and
Physics, the school library and area experts are ready sources of
information on the properties and everyday uses of the elements. The
teacher may also wish to supply poster paper, markers and other art
supplies for the element posters. The activity can be enhanced through
the use of graphing calculators and computers for graphing, desk-top
publishing and research (CD-ROM and Internet). |
Overall Value: The Periodic Table is an
important tool that students use throughout their study of chemistry and
other sciences. MINI-MENDELEEV reinforces its usefulness by encouraging
students to extend their knowledge by making predictions. Students
learn about the properties and everyday uses of elements. In more
advanced classes, students can use graphing, interpolation and
extrapolation to make mathematical predictions of the properties of the
elements. MINI-MENDELEEV also offers a historical perspective on the
study of chemistry. This approach enables students to develop a deeper
understanding of and appreciation for the usefulness of the Periodic
Table of Elements. |
Standards: |
MINI-METROPOLIS |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: "Mini-Metropolis" is a
classroom city bustling with workers who are learning about "community"
in an authentic manner. The classroom transforms into a working city,
building by building, as students discover the community they live in.
Each new part of the city is introduced as an interdisciplinary
mini-unit. Students read nonfictional and fictional books all about the
careers involved and may conduct surveys, create maps and graphs, write
letters to workers in the community, write and publish stories and
engage in other hands-on lessons in all subject areas.
Students take ownership of each building by assuming the role of those
particular community workers on a rotating basis. In the post office,
postal workers sort through homework folders. Traffic officers issue
traffic tickets to residents of the city for excess noise in the school
hallways. Lunch is served in the cafe where patrons are seated by a
hostess and served by waiters and waitresses. Friday is pay day! Workers
go to the bank where tellers issue play money. Fines for traffic
violations must be paid and then items can be purchased in the store run
by student workers. In the publishing company, editors and newspaper
reporters create and publish a monthly newspaper which is then peddled
by "hawkers" around the school and sent to parents and members of the
community.
Students can be seen interacting with others in ways which best help
their classroom city to function realistically and harmoniously.
|
The Students: Fifty-two second graders of all
ability levels have become residents of the city in each of the two
years the city has been operational. It is appropriate for grades 1-6.
|
The Staff: Lois Kaliszewski and Mindy Schwartzman Clinton Avenue School, New Haven |
What You Need: Classroom art materials, video
recording camera and tapes, fictional and nonfictional books,
microphone, field trips and guest speakers involving the community are
all helpful.
|
Overall Value: This project addresses the
Common Core of Learning attribute Sense of Community. These young "city
residents" are developing a sense of community by understanding the
importance of each individual to the improvement of the quality of life
for all in the community. Students of all learning styles are motivated
to learn academic skills because the authentic environment is a fun
place to learn and grow.
The ultimate goal of this project is that students will realize their
potential to impact the community they live in and aspire to become
active, productive members of society.
|
Standards: |
Mis Raices: Developing Self-Esteem |
Category: Social Studies |
Grades: 12 to 13 |
How It Works: Mis Raices: Developing
Self-Esteem enables Central American students in the newly developed
Spanish for Fluent Speakers class to learn about their ancestors by
writing and performing in a play. The play involves the story of
Malinche, the beautiful Aztec slave girl who helped Hernan Cortes
conquer Mexico. As the students read the history and the legends that
surround the story, they use charts to organize the information into
sequence, to determine specific details of the events, and to debate on
whether Malinche should be represented in the play as a heroine, a
romantic princess who was a victim of Spanish,"machismo," or a traitor
to the Mexican people. Using one of the cooperative learning
strategies, students are divided into groups to write different scenes
of the play. Each group is also assigned duties such as costume
designing, stage directing, set designing, and filming. They
participate in arts and craft activities, expressing themselves
creatively through art based on what they have learned of the Aztec
culture. The project culminates with native speakers performing for the
students studying Spanish in foreign language classes. The students
feel pride in being able to share their history and their language. The
play is videotaped, and the video is shown on Channel 21. The
Students: Fifteen students in grades 10 and 11 participate in the
project. This program can be adapted to lower levels, to small or large
groups, and to minority or nonminority students. |
The Students: |
The Staff: The teacher developed and
implements the program with help from the drama and art departments,
parents, and the community liaison. |
What You Need: Books about Central American
culture, costumes, artifacts, and props for the play are needed for the
project. Parents help by designing costumes. A field trip to the
Museum of Natural History enhances the program. The network of
Educators on Central America provides films, books, and artifacts. |
Overall Value: Mis Raices: Developing
Self-Esteem enables Spanish speakers to obtain a higher social and
academic status while gaining pride in their linguistic and cultural
heritage. Traditional ways of addressing language minority groups no
longer meet the changing and more demanding needs of these students;
national statistics show that a high percentage of this ethnic group
drop out before finishing high school. By helping these students to
acquire a positive self-concept and effective functional skills that can
be transferred into other content areas, we lead them to success. |
Standards: |
Model United Nations |
Category: Global Education |
Grades: 11 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Informational materials on
organizing a Model United Nations, were purchased from the UNA-USA;
additional materials, such as pamphlets and posters, were purchased from
the United Nations. Students used Great Decisions, a magazine and
activity book published by the Foreign Policy Association, to research
topics for presentation and debate. Other research materials may be
found in the school or public library. U.N. videos are also available
for purchase. Schools may want to videotape the event. |
Overall Value: The Model United Nations,
movement has proved to be popular throughout the country in colleges and
high schools. Students take ownership of this event; they do most of
the organizing and lead all the meetings, including the general
assembly, as well as typing and producing materials. This has been a
genuine boost to their sense of competence and self-esteem. The student
planning committee drew up an evaluation form for participants;
responses were very positive. They included: "It was impressive and
made me learn a lot about the world," "It was quite exceptional,"
and,"I did better than I expected. I was very outspoken and made my
points clearly." |
Standards: |
Mommy, It's A Renoir |
Category: Arts |
Grades: to |
How It Works: This art appreciation program
adapts Renoir in the Classroom (see IMPACT II catalog 1989-1990) using
Aline Wolf's,"Mommy, It's a Renoir!" materials. Kindergarten children
match identical postcards, pair two paintings by the same artist, and
group four paintings by the same artist. After the students have
discussed the reproductions of the famous paintings, they write and draw
their thoughts and experiences in,"picture journals." The journals
foster the early development of the habit of keeping thoughts and ideas
in one place. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Money - Our International Language: Dollar, Pound, Mark, Peso and Franc |
Category: Mathematics |
Grades: 6 to 14 |
How It Works: This program,"banks" on
children's natural curiosity about money. Its purpose is to increase
children's awareness of the banking industry -- its operation,
effectiveness, and influence around the world This program also gives
students a first-hand experience with a banking operation and relates it
to our economic system. In cooperation with the local banks that are
Dade Partners, children participate in daily banking activities. This
mode of instruction builds and reinforces the concepts of percentage,
computing interest, responsibly maintaining a checking and/or savings
account, and the function of each. Other activities include
interviewing for a job, writing resumes and job descriptions, and
engaging in public relations experiences. DCPS Major System Priorities:
Job Preparedness, Intergroup Relations. The Students: Our program
involves fifth-grade students. Their banking activities are biweekly.
Because of the wide range of skills involved, these activities are
adaptable to many age groups and achievement levels. It is recommended
for grades four through 12. This program can be equally effective with
small or large groups. |
The Students: |
The Staff: Betty Kravitz is a Level Five
teacher and Team Leader at Highland Oaks Elementary School. She is also
the Intermediate Chairperson of the school, and former Teacher of the
Year. Level Five teacher at Highland Oaks Elementary School, Terri
Lynne is the school coordinator for the,"I Make A Difference"
"Wellness" and,"JazzExercise" programs for teachers and students. She
is also the creator of many inter-disciplinary units involving unique
ways to teach curriculum. |
What You Need: Materials and Facilities: An
accounting number system in alphabetical order can be established.
Materials include a newspaper subscription (for obtaining up-to-date
foreign currency exchange rates), interest charts, transfer slips,
deposit slips, signature cards, foreign currency and hand calculators. A
computer is helpful (but not necessary) for daily and weekly reports of
transactions, or individual account activities. Savings books and
checking account books are essential to this unit. A display board in
our,"lobby" provides daily information of daily rates of exchange, and
interest rates. Outside Resources: In order to operate our,"bank"
effectively, a banking expert may teach and supervise students. A Dade
Partner may be a valuable resource, holding workshops for students and
teachers involved in the operation of the,"bank". |
Overall Value: This invaluable program
provides life skills in the areas of money, banking, and the financial
world. Math skills on many levels are practiced and reinforced. Global
awareness and understanding is enhanced. Job preparedness and career
awareness always play an important role in any program because the
future promises to be extremely competitive. |
Standards: |
Money Makes the World Go Round |
Category: Social Studies |
Grades: 8 to 8 |
How It Works: The subject of money has always
sparked the interest of children, especially the money of other
countries. The children are instantly interested just because the money
looks different from their own. The currency of a specific country can
be introduced by showing the money to the children and identifying
vocabulary appropriate to the money and its monetary value. The teacher
can ask cooperative groups to study the culture and economics of that
country. Countries with a strong, economic status have a strong,
monetary value for their money. Encyclopedias, world atlases, and
other research materials can be used to investigate the money of
different countries and how the money relates to that country and ours.
Students will learn to compare the similarities and differences of the
monetary values between their study country and the United States. This
would stimulate the learning of math skills, geography and social
studies by using information about the value of the money on a
day-to-day basis and relating it to our country. Math problem-solving
strategies and math operations can also be utilized to determine
differences in the monies. The students will also learn how the location
of a country relates to its economic status. Computer software
programs can be used to review the country's location. The students
will be able to find the longitude and latitude of the country's capital
and its location on the map. The students will learn to estimate
distance and then use the maps to find the actual distances between the
United States and its trading partners. Charts and graphs can be
developed to represent the type of products sold to the United States
and those used on a daily basis. Students can apply the knowledge they
have gathered to make, generalizations about each country, and its
money. The Student: This program has been used with sixth grade
students as part of their social studies and math components. |
The Students: |
The Staff: This lesson is taught in the
Computer Lab by the teacher technologist but it can be taught in a
regular classroom or a library setting. |
What You Need: Materials: Currency from other
countries donated from businesses or purchased from money exchange
stations at banks. Encyclopedias, world atlas, and other research
materials can be used from the library. Maps are available in the
classroom. All classes were held in the Computer Lab, but other
appropriate places can be utilized. Outside Resources: No outside
resources were needed. |
Overall Value: Students can be exposed to
several different areas of learning by, exploring other countries.
Money is only one way to stimulate children to learn. Different subject
disciplines can be combined to spark the interest in learning about the
money and culture of other countries. |
Standards: |
Money Matters |
Category: Classroom Management/Intergroup |
Grades: 3 to 8 |
How It Works: When does smaller class size
mean more students in a room? When the portables haven't arrived in time
for the first day of school! Two teachers with 40 first graders in one
room needed a discipline system that provided appropriate consequences
for student behavior, yet remained concrete so students knew exactly
where they stood at any time during the day. Money Matters became that
program.
Once our classroom rules are established, consequences are introduced
to remind those students who don't follow rules. But what about the kids
who always follow rules? The need to provide positive reinforcement for
them was a significant motivation in creating Money Matters.
The focal point of Money Matters is a large dollar bill on a bulletin
board. Students decorate a smaller version with their name and picture;
these are then stapled on the large dollar bill. On each day of no
inappropriate behavior, a stamp is placed on the dollar. Once a student
has five stamps, the dollar can buy classroom rewards, which include
sitting in a special chair, using special art materials, or using the
classroom computer. Students keep their money in student-made wallets
(with photo and library card) to spend or save as desired. |
The Students: 1996-97: 41 first grade students; in 1997-98, 41 first and second graders. |
The Staff: Ron has taught first grade at
Jonata School for nine years. He is an Early Equity in Math and Science
and South Coast Writing Project fellow. Kathleen has taught four years
in grades 5, 1, and now 2. She also does private tutoring. |
What You Need: A dollar bill pattern, teacher-chosen items for students to buy, sign-up sheets, and paper billfold; teacher packet. |
Overall Value: Money Matters helps students see their behavior as the sum of its positive and negative parts.
Money Matters gained favor with students, parents and big buddies.
Parents appreciated the lessons about delayed gratification and
knowledge about how real money works at home and at the store. Students
made better decisions about their behavior. A class of 40 active first
graders in a room built for 20 was a terrific proving ground for its
effectiveness. It has been a great tool to assist students in
controlling their own behavior.
Money Matters has proven to be a fun and free approach to classroom
management that both students and teachers enjoy. A second grader said,
"I think all the other kids should get to try it." |
Standards: |
Monster Story Maker |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: Events happening in a child's
life can provide a special, opportunity for learning. Halloween is a
favorite holiday and can, provide an educational focus. Through the use
of a software, program, children will create and produce a monster
graphic and, write an accompanying story. The lesson begins
with reading scary stories to set the mood. The, software
program,"Monsters & Make-Believe" provides the vehicle for, students
to create a monster and write their own scary story. Having students
working in pairs also provides for sharing ideas creating together and
producing a product of which to be proud. Students practice reading
and creative writing skills as they, create their monster story. As
they use the computer program they, must use problem solving skills to
assemble body parts for the, monster, type and edit their story, save to
a disk and print their, projects. The finished product increases their
pride in their, accomplishments and they enjoy sharing their stories.
DCPS Major Systems Priorities: Achievement, Intergroup Relations
Blueprint 2000 Goals: Student Performance, Learning Environment
The Students: Computer Application students are composed of mixed
sixth- seventh- and eighth-graders. They vary in ability from ESOL,
ESE, to Gifted. |
The Students: |
The Staff: Valen Mayland is a 13-year
teaching veteran, who has a master's, degree in Computer Science and
teaches Computer Education classes. She is a member of the University
of Miami Clinical Teacher, Program, a recipient of a Teacher Mini-Grant,
a 1991-1992 IMPACT II, Developer and SBM/SDM chairperson. She was also
honored as the, 1988-1989 Miami Lakes Middle School Teacher of the
Year. |
What You Need: Materials and Facilities:
This project has been used in a computer lab using 10 Apple, computers,
but can be used with fewer computers as a smaller group, activity. Each
computer requires a copy of,"Monsters & Make, Believe" (Pelican
software). Color Ribbons and printers are also, an asset. A sample
picture and story is an appropriate way to, introduce the unit. Another
successful lead in to the program is, to read a Halloween story to the
class. Several dictionaries and, story books should be available in the
class. Outside Resources: The Media Center has developed a
Halloween bibliography. Students, are encouraged to borrow the books. |
Overall Value: Students practice reading and
creative writing skills as they, create their monsters. Using the
program requires some problem, solving skills, as the students must
assemble body parts, type the, story, save it to a disk and print their
final project. Working in, pairs requires learning to share ideas and
working together to, produce a project. The finished project develops a
pride in, students' accomplishments. This unit also lends itself to a
class, discussion on differences among people. |
Standards: |
More Integration--Less Fragmentation |
Category: Instructional Inquiry |
Grades: 4 to 4 |
How It Works: The study examines the impact
that an in-class Chapter 1 instructional support program has on the
success of targeted, at-risk students as exhibited in classroom
performance and student attitude. Teachers are expected to reflect on
and record any benefits that they experience as professionals in this
team-teaching situation. During the first semester of the current
school year, these students participated in the traditional pull-out
program. Concerns have arisen over whether the children are applying
their learning in the pull-out classroom to their learning tasks in the
regular classroom. Other areas of concern include the fragmented nature
of the school day for the children, the lack of collaboration between
the classroom teacher and the Chapter 1 resource teacher, and the
negative effect a pull-out program may have on a child_s self-esteem by
labeling him or her as different. Currently, the classroom teacher and
the reading specialist act as a teaching team and provide instruction
four days a week for 45 minutes each day within the regular classroom.
Data is gathered in anecdotal records, formal reading inventories,
running records, parent surveys, student attitude questionnaires, and
student portfolios. Eight second grade Chapter 1 students identified
as being below grade level in language arts participate. |
The Students: |
The Staff: A second grade teacher and a
Chapter 1 reading specialist facilitate this project. The team meets
weekly for one hour to plan, to share information about student
progress, and to discuss the overall direction of the program. |
What You Need: Multiple copies of appropriate
reading level books are necessary for guided reading. A range of books
that match the instructional levels of all children in the classroom is
provided. Space is provided within a standard second grade classroom
for large- and small-group activities and for individual work. The Step
Up Language Arts program assistant acts as a consultant and provides
in-service training as needed. Parents and volunteers from the school_s
business partner are encouraged to become involved in the classroom by
listening to children read or by participating in writing conferences
with the students. |
Overall Value: It is anticipated that the
children will perceive themselves as a more integral part of the
classroom. Other projected benefits include an increase in teaching
time, improved behavior, increased use of classroom resources, greater
flexibility in grouping, and, more frequent opportunities for the
Chapter 1 students to integrate their language arts activities with
content-area materials. |
Standards: |
More Than Music |
Category: Arts |
Grades: 2 to 10 |
How It Works: Children love to sing!, This
integrated project gives students unique understanding and appreciation
of music and much more. Activities combine language arts, math, science
and social studies as children: learn about the relationship
between mathematics and music, sing songs from different cultures in a
range of languages, research and write about composers develop their
own performance skills Choral performances give students a chance
to display their musical skills and share the joy of singing songs from
many cultures. Students: This project was developed for 92
students in grades 4-8. It can be used for large or small groups of
students of various ages and abilities. |
The Students: |
The Staff: Doris Archibald received a
Bachelor's degree from Chicago Teachers College and has been teaching
for 20 years. Joanna Gardner received an MA in Administration and
Supervision from Roosevelt University. She teaches grades 4-5 and is
the PPAC chairperson at Kosminski Academy. Lucille Wiley holds a
Bachelor's degree from Chicago Teachers College, has received several
awards and has taught for more than 20 years. |
What You Need: Materials And Facilities:
Besides basic classroom materials and access to a piano or keyboard and a
computer, the project uses: sheet music, music software and musical
recordings audio and video tapes and recorders to provide feedback
incentive posters and banners about the world of music Outside
Resources: The LSC, parents, Chicago area music teachers, conductors
and performers were used as resources to enhance the program. Field
trips to area performing arts auditoriums and the Harold Washington
Library were also included. |
Overall Value: Students learn to sing in
harmony, recognize the musical work of composers of other times and
cultures and translate musical symbols into sound. Chorus members'
interpersonal skills are strengthened as they cooperate to produce a
musical program. Their self-esteem is raised as they practice and
perform for others. |
Standards: |
Morning Math Board |
Category: Mathematics |
Grades: 3 to 7 |
How It Works: "Morning Math Board" was a set
of highly engaging math activities designed to supplement the regular
math program. It was used to incorporate all math strands into the
curriculum through innovative hands-on activities. At the beginning of
the school year, students were given a brief introduction to each math
concept that would be taught in greater depth throughout the year. Each
successive day, two student helpers were selected to perform all
activities on the "Morning Math Board". Some of these activities
included: recording the day of school using ordinals; money and place
value models; writing the day of school in both standard and expanded
form; completing telling time and fraction activities; estimating;
graphing the answers to a daily Yes/No question; finding the sum and
difference of the "yes" and "no" answers; and more! These activities
were discussed with the entire class, and the non-helpers were
encouraged to agree with the helpers' answers or to challenge them. |
The Students: This program was designed for
primary-aged students but it could be adapted to any grade level or
academic discipline. It was used as both an individual and whole group
activity. Students were actively involved in the program daily. Each
day, two student helpers were involved in completing the activities on
the math board while the remainder of the class completed daily review
activities in other curricular areas. When the helpers completed the
board activities, the entire class convened on the carpet around the
board. Each activity was discussed and students were invited to agree
with the work or to challenge it. Often, the class was invited to
participate in extension activities related to the math board.
|
The Staff: Annemarie Johnson has been
teaching eleven years. She is presently teaching the third grade, but
has taught first and second as well. She has received IMPACT grants, a
Martha Holden Jennings Grant and a Green Local Schools In-House Grant.
She was a 1996 Jennings Scholar and is a member of Phi Delta Kappa's
McKinley Chapter.
|
What You Need: All materials needed in this
program were available in the typical elementary classroom or could be
easily obtained.Very little space was needed to implement this program.
It worked best if the "Morning Math Board" was displayed on a
chalkboard or bulletin board near a carpet or whole group meting area.
Various math manipulatives were needed for the hands-on activities,
including commercial materials, teacher-made materials, and common
household/classroom items. A list of all necessary materials, diagrams
of the displays, blackline masters of patterns for teacher-made
materials, an assessment tool and evaluation checklist to monitor
individual student progress is available. |
Overall Value: This program has transformed
the students' attitudes toward math and the way math is taught. The
students are actively involved in "doing" and experiencing math as well
as discussing it on a daily basis. They are introduced to many math
concepts within the first month of the school year and are then given
the opportunity to practice them every day through highly engaging, fun
activities throughout the remainder of the year. |
Standards: |
Motion in Sports |
Category: Science |
Grades: 8 to 10 |
How It Works: The Idea and Its Value, Motion
in Sports, is a 12-week integrated unit involving physical, science,
math, social science, and physical education that, provides students
with hands-on learning of the laws of motion, and carries their learning
to the application level by becoming, expert physicists on a sport of
their choice. Motion in Sports, is a high interest study of the
complex laws of, motion. "I can show you a really neat power slide with
my roller, blades and that is sliding friction," commented one student.
Using the students' enthusiasm for and participation in PE and, after
school sports results in the immediate application of, academic
knowledge. They write an explanation of each concept as, it pertains to
the sport they choose to study and practice to, mastery level.
Laboratory experiments for each law of motion prepare students to,
complete a notebook that compiles all of the concepts dealing, with the
laws of motion as they pertain to their chosen sport. The notebook is a
small treatise on the movements and physics of, that sport. Ownership
and pride of presentation are at maximum as, these reports are
finalized, illustrated and displayed at Open, House. Grades on regular
quizzes, tests, and competency exams, improve because facts are applied
to their sport, thus making, learning more concrete. Students are
more positive when they are able to gain confidence, in a particular
skill because they know the law of physics that, enables them to
complete that movement. Behavior becomes more, positive because students
enjoy the activity and see its, usefulness. A student studying ice
skating commented,,"I, understand how much acceleration is needed to do a
triple axle." Motion in Sports, can be adapted to social studies as
students, apply laws of motion to sports or games of different cultures.
Ancient cultures have many examples of games that were played to,
teach lessons to young warriors. This idea first occurred to me
during the 88 Olympics when, students in my physical science class
became interested in, discussing and exploring the physics of sports.
The Science Framework recommends varied learning modalities and,
stresses hands-on lessons that provide enjoyable, expanding, activities
and experiences. Writing across the curriculum and, integrating science
with other areas of study are also stressed. One hundred twenty students
participated in this unit of study, during the 1993-94 school year,
grades 7-8, 12-14 years of age homogeneously grouped, with all
students mainstreamed in science. |
The Students: |
The Staff: I have taught math, science,
drafting and woodworking at Solvang, School for 27 years, specializing
in science. I have been a, science Mentor and am a South Coast Science
Project fellow. I am, a continuing author/member of the
Solvang,"Hands-On, Inc." math, publishing company. |
What You Need: Each student is supplied with a
standard textbook of physical, science. The classroom requires all of
the necessary supplies including a videodisc player. The teacher
packet supplies the, assignments and task analysis for the unit and
includes, instructions for making a marble ramp. County Education Office
books and films are useful, as well as, guest visits by physicists and
parents in related technical, fields. Field trips to university physics
labs are also a, possibility. |
Overall Value: |
Standards: |
MOVING INTO FOCUS |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This proven project develops
the communication skills of children with autism. Students participate
in a circuit of activities which combine sensory-motor "stations" with
opportunities to communicate using photographs taken in their school
environment. For example, a child chooses a photo of a nylon play
tunnel to request a turn to crawl through it.
The communication tasks correspond to individual skill levels and
correlate with various units of study such as 'home,' 'self,' and
'community.' Photos of student participation illustrate strategies for
parents and document students' process. |
The Students: The project was developed with a special education class of 22 children. |
The Staff: Beth Sayers holds a BS in
Speech/Language and a MA in Special Education. Sheila Danaher holds a
BS in Special Education and has taught at Beard School for six years.
Patricia Garrity holds a MA in Special Education and has taught at Beard
for two years. Carolyn Hamilton holds a BS in Education and a masters
degree in Occupational Therapy; she has been the occupational therapist
at Beard School for nine years. Sarah Stanley's BA is from the
University of Michigan; her MA is from Northwestern University. For the
past year she has been Beard School's speech/language pathologist. |
What You Need: The following are needed:
foam-core board and Velcro; sensory-motor equipment; a camera and film;
ordinary classroom supplies. Space is needed for the sensory-motor
equipment--a gym is ideal. |
Overall Value: Children are attracted to the
sensory-motor equipment; integrating movement helps them to focus on
cognitive tasks. Photos help them communicate choices and requests,
while helping staff communicate possibilities and progress with parents.
|
Standards: |
Mozart Gazette |
Category: Arts |
Grades: 8 to 11 |
How It Works: As a part of the music
curriculum, students in grade 7 general music, study both opera, and
Mozart. To make the man and the time that he lived in more,"real" for
the students, they are assigned to produce a page from a newspaper that
might have been published during Mozart's life. The class is divided
into groups of 4 or 5. They must choose a date that corresponds with
the opening date of one of Mozart's operas. They must decide on a
country from which their newspaper will originate and a title for their
publication. Each newspaper must contain: *, An interview with, or
article about Mozart. This has to be written as if he were still alive,
and be complete up to the date of the publication. *, A review of
the opera that debuted on the date that they have chosen. This must
contain information about operas in general, the story of their, chosen
opera, and any comments or opinions that have been recorded, regarding
this opening. *, Two major world events that occurred during this
time period. The actual, date of these events should be close to the
newspaper date. *, An advertisement for an item that was invented
during this time. *, A price in the appropriate coinage of the
country they have chosen. The newspaper may include sports, cartoons,
weather, obituaries, etc. but they must all be appropriate for the
time period and country. All articles must be written from the
perspective of the country they have chosen for the newspapers origin.
For example, if one of the world events being covered was the, American
Revolution, an article printed in an English newspaper would have a
different, perspective than one appearing in an American or French
newspaper. Time is spent in the classroom for the,"reporters" to decide
what will be in their newspaper, and who will cover each event. The
students spend several classes in the Library Media Center researching
the monetary system of their country, the life of Mozart, his opera, the
inventions of the 1700's, as well as sports, styles, and history of
this period. Students then type the information, design the ads and
cartoons, and design a layout of, their newspaper page. Upon completion
of the page, the students present their information to the class and
the pages are displayed on the bulletin board. THE STUDENTS: The
students used for this project were grade 7 general music, students with
varying abilities. This project could easily be adapted for grades
8-12, as well as other disciplines. |
The Students: |
The Staff: The Music Teacher and Library
Media Specialist were involved. This, could also be expanded to include
the history, art and science teachers as well. |
What You Need: Materials included poster,
board or newsprint, colored pencils or markers, glue sticks, scissors.
Facilities include a classroom and the library. No outside resources
were used. |
Overall Value: As a result of this project
students are able to: Learn about Mozart within the context of the
revolutionary time period that he lived. Identify, important aspects
about Mozart and his music. Understand the roles that different,
countries had in shaping history. Understand that different cultures
may view the same event different ways. Work in cooperative groups,
drawing on the creative abilities and strengths, while, brainstorming
solutions to problems. Utilize a variety of sources to locate the
necessary information Be creative in designing advertisements and other
aspects of their publication. |
Standards: |
Mug Day |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: Middle school students love
things they can touch, talk about, eat from, and have fun with, while
learning too. Mug Day meets their needs.
Garage, church sales, and parent donations are inexpensive sources of
mugs. Matching mugs for 120 students, though a possibility, is not
nearly as interesting as an entire team of different mugs. The "Sexy
Senior Citizen" mug had its own idiosyncrasies as did the Christmas
mug that wished to be set out more often, but concluded that by the end
of the day, an eleven month rest was just fine. Various shaped mugs
allow for individual differences and abilities. Our most common mug
is a simple cylinder.
During Mug Day, students: complete an "I've Been Mugged" booklet of
integrated activities; explore the mathematics of their mug in terms
of volume, surface area, base area, and weight; design packaging for
several dozen mugs; create a coaster for their mug; develop
proportional sense by filling various size mugs; debate on ethical
environmental issues of a recycled mug; write a persuasive writing
prompt chart; complete a paper; read articles on the Internet; spell;
and explore topics such as poetry, geographical origin of the mug,
mugs as simple machines, why mugs sweat. |
The Students: The learning experience
was
designed and used with
seventh graders of all ability levels;
including
the self-contained and
bi-lingual. It promotes team work
and sharing of
ideas among all
levels. |
The Staff: Classroom teachers on the team. |
What You Need: Mug Day
takes place in the
classroom but
could be expanded to the entire
school and even outdoors
for some
of the activities. One mug per
student is ideal and costs range
from free to 25-50 cents. Mug Day
booklets are available upon
request. |
Overall Value: Mug Day meets the individual
needs of the wide range of learners on a team. Some of the math
skills were taught previous to Mug Day and reinforced on that day. Since
food was involved, there was extra motivation to measure correctly.
The students develop a real sense of ownership with their mug. When a
mug was broken accidentally, a funeral was quickly arranged and an
adoption agency was called, not for a replacement to the original
mug, but because the owner felt she could be more responsible. All of
the subject areas integrate easily around a mug. At the end of the
year, the team writes a newspaper that reviews their whole seventh
grade journey. Mug Day is mentioned as a very positive day and few
mugs are ever left behind at school. |
Standards: |
Multicultural Awareness Through Artifacts |
Category: Social Studies |
Grades: 2 to 14 |
How It Works: This program uses artifacts
from various cultures to create in students an awareness and
appreciation for cultural identities. Students explore the influences
that artifacts have on family beliefs, customs, values, behaviors and
relationships. Students also see the similarities and differences in
values and customs as they share the richness of each others' cultures.
For example, using a Haitian maraca made of callabash as an artifact
gives a teacher the chance to discuss with students the different
countries in which callabash is grown. It also gives a teacher the
opportunity to demonstrate how different cultures use materials. An item
that is used to make a maraca in Haiti, in Jamaica is used to make a
bowl, while in Argentina it is used to make a water jug. Parents are
involved in this program too. Students and parents are asked to complete
a questionnaire together that includes a request for information on
their country of origin and on artifacts that have had a great influence
on their cultural lifestyles, their values, beliefs and customs. The
students use the results to present the items that are special to them
and to discuss with the class why the items have meaning. As a
culminating event, a cultural awareness day is held. Parents share
their cultural history and students share the stories, songs, and dances
they developed relating to the artifacts. DCPS MAJOR SYSTEM
PRIORITIES, Intergroup Relations, Parent Involvement, Achievement,
BLUEPRINT 2000 GOALS, Learning Environment, Student Performance, THE
STUDENTS, During the 1991-1993 year, 32 kindergarten students
participated in the program. This program can be implemented to meet the
needs of students from kindergarten to 12th grade. |
The Students: |
The Staff: Ina McNeil has been teaching for
over 25 years. She was the Educational Director for an early childhood
program for ten years. She has received several grant awards for the
development of multicultural curriculum, multicultural music, cultural
foods and multicultural artifacts. |
What You Need: MATERIALS AND FACILITIES,
Artifacts needed can be purchased, received as a donation, or loaned to
the project. Space is limited in most classrooms, so a trunk is used to
store most of the artifacts. Books relating to most artifacts can be
found in the library. Ina McNeil has developed a video on Black
Artifacts, which is excellent for teaching Black Culture. Books on
multicultural groups are available. OUTSIDE RESOURCES, Field trips can
be made to museums, Indian reservations, cultural arts centers and
stores which carry a variety of cultural artifacts. Parents can
contribute background information that can add cultural richness to any
program. |
Overall Value: |
Standards: |
MULTICULTURAL WINTER CELEBRATIONS... |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: Students explore various
cultures, peoples and beliefs, through celebrations such as Christmas,
Hanukkah, Kwanzaa and Three Kings Day, to gain an understanding of their
own traditions and those of other people. |
The Students: As a culminating activity,
students participate in an assembly presenting some aspect of what they
have learned. Each class is asked to bring a gift in the form of a song,
dance, reading or performance and the entire school is invited to the
assembly.
Through the assembly program students who did not participate in the
Multicultural Holiday Program have that opportunity to learn through
those who did participate |
The Staff: Joseph F. Lea, Monica M. Lord, Mel
Luckett, Hilde Mayranen and Kimberly McCaughey York Correctional
Institution, Unified School District #1, Niantic |
What You Need: World globe and maps; selected
handouts and reading materials; A/V equipment; art supplies; other
specific materials as outlined in lesson plans.
|
Overall Value: Learning about the traditions
of many cultures provides the individual with a better basis of
understanding and acceptance of the similarities and differences which
exist in society. Students are able to develop a sense of community.
Through a common set of traditions, society is able to adapt to the
changing conditions within the world and yet preserve important elements
of the past.
|
Standards: |
MULTIMEDIA MATH |
Category: Mathematics |
Grades: 2 to 8 |
How It Works: Multimedia Math allows students
to write story problems for their peers to solve and classify on the
computer. A computer-generated problem-solving chart helps them develop
a step-by-step process to solve problems. The program contains four
categories: Writing a Story Problem, Solving a Problem, Classifying
Problems, and Real-Life Math Happenings, as well as sound clips that
prompt students to apply strategies to solve problems when needed. In
the classification category, students listen to their peers' math
stories and then use the select tool in HyperStudio to move the audible
icon to the operation used to solve the problem. (+, -, x, ( )
This program encourages students to develop interesting and challenging
problems because they know their peers will be solving them. Directions
for writing problems change as the needs of the students change or as
current math instructional topics change. Evaluative procedures include
printing out students' work and comparing the samples to previous work.
Students Multimedia Math is implemented in several classrooms
throughout the school year in kindergarten through grade four. The
program can easily be transferred on a computer disk to other classes.
The program can be used in whole class instruction by using a large
screen monitor, but it is most often used in pairs or small groups at
the computer. |
The Students: |
The Staff: The technology resource teacher
created the program and implements it in coordination with the classroom
teachers. Students helped develop the program by taking QuickTake
camera pictures and making buttons to move from one screen to the next. |
What You Need: The only requirement is a
computer with 8 MB RAM of memory and HyperStudio software. A QuickTake
camera allows student photographs to be added to the program, but it is
not necessary to the program's success.
Outside Resources The school surroundings are used to help students
develop ideas. Walks around the school help students identify math in
daily life, such as examples of multiplication and division on the
playground (4 swings with 2 chains each, etc.). Parents share examples
of how math is used at home and at work. Students also observe math
examples in their homes and on their clothes. |
Overall Value: Students become better
problem solvers because the problems are meaningful to them, they learn
to apply various strategies for solving the problems, and they gain
confidence in their own abilities. They are able to solve difficult
problems because they are motivated and because they can use the
calculator on the computer when computation skills would otherwise
prohibit them from doing so. The child-centered environment encourages
varied learning styles and nourishes varied human intelligences. |
Standards: |
Museum: Building Community Through Art |
Category: Arts |
Grades: 6 to 10 |
How It Works: I>Museum: Building Community
Through Art integrates math, social science and language arts into the
study of the five major periods of art, with a culminating exhibit in a
public venue. The project was first taught during Guadalupe Union
School District's 1996 five-week summer school program. As
a result of a National Endowment for the Arts Fellowship to study the
Mexican muralist Diego Rivera in 1994, I met many art professionals
who inspired me to teach more art. The curriculum expands on the
skeleton resources provided by the Interaction Publishers simulation,
Museum. The idea can be used in its entirety or specific lessons can be
extracted. The instructional value of my idea is evident in the
outcomes, including the products created by students. The content and
integrated, hands-on teaching strategies innovatively exemplify "best
practice." Activities are interdisciplinary. For
example, students complete one two-dimensional project for one of the
five different periods of art (visual arts and math). They also
research, write and orally present one artist in their time period
(social science and language arts). Students learn to appreciate fine
works of art and artists, realize that cooperative efforts in a group
help all members gain knowledge, decide which types of art are
aesthetically pleasing, and understand the correlation between a
historical time period and the art produced during that period. All
of the class completes all five projects: two-dimensional piece of art;
three-dimensional piece of art; artist report/presentation; timeline;
and construction and preparation of an art exhibit at the school.
Ninety percent of the students earned a 2 or higher on each project.
All projects were assessed using a rubric on a scale from 1 to 3, based
on the following criteria for each project: a) communicates
information about time period/artist chosen (projects 1-5), b) shows
evidence of sound artistry/artistic techniques (project 1,2,5), c)
demonstrates collaborative work (projects 1-5), d) communicates in
written and verbal form pertinent information about the artist/era
their work represents (projects 3,4). Progress in academic and other
areas was heightened during this unit. |
The Students: |
The Staff: Anne has taught middle and high
school art for 16 years. She also taught Headstart youngsters at the
Santo Domingo Pueblo in New Mexico. Her Ph.D dissertation was about
the creative process in art. |
What You Need: Suggested art materials, books
and other lesson details are contained in the teacher packet. Museum
directors at Santa Barbara and San Luis Obispo county museums,
galleries, and public murals are excellent resources. |
Overall Value: Students learned that
understanding background information on the various art periods/artists
was imperative to creating high quality art and being able to explain
theory and techniques used. The following are comments from students and
observers in class: "Now I'm an expert on Impressionistic art and
Claude Monet!" "The quality of the artwork produced by these students
is incredible!" "Your students are fortunate to have the opportunity
to study art in such an in-depth program." |
Standards: |
Music Journals: Assessing for Student Understanding |
Category: English/Language Arts |
Grades: 8 to 9 |
How It Works: This study seeks to identify
"What happens to students' understanding of selected works by women
composers when they engage in reflective writing and discussion?"
Students will listen to, analyze, and compare and contrast selected
works by women composers representative of four different historical
periods in music-the Middle Ages, Baroque, Romantic, and Twentieth
Century. Each student will have a music journal that will contain their
writings and projects. Writings will consist of prompted and
non-prompted reflective writings and will serve as the basis for class
discussions. Measurement tools will consist of assorted rubrics
developed throughout the project to aid teachers in the assessment of
students' understanding. Additionally, rubrics will be developed to
guide the students in projects and directed reflective writings, as well
as student self-assessment. Video and/or audiotaped discussion
sessions in music classes will be analyzes for evidence of understanding
of musical concepts. |
The Students: Approximately 150 sixth grade
students in regular classrooms will participate in this study. Students
will meet two or three times weekly for approximately eight weeks in
30-minute class sessions. |
The Staff: The team consists of two music
specialists who will teach the activities and develop materials for use
with the students throughout the project. Five sixth grade classroom
teachers will be involved in this study. |
What You Need: The classes will take place in
the music room. Each room is equipped with the appropriate stereo
equipment needed for this project. CDs(audio recordings), books, and
other print materials will be purchased for use during the project.
Also needed is a music journal, as well as writing and drawing utensils,
for each participating student.The team will consult with available
women composers, other educators who are pursuing this topic and area
of study, and researchers who are formally looking at student learning
and understanding. Additionally, the team will use ERIC, university
libraries, bookstores, and make extensive use of the Internet to design
the unit and locate, gather, and study information related to this
topic. |
Overall Value: It is our belief that
reflective writing and discussion will aid in students' understanding
of musical concepts and that they will be better able to discuss the
selected works using appropriate musical vocabulary. We believe that
students will gain more understanding about the cultural and social
aspect and influences that affect composers and their music. Students
will be able to examine their own writing and thinking processes as
they draw conclusions and come to understand the concepts presented.
Through the study of composers' sketchbooks, it is our hope that
students will see the importance of exploration, practice, and
reflection as it relates to their own learning and understanding. We
strongly believe that music journals should be used as an important
ongoing assessment tool by music educators. |
Standards: |
MUSIC TECHNOLOGY LAB |
Category: Technology |
Grades: 2 to 8 |
How It Works: Music Technology Lab provides a
music instruction program that uses computers, teacher-created
templates, and keyboards to teach students how to read, play, and
compose music and that incorporates and enhances content from other
subject areas. The hands-on cross-disciplinary nature of the program
facilitates music instruction to a diverse student population. Students
are able to see, create, and manipulate notes visually and audibly.
This ability is especially beneficial to students for whom English is a
second language. Integrating the disciplines opens new avenues of
expression. Skills taught are those encompassed in the elementary
Program of Studies: rhythm, melody, harmony, themes, and variations of
musical form. Technology skills are naturally assimilated as students
use familiar and new programs and techniques to express their ideas.
They gain a working knowledge of the keyboard as a "tool." The lab
format allows and promotes both individualized instruction and
cooperative learning, making achievement at multiple levels possible.
Students in the fifth grade are challenged to research products and
trades of the Middle Ages and then to create commercial jingles for
them. Fourth grade students create planets, identify cultures and
musical styles, create instruments and notation systems, and write
musical compositions for these new planets. In third grade, students
publish songbooks for their recorders. Students in second grade compose
musical themes to accompany creatures in habitats they are studying
around the globe. First grade students learn to write and play simple
accompaniments to many songs that are related to areas of study in their
regular classrooms. Students All students in first through fifth
grade participate. The classes work in the music lab two times a week
for one half hour during music time for half the school year, receiving
traditional music instruction for the other half year. The students
work in large and small groups and have opportunities for some
individual instruction. Lab times are available to students to pursue
special interest areas and for extra help. |
The Students: |
The Staff: The music technology lab teacher implements this program in collaboration with classroom teachers. |
What You Need: Macintosh computers and
electronic keyboards make up the work stations in a large classroom.
Children can work in groups, so the number of stations needed is
flexible. Numerous power strips are needed for powering the work
stations. One large monitor for group teaching and CD-ROM capability is
desirable. Outside Resources Guest musicians sharing musical styles,
instruments, and experiences would enhance the program. Studio
musicians and a field trip to a recording studio where music technology
is employed on a larger scale are also desirable. |
Overall Value: The program enables students
to use computer skills, to practice language arts in song writing, to
apply knowledge from social studies, science, and math, as well as to
learn music in an interactive creative way. Students develop a new
respect for and awareness of music's influence in daily life and in
various cultures. The program offers a unique way to share learning by
increasing the ability to assimilate information and to present it. It
stimulates excitement for learning in all students. |
Standards: |
My ABC Book |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: By collecting or drawing
pictures of familiar objects and displaying them alphabetically in book
form children begin to correlate alphabet sounds with familiar words.
Children learn letters' names, sounds and how to print them.
Students match pictures with words. Parents help children gather
materials to create an ABC Book. Students read their finished books to
the class. At the end of the school year the books go home with the
children, who are encouraged to continue adding to their books through
the summer. Students: This program is used with
Kindergarten classes to supplement the daily language arts and reading
readiness program. It can be adapted to other age groups or achievement
levels and is especially useful with limited English proficiency, at
risk and special needs students. |
The Students: |
The Staff: Carol Sanders has taught primary
grades in Chicago Public schools for thirty-six years, thirty of those
years in kindergarten classes. |
What You Need: Materials And Facilities:
Sources for book illustrations include catalogs, magazines, Sunday
newspaper supplements,,"junk mail" and department store flyers. Blank
sheets of paper are needed for book pages. Outside Resources:
Commitment and help from parents are essential. The project is
introduced to parents on the first day of school and they are kept
involved through take-home instruction sheets, offers of help from the
teacher and periodic reminders of due dates. Allow about ten weeks to
complete the ABC Book. |
Overall Value: This program opens up the
world of phonics to children, enabling them to learn how to put sounds
together and begin to read. Parents and children take pride in seeing
their original ABC Books on display in the classroom. |
Standards: |
MYSTERY SAFARI |
Category: Science |
Grades: 2 to 7 |
How It Works: Combine a child's interest in
animals with a weekly mystery and you can create a yearlong series of
animal activities that foster intellectual curiosity and reasoning
skills. Each week, students receive a homework page containing several
clues about a "Mystery Animal." Clues relate to size, physical
characteristics, geographical habitat, diet, and unusual features.
Students have two days to research and submit their selection of an
animal each week. Parents are given written guidelines asking them to
support the goal of developing research skills by assisting their
children without revealing any answers. Students have visited the
library, utilized computers, animal reference books, and encyclopedias.
Once the identity of the "Mystery Animal" is revealed, a discussion
frequently occurs about similar animals and comparisons are made to
determine if another animal can be described by the same clues. As
questions arise, opportunities for further learning occur and research
can continue. Students are assessing their own learning throughout the
project. Teachers can assess student learning through observation,
questioning and analysis of student projects. Parental feedback serves
as an informal assessment.
Some activities are teacher directed and many are student-centered,
focusing on inquiry and reflection. A variety of learning styles are
accommodated. Corresponding activities have included the reading of
related nonfiction and fiction, art, music, poetry, drama and creative
writing. Students use the technology available on our school computers
to investigate further and compare animals. They can view maps, size
grids, photos, videos, and even listen to the sound that an animal makes
through the computer.
|
The Students: The Mystery Safari project
concludes with students researching an animal and preparing clues for
classmates. Students must evaluate their own clues to guide their peers
on a challenging, achievable Mystery Safari.
|
The Staff: Shirley B. Preleski Clarence A. Bingham School, Bristol |
What You Need: Mystery Animal clues, supplemental books and activities, computer. |
Overall Value: Students are active
participants in this project as they develop their research skills while
satisfying their natural curiosity about animals. Reasoning skills are
highlighted weekly as they analyze information to correctly deduce the
identity of the Mystery Animal. This interdisciplinary project is very
adaptable. Teachers may choose a yearlong time frame or a shortened
version. They may choose to group the animals by various means and
adjust the time spent on each animal. This original project can be
implemented at any grade level by adjusting the difficulty level of the
clues and the selection of animals.
|
Standards: |
Myth Makers |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: Myth Makers is a dynamic
program that encompasses all aspects of language arts: reading, writing,
listening, and speaking. Students begin their mythological journey by
listening to the Greek story of Arachne, in which the goddess Athena
turns a young girl into a spider.
Through independent readings and collaborative research, students
identify a myth's basic components, namely: gods or goddesses and an
explanation of how something came to be. Once students learn how to
identify myths, they use books, multimedia encyclopedias, and the
Internet to continue on their mythological journey.
Students enhance their oral presentation and technology skills by
sharing research with the class. Dressed as mythological figures,
students "tell their stories" to the class. Using props and costumes,
students dramatically share information about worldwide myths and
historical figures.
The final destination on their journey requires students to
incorporate their information about myths into the writing process. As
myth makers, students use what they have learned as a springboard from
which they develop their own myths. Using acquired knowledge and
imagination, students create myths to explain how something originated.
The culminating activity allows students to share their myths with each
other.
|
The Students: One hundred twenty-five sixth
grade students with various technology backgrounds create their own
myths. During weekly writing workshops, students work cooperatively and
independently to write, edit, and publish their myths. Before creating
their myths, students use books, multimedia encyclopedias, and the
Internet to obtain information about numerous mythological figures from
around the world. Using costumes and visual aides, each student
presents his/her research material to the class. These presentations
motivate students to write their own myths, using existing and newly
created mythological characters |
The Staff: Stacie O'Brien teaches language
arts at the Bay Academy for the Arts and Sciences. As a staff developer,
she leads workshops on the creation and implementation of classroom
portfolios and rubrics. She is the student advisor for Arista/Arcon
Honor Societies. Through Myth Makers, Ms. O'Brien's students benefit
from an interactive environment, which fosters authentic learning.
|
What You Need: In order to implement Myth
Makers in the classroom, students need access to resource materials such
as books, research software, and the Internet. Students need at least
one classroom computer to produce the final version of their myth, which
includes writing and illustrations. Programs like Microsoft Word, and
Adobe Photoshop may be sued for producing the text and images. Since
this project has many steps, students may use the computers while others
are writing, editing, or illustrating their stories. Once their myths
have been printed on 8 1/2 x 14 paper (landscape), students will attach
the 9 x 14 cover (which they have decorated) using a long-arm stapler.
|
Overall Value: Myth Makers is an
interdisciplinary program that encourages students' creativity. Through
independent and cooperative research, students discover information
regarding various mythological figures. Students actually use this
acquired information to complete various tasks. Tasks are designed to
involve multiple intelligences.
Students must research various sources and analyze their content for
useful information. They may utilize Internet search engines like
http://AltaVista.com to find these resources. Through cooperative
learning, students develop speaking skills by presenting their research
to the class. Students utilize computer technology to facilitate each
step of the project. Finally, students take ownership of a piece of
writing that allows them to combine their research and their creative
ideas.
During the Myth Makers program, students benefit from an interactive,
authentic learning experience. They take great pride in their finished
products--their own myth books.
|
Standards: |
NATIVE AMERICAN CULTURES ACROSS OUR LAND |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: This is a resource-based
interdisciplinary unit that enhances curriculum. Instructional focus is
the myriad problems cultures overcome to insure survival. Classes are
divided into heterogeneous groups of four to six, each focusing on a
different regional Native American culture. Tribes represent different
cultural regions, including some more technologically developed tribes
like Aztec, Mayan, and/or Incan.
First the information-gathering activity uses three types of resources:
non-fiction texts, encyclopedias, and computers. Information is recorded
using notetaking, idea maps, and illustrations as students research
cultural universals.
|
The Students: Next, students process their
notes by synthesizing knowledge to address survival or rite-of-passage
problems, studying the moon and analyzing its relationship to the
assigned tribe, participating in book group discussions of related
texts, writing a story in sign language or making a story mask;
generating a computer map of assigned region's important geographic
characteristics; solving related word problems; preparing a tribal food,
making a tribal craft, building a scale village, and scripting and
producing a video.
|
The Staff: Lynn Petrino and Marcia Wright Bedford Middle School, Westport |
What You Need: Texts and audio-visuals about Native American cultures, craft supplies and Hyperstudio |
Overall Value: This project introduces
students to cultural universals of multi-culturalism and provides a
systematic model for studying cultures. This project facilitates
students' abilities to see cultural universals present in any society.
Students read, write, speak and listen in cooperative groups, promoting
responsibility, self-reliance, interpersonal skills, and personal worth.
They transfer what they have learned to their own lives; accept
responsibility for their group's benefit by becoming more self-reliant
contributors; develop a heightened sense of community, transferring
actions and attitudes of their assigned tribe to their "classroom
tribe." As they realize the importance of each person to the survival of
the group/tribe, personal worth is enhanced and a sense of history
crystallizes; they internalize how many "parts" make up the "whole" of
one's culture.
|
Standards: Sense of community Inter-personal
relations Responsibility and self-reliance Speaking, listening, and
viewing Reasoning and problem solving Reading
|
Native Americans -- Navajo People |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: This project immerses children
in the Navajo culture. Basically a social studies unit, it uses whole
language and art skills to involve children in the appreciation of a
Native American society. Activities include: learning about the
geography of Navajo lands in various states creating sand paintings
and dyeing yarn cooking fry bread (a typical Navajo food) making
jewelry learning a few Navajo words writing about each lesson and
creating illustrated Navajo books. Students learn to compare Navajo
culture with their own. They discuss how families and communities work
together. Students: The program was developed in a small primary
EBD classroom, but is readily adaptable for other ages and abilities. |
The Students: |
The Staff: Linda Engels received her
Bachelor's degree from National College of Education. She acquired her
knowledge of Navajo culture by living and student teaching on a Navajo
reservation. She has taught children with emotional/behavioral problems
for seven years. She will teach second grade this year. |
What You Need: Linda Engels received her
Bachelor's degree from National College of Education. She acquired her
knowledge of Navajo culture by living and student teaching on a Navajo
reservation. She has taught children with emotional/behavioral problems
for seven years. She will teach second grade this year. |
Overall Value: Children learn about another
culture and identify the similarities and differences with their own
culture. They learn how families and communities work together and they
become aware of the dangers of stereotyping. |
Standards: |
Naturalistic Environments - Community-Based Instruction |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This program teaches young
children to prepare a specific food. They identify food items needed,
make a picture and word list, then go out to shop for food in their
neighborhood grocery store or supermarket. Originally this project
was planned to enhance skills for profoundly disabled children. This
activity allows them to demonstrate appropriate social behaviors as they
select the items needed, go through the proper check-out procedure and
return to school. There they make the food carefully. Stories about
their shopping trip and cooking are dictated, written and illustrated.
Students share ideas and have a chance to communicate more easily.
Students: Although this program was developed for profoundly disabled
autistic and emotionally disturbed children, it can be adapted for any
group. It allows children to explore the larger environment using
activities appropriate to their needs and abilities. |
The Students: |
The Staff: Holder of a Bachelor of Arts
degree from Northeastern Illinois University, Felicia Cannon currently
serves as resource teacher at Beard School. She has taught for over ten
years in the classroom. Andrea Cohen-Agrimonti is the behavior
therapist at Beard School and also holds a BA from Northeastern Illinois
University. She specializes in the area of early childhood Special
Education. |
What You Need: Materials And Facilities:
Materials vary depending on the specific project chosen. All need to
have visual aids to augment oral discussion - photocards, poster boards,
simulated props like grocery store items and cart for this project.
Lesson plans, a cookbook list, resource suggestions are available.
Outside Resources: Parents can be very helpful. Encourage them to
make suggestions, volunteer in the classroom and go along on trips into
the community. This group made short trips to the grocery store,
fast-food restaurants and to a bakery in the neighborhood. |
Overall Value: Self-esteem and
self-confidence, severely lacking in profoundly disabled children, begin
to grow and flourish. Parents agree that children show improvement in
language, social transactions and appropriateness of behaviors and
skills. |
Standards: |
Nature Journaling |
Category: Science |
Grades: 6 to 7 |
How It Works: "Nature Journaling" was the
regular recording of observations, perceptions and feelings about the
natural world. The purpose of the journal was to study where you lived
and how you related to it season-by-season and habitat-by-habitat. The
recording was done in a variety of ways, depending on the individual
journalist's interests, background and training. For this reason, this
project was used and adapted to a wide variety of age groups, abilities,
and classroom settings. Students were introduced to models of journals
kept throughout history by scientists, explorers, writers and artists
introduced students to models of journal entries. Nature journals had
become a weekly assignment in the classroom and children become more
keenly aware of the intricacies of nature.
|
The Students: There were 47, fifth grade
students in a 4-5 looping classroom of all abilities and talents who
took part in this activity. The journal was used as a weekly homework
assignment. Students were required to spend at least one half-hour of
work on their journals per week.
|
The Staff: Jan Himmelbauer has 20 years of
teaching experience and has her National Board Certification. Val
Fugate has seven years of experience and has been through the National
Board Certification process and is awaiting the outcome. Both teachers
have been selected to work as interns at the Center for Teaching and
Learning, a demonstration school, under the direction of Nancie Atwell.
|
What You Need: Students were asked to provide
a sketch notebook, colored pencils and a technical pen as part of their
classroom supplies. The classroom had many field guides and resource
materials, including the Internet for research. Students used their own
backyard, playground, class fieldtrips and family trips as their world
of exploration.Students used the natural world around them as their
classroom. The materials were minimal: a sketch notebook, colored
pencils and a technical pen. Students must have access to a variety of
materials such as field guides, non-fiction books, Internet and
software.
|
Overall Value: The students become absorbed
with curiosity about the outdoors; the questions abound and the
recording takes place. The amount of learning that follows is quite
personal as it comes from the students' curiosity, senses, perceptions
and understanding process. Nature journaling, by helping learners
become observant of and reflective on the world around them, sets the
stage for life-long learning. |
Standards: |
NAVIGATING THROUGH SHOALS TO STORY WRITING SUCCESS |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "Navigating Through Shoals To
Story Writing Success" provides young authors with the "navigational
tools" to chart their writing flow through the "shoals" with markers to
organization and focus. Students learn how story elements are the
structure upon which authors add content layers; and then how authors
revise or restructure those layers for style. Formulaic steps in the
process that authors, such as Patricia Reilly Giff and George Edward
Stanley, use to add content and style to structure are "tightened" for
primary students with graphic aids and story-mapping markers that focus
and channel story flow within the "scaffolding/locks" of transition
words.
Step One is used to teach students how to write a Bare-Bones/Stick
Figure Story that has all the elements and structure to be called a
story. In Step Two, the students are taught to "dress" or expand the
Bare-Bones Story. The second step provides content and interest to the
story. Step Three is used to add style to the story through the student
authors' "unique imprints" to the Dressed Stick Figure/Expanded Story.
Specific cognitive techniques that incorporate multiple intelligences
and learning styles are used so that all students can learn to create
exciting language to revise or restructure sentences for Step Three
Stories. Assessment is ongoing and performance based. Students are
evaluated by using rubrics for Step One, Two or Three of the
story-writing methods that were established and modeled collaboratively
by the class and the teacher.
Cooperative, collaborative, and independent efforts hone literary
applications and positive self-concept through competencies in writing
and reading. Three stages of assessment occur: self-assessment,
class/group assessment, and teacher assessment.
|
The Students: Approximately twenty-one second
grade students of all learning abilities participate in the project
each year. It is appropriate for grades two through five.
|
The Staff: Patricia M. Zimmerman The Eric G. Norfeldt Classical Magnet School, West Hartford |
What You Need: Teacher and student selected
literature titles, graphic writing aids, teacher and student developed
rubrics, colored pencils, and the computer lab are used in "Navigating
Through Shoals To Story Writing Success."
|
Overall Value: This project provides
springboards to exploring literary devices that favorite authors use in
their books to "hook" readers. After teacher-directed research, students
record literary terms, concepts, and devices in their Author's Logs.
The notebooks/logs serve as fodder for students to practice their craft
as authors, and it also illustrates for students the reciprocity that
exists between reading good literature and writing "awesome, shipshape
stories bound for port!" Periodic celebrations are held at "port"
throughout the year for students to share their stories with audiences.
|
Standards: |
Negotiation Simulation |
Category: Global Education |
Grades: 7 to 14 |
How It Works: The Negotiation Simulation was
developed to give students of all ages the skills to successfully
resolve conflicts using non-violent techniques. In addition the program
is a good simplified model of international negotiations. Students
gain a first-hand perspective on political struggles such as Kosovo and
Iraq.
The class is divided into two teams. Each team must choose or be
assigned a leader. The leader then appoints someone to negotiate with
the opposite team. The negotiator is the only person that can speak to
the other team. The object of the game is to reach 3000 points. The
first team to reach 3000 will receive a pizza, tub of ice cream, or some
other finite resource. The game is played in rounds. Each round a
team may choose to cooperate or not to cooperate. If both teams choose
to cooperate, then they both receive 500 points. If one team chooses to
cooperate and the opposite team chooses not to cooperate, then the team
that did not cooperate gets 1000 points while the team that chose to
cooperate loses 1000 points. If both teams choose not to cooperate,
they both lose 1500. If both teams reach 3000 at the same time, then
they split the prize.
Students quickly learn that trust is important for negotiating. They
often develop contracts, verbal agreements and handshake deals. After
one or both teams win, the teacher leads the students in a debriefing.
Students quickly make connections between the simulation and current
events. Furthermore, they develop interpersonal skills and a more
collaborative approach to learning.
|
The Students: This program has been run with a
group of thirty 5th graders and several groups of multi-age high school
students. The groups usually need between 2-3 hours for negotiating
and 1-2 hours for discussion and evaluation of the project. For larger
groups of students, the teacher can have the students choose a team of
leaders or a legislative body that controls a group. Moreover, a team
can send a group of negotiators instead of just one. The program can be
modified for students of all ages by varying the prize, point system,
rules or complexity. For high school students, the teacher may
introduce concepts like Democracy and Authoritarianism by granting
different leaders different powers |
The Staff: To successfully complete this
program, only the classroom teacher is necessary. To facilitate the
program with younger students, an aid may be helpful, but not vital |
What You Need: The program can be done with
simple classroom materials like paper, pencil, chalkboard, and desks.
The prize can be purchased by the teacher or donated by a local
business.
Access to the Internet in the classroom makes the project more
interesting. When students negotiate via e-mail or some other
electronic means, it is a nice variation on the project. However, this
alternative is not essential.
|
Overall Value: Students work cooperatively,
learn leadership skills, increase interpersonal skills, and gain
knowledge through a hands-on approach as they participate in this
simulation. Students become interested in current events and are more
inclined to participate in class discussions.
|
Standards: |
Newsroom |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Ni Hao to China |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Ni Hao to China/Hello to China
exposes students to many facets of Chinese life through hands-on
experiences in social studies which tie in to California history, math,
literature, science and art.
As students review what they know about China and what they want to
learn, the teacher records the information. They then begin learning
Chinese words, common phrases and numbers. They construct Chinese number
cards and abacuses, which they use to solve math problems. Throughout
the year, students use books and the Internet for research.
During January, students learn about the Chinese New Year and the
Lantern Festival from books and craft activities. They explore their
Chinese Zodiac signs and draw pictures of their animals. They also make
Ya Sui Quian, good luck money envelopes. Students celebrate the Lantern
Festival in the spring by making and hanging lanterns in the classroom.
They play Chinese games (Chinese checkers, pick-up sticks, and
ping-pong) and compare fairytales using a Venn diagram. They also make
and sample rice balls, wontons and fortune cookies, and write their own
fortunes. Students learn about the endangered animals of China, then
present their reports to the class. They make 3-D maps showing different
terrain and products of China.
To culminate, students invite other classes to their Chinese Open House, sharing their knowledge and skill in all areas. |
The Students: 1997-98: twelve students, grades 4-5, in a special day class/resource specialist program. |
The Staff: Jan has taught for 15 years, the
last six in special education. She attended a NASA aerospace education
summer institute and is an Agriculture in the Classroom Institute
fellow. She coordinates the garden for the school's National Gardening
Association grant. |
What You Need: Computer, CD-ROM, Internet
access, books on China; Chinese embassy for current information on the
economy, housing and festivals; food items, rice cooker helpful; teacher
packet. |
Overall Value: The project builds on the
students' curiosity and interest, so they learn more quickly and retain
more information. Their self confidence grows as they complete each
activity and eventually share during open house. Students gain skills in
vocabulary, reading, notetaking, writing and oral presentation (all
recommendations of the California English/Language Arts Framework). They
increase understanding of China's historical contributions.
Students' products were evaluated using a rubric scale introduced at
the beginning of the unit. With hands-on projects, 100% were able to
score 3 or higher on a 5-point scale. With written work, 73% scored 3 or
higher. The preoperational students were able to restate information
verbally. |
Standards: |
Nigeria: An Integrative and Interdisciplinary Curriculum Model Project |
Category: Global Education |
Grades: 3 to 8 |
How It Works: The purpose of Nigeria: An
Integrative and Interdisciplinary Curriculum Model Project was to teach
history and Culture through five units: Cloth and Clothing, Food, Games,
Drums and Drumming, and the Marketplace while making certain that
district curricular goals in language arts, social studies, fine arts,
physical education, library media, and science were addressed.
Communication, thinking and social skills were also centered on. The
unit focuses on similarities between the child's own culture and that of
a child in Nigeria. Through this project the teachers broaden the world
for rural Vermont children. |
The Students: |
The Staff: The staff included the classroom
teacher, the special educator and her teaching assistant. The program
can be implemented by a classroom teacher without assistance, if
necessary. |
What You Need: The program was implemented in
the classroom using school supplies, materials brought from home by the
teacher and students, found objects, and purchased fruits and
vegetables. A list of materials needed is at the beginning of each set
of activities. Resources
For the Cloth and Clothing activities a RPCV came into the classroom.
West African artifacts were provided by one of the teachers who is also
an RPCV. |
Overall Value: Nigeria: An Integrative and
Interdisciplinary Curriculum Model Project has received wonderful
feedback from parents, administrators and students. In it students
improve their basic skills while at the same time learn about another
culture. For the past several years the first grade teacher has taken
the Museum Book and Marketplace to the State Geography Fair where it has
been acknowledged as one of the best examples of how very young
children can learn complex concepts about other cultures. Each set of
activities is also measured through an evaluation piece which is built
into each unit. |
Standards: |
No Bones About It! |
Category: Science |
Grades: 2 to 6 |
How It Works: Children learn all about "dem
bones" in an interdisciplinary project that kids love. What are bones
made of? Are bones strong or weak, and how do you prove it? What are
the names of all those bones? Are animals' bones, for instance, a
chicken's, like human bones? Children discover that the answers to
these questions generate more questions, which is, after all, what the
scientific method is all about! |
The Students: This project was developed with
25 special education students with a variety of disabilities. The
project is adaptable for age groups ranging from primary to middle
school. |
The Staff: Carrie Katz holds a bachelor's
degree from the University of Kansas and has completed a graduate degree
at National Louis University. She has taught Special Education for two
years. Nicole Fleming's degree is from Northern Illinois University;
she has taught for two years. Bonnie Kipp's undergraduate degree is
from Northeastern Illinois University; she has taught Special Education
in Chicago Public Schools for three years. Since winning the grant,
Bonnie has moved to a Chicago Public High School. |
What You Need: This project requires the
following: rolls of white butcher paper, colored pencils, a life-sized
skeleton, blank journals, scissors, pencils, and pens. |
Overall Value: This project is not only
hands-on, it's minds-on, as well! The high-interest activities hold
children's attention and their willing participation guarantees that the
lessons learned will be remembered. |
Standards: This project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Goal #12, CAS A.1a, 3c, D.2b.
|
No Class is an Island |
Category: English/Language Arts |
Grades: 7 to 8 |
How It Works: No Class Is an Island stresses
students' dependence on each other while providing a lesson in
telecommunications and geography at the same time. This simulation of
remote satellite sensing links upper and lower grades in a cooperative
learning project: creating and recreating maps of imaginary islands.
The process begins with a sixth grade researching the features of
islands at different latitudes and longitudes as a part of a social
studies unit. Each student then creates an island, giving it different
land forms and soil types by coding areas with nine different colors.
After these imaginary islands have been modeled in clay or Plaster of
Paris, students draw them on colored maps which are sent to the high
school. Here advanced computing students convert them to digital data by
placing a transparent grid over the map and entering a number for the
color of the land form in each square. If more than one color fills a
square, the computer student makes a "judgment call" as to which color
occupies the larger part of the square. After a map has been
"digitized", the data is entered into a word processor file and sent to a
fifth grade social studies class via a computer connection. These
fifth graders watch as streams of numbers from 0-9 pour out of their
printer. After this data has been received, each student uses the
predetermined color code to construct a map of an island. Students then
visit the sixth grade to try and find the actual islands they have
mapped from computer data. The Students: While this project used
heterogeneously grouped fifth and sixth graders assisted by high school
computer literacy students, it is adaptable to many grade levels. With a
little help from the computer coordinator, this project could be done
among two or three classes at any one grade level from fourth to twelfth
grade. |
The Students: |
The Staff: |
What You Need: Materials Needed: This project
requires clay, Plaster of Paris, (or paper mache) for maps, nine
different colors of paint, graph paper, access to two computers, word
processing software, telecommunications software, and modems. If the
modems are not available, the data can be transferred from location to
location by student messengers. Agencies that map coastal regions may
be willing to send speakers to discuss mapping, geological features, and
data transmission. |
Overall Value: This project connects students
from elementary, middle, and high schools in a four to five week
exercise designed to show students how information about geographical
features can be transmitted by satellite. But students also learn that
science and computers are not necessarily exact and that changing
information from one form to another may produce errors. |
Standards: |
No Problem |
Category: Mathematics |
Grades: 3 to 8 |
How It Works: Critical thinking, problem
solving, and the ability to apply problem solving strategies not only in
math, but in everyday life are a focus of this program. The world is
becoming so unpredictable and the abilities to reason and adapt to these
changes are undeniably important. Through this program, my students
learn the skills to cope with these changes by learning the steps to
solving problems by: 1) understanding the problem; 2) gathering
important information; 3) choosing a strategy (math, draw a picture,
make a table, guess and check, working backwards, finding a pattern,
brainstorming, make it simple, act it out, logical reasoning, make a
list, or choosing an operation); 4) trying to solve it; and 5) checking.
If it is not a logical answer, go back to #1. This program was
started in daily math lessons by first introducing the five steps.
First, I introduce a new strategy and we practice it in cooperative
groups using manipulatives whenever possible. For the next two weeks, I
give the students one problem a day using that strategy to solve in
their cooperative groups. The first week we will discuss this problem
as a class, and then the groups will work it out. The second week the
students do it in their groups and then we discuss it as a class. (They
may use manipulatives or calculators.), After 2-3 weeks on a strategy,
depending on how the students are doing, we move on to the next
strategy. I transfer these five steps to problem solving into other
classes or when disputes arise in the classroom. We go through the
five steps and try various solutions to our problems. Example: We
were studying water conservation in science. The children were talking
about ways they waste water. We went through the five steps and
developed strategies to solve this problem. Students tested these
strategies in their homes to see if they conserved water and we
discussed the results as a class. Many times we use the five steps when
problems arise in class. We discuss what caused them, what are some
possible solutions, and then we test them. We are now preparing skits,
written by the students, using the five steps to solve problems in ESL
class. We intend to perform these skits for the other fourth grade
classes. The Student: This program is being implemented this year in a
fourth grade transitional bilingual class. It can easily be used in
grades 1-6. |
The Students: |
The Staff: Because I have two students in my
room who qualify as resource and our program is one of inclusion this
year, the resource teacher is in my room during math time. She helps me
to monitor the cooperative groups and distribute incentives when
appropriate. |
What You Need: Materials: No special
facilities are needed; any classroom is acceptable. Materials needed
are problem-solving resource books to get problems or ideas from,
manipulatives, calculators, incentives. Outside Resources: No outside
resources are needed. |
Overall Value: The students are excited to do
the problems and they feel very positive about themselves in their
ability to solve problems in math in their everyday lives. Disciplinary
problems in the class have decreased because the students are taking
ownership to their problems and the solutions. I am amazed at the
positive atmosphere in the room, especially at math time and the
continuous smiles I see on the children's faces when they succeed. They
amaze themselves! |
Standards: |
No! No! I Won't Go! |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Self-advocacy skills involve
discussion, role-play activities and a community test of possible
community scenarios involving, strangers and emergency situations. Last
year, a group of parents, voiced concerns regarding their students'
meeting strangers in, the community. They wished to know whether their
young adult, would consent to go with an unknown person if approached.
No! No!, I Won't Go!, deals with this concern in the current
instruction, program. Classroom core curriculum ideas/situations were
taken from Trend, Safety flash cards and brainstorm sessions of staff
and parents. Curriculum also included daily-life situations requiring
critical, thinking, like what to do in case of a fire or medical
emergency. Ideas from flash cards were modified for age-appropriateness
and, presented to students verbally. Lessons were later individualized,
to likes and dislikes of specific students. For example, if a, student
was particularly fond of animals, a role-play activity, might involve a
stranger with a puppy. In-class assessments and, tests were based on
correct verbal/situational responses, and, recorded for data purposes.
Community tests were considered our, final evaluation, and were
performed by PTSA volunteers. Meetings of staff and PTSA volunteers
reviewed, pictures/personalities of the students involved in the,
self-advocacy instruction. Many questions were asked, leading to, an
enhancement of the program design. Possible scenarios were, discussed.
Pictures of staff and students were given to, volunteers. Community
tests were then designed. Upon arrival at the test site, volunteers
handed a business card, to staff to notify them that the testing
situation was, commencing. All community tests were tape-recorded for
liability, purposes and planned at low-traffic times/locations to
decrease, chance of public interference. Volunteers also carried a
teacher, business card with a typed program explanation. The instruction
of self-advocacy skills clearly promotes the use, of
critical/reflective thinking skills and the ability to, problem-solve in
intense situations and real life experiences as, stressed throughout
the State Frameworks. The History/Social, Science Framework recommends
that students become involved in, their community. Students with severe
handicaps are especially vulnerable to being, taken advantage of in
community environments. In 1992-93, six, students participated in
self-advocacy skills, with five passing, the community test successfully
and in 93-94, 12 students, participated with ten passing. |
The Students: |
The Staff: Catherine has been a special
education teacher of severely, handicapped students for 10 years
(preschool - age 22). Linda is, a special education coordinator for
Righetti High School. She has, taught learning handicapped and severely
handicapped in school, and residential programs for 34 years. |
What You Need: Initial discussion and
role-play situations took place in the, classroom setting, following
carefully designed lesson plans. Community tests were designed around
the student's, Community-Based Instruction schedule. Curriculum can be
adapted, to age-appropriate situations, across all grade levels.
Community, testing situations can be adapted to on-campus testing.
Materials, needed are Trend Personal Safety Cards, PTSA approval
parent-signed authorization forms, a mini tape recorder and staff,
business cards. Parent volunteers for curriculum development and PTSA
volunteers, for community tests are needed. |
Overall Value: |
Standards: |
Non-Western History - Try the Art and Culture Approach. |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: Allah written in Arabic, a Siva
nataraj, a Japanese Shinto shrine....what can these teach a student
about world history?, These artistic products of Eastern and Middle
Eastern culture are powerful tools that the creative teacher may use to
teach important historical, religious, and cultural concepts. Ten
lessons integrate historical, religious and cultural concepts through
the use of slides, student readings and teacher's guides, incorporating
inquiry, critical thinking skills, and cooperative learning techniques.
One summary asks students to examine the clothing on a Gandharan
Buddhist statue. This lesson not only gives basic historical
information on Alexander the Great's conquest of the East but leads to a
discussion on cultural borrowing. Teachers are given questions which
lead students to analyze what they see against background information in
student readings. DCPS Major System Priorities: Critical Thinking
Skills, Student Achievement. The Students: This approach and these
lessons have been used with ninth grade world history students and are
currently in use in a senior high honors Humanities course. This project
can be used with any level of world history from basic to honors, and
may be used in global studies, world geography, or Asian/African
history. |
The Students: |
The Staff: Beth Bagwell's interest in
non-Western studies began with a two year leave from Dade County Public
Schools in 1977-1979, when she traveled through Asia from India to
Japan. She was the recipient of a Fulbright Summer Seminar to
study,"Pakistan - The History and Culture of Islam" for six weeks in
Pakistan. She was the recipient of a Keisei Koho Fellowship to Japan in
the summer of 1990. The slides, lessons, and ideas for this project
have developed from her travel experience. Beth Bagwell was 1986
Teacher of the Year at Ponce de Leon Junior High and she was a South
Central Area finalist for that year. The Dade County Council for the
Social Studies named her Teacher of the Year (Junior High) in 1986 and
she was one of the 1989 Global Education Teachers of the Year. She is
the President of the Dade County Council for the Social Studies and
serves on the Executive Board of the Florida Council for the Social
Studies. |
What You Need: Material and Facilities: The
only equipment needed for this project is a slide projector available in
any Dade County Public School. Teachers are provided with guides and
original copies of student readings which can be reproduced at their
school sites. Outside Resources: A supplementary guide of resources in
Dade County including possible guest speakers, applicable films and
videotapes (in the DCPS catalogue) is available. |
Overall Value: Teachers want exciting ways to
grab students' attention and interest. The most effective opener is
one which raises questions and encourages students to think critically.
These lessons provide a vehicle for student questioning and further
research into the,"whys" of history and culture. |
Standards: |
Noun Town |
Category: English/Language Arts |
Grades: 6 to 6 |
How It Works: "Noun Town" is a creative,
motivational language arts/art project that reinforces TAAS-related
skills not only in language arts, but also develops students'
cooperative learning skills and critical thinking skills. Divide the
class into groups of four to six students. For the first part of the
project, distribute a large piece of chart paper or posterboard to each
group. Instruct each group to draw, then color, or paint their
own,"Noun Town," a town full of as many nouns (common nouns, proper
nouns, singular nouns, plural nouns, etc.) as possible. The groups may
use scrap materials such as felt material, leaves, sand, etc. to create a
more realistic town. Have each group come up with a name for their
group's town. Hang the murals on one or two bulletin boards with the
title,,"Welcome to our Noun Towns!" Next, have each group pick another
group's,"Noun Town". Working together, have the students list as many
nouns as they can find in their classmates',"Noun Town" and what type of
noun it is. This project is a fun, creative way to review all types of
nouns. Use the groups',"Noun Towns" to review skills in math. Have
each group formulate the population of their town. Have each group
create a population road sign on posterboard by writing the number on
the sign. Then, discuss each group's population while reviewing place
value at the same time. Have students practice addition/subtraction by
having each group write original word problems comparing all of the
groups' population. Bind these word problems into a "Noun Town Word
Problem" book. For the next phase of the,"Noun Town" project, have each
group transform their town into feature/key maps to review map skills
in social studies. Give each group another piece of chart paper to draw
their key maps. Each group must create, their own map legends, as well.
Have students draw their maps to scale. (miles per km.), Convert
mileage in math and find mileage between points on the groups' towns.
Review the parts of a friendly letter. have groups write to a council
speaker, a police chief, a mayor or a fire chief to invite them to speak
to the class about issues that would commonly occur in a town or
community. For another writing activity, have students write a
classificatory paper on the similarities and differences of their town
and another group's town. Discuss water contamination in science.
Provide students with three different water samples (soapy water, pond
water, tap water). have students observe the samples under the
microscope and record their observations. Then, discuss together how
water contamination could affect their,"Noun Town" and its residents,
plants, and animals. Have each group write an essay on these effects
and how they can prevent water contamination in their town's water
supply. Students may even write to the Texas Natural Resource
Conservation (formerly Texas Water Commission) for more information on
water and water pollution. The Student: Fourth grade student used this
program but can be adapted to any grade level, |
The Students: |
The Staff: A fourth grade language arts teacher is needed. |
What You Need: Outside Resources: Any book on
towns or communities that should be displayed in the classroom. One
such book is Gila Monsters Meet You at the Airport, by, Marjorie
Sharmat. There is also a filmstrip of this book on the Reading Rainbow
series. Speakers from a town or community are also needed. Information
from The Texas Natural Resource Conservation would strengthen the
science section of the,"Noun Town" project. Write to the agency at P.O.
Box 13087, Austin Texas, 78711-3087. |
Overall Value: Outside Resources: Any book on
towns or communities that should be displayed in the classroom. One
such book is Gila Monsters Meet You at the Airport, by, Marjorie
Sharmat. There is also a filmstrip of this book on the Reading Rainbow
series. Speakers from a town or community are also needed. Information
from The Texas Natural Resource Conservation would strengthen the
science section of the,"Noun Town" project. Write to the agency at P.O.
Box 13087, Austin Texas, 78711-3087. |
Standards: |
Nurturing Novels for Kids! |
Category: English/Language Arts |
Grades: 7 to 8 |
How It Works: There is a wealth of excellent
children's novels, and yet many students have yet to read a book beyond
the picture book level. NNFK is an approach where the entire class
reads one paperback novel together. The teacher acts as mentor and
guides the children through the novel, developing various levels of
comprehension, vocabulary, critical thinking skills and creative
writing. Whole class instruction eliminates ability grouping.
Individual needs are met through cooperative learning, specialized
assignments, and teacher guidance on a chapter-by-chapter basis.
Children love the idea of reading a book together. They develop depth
in their reading. They become passionate readers who identify with
their characters. The students nurture and involve themselves with
choices those characters must make throughout the chapters. They learn
to read books; not just short stories from basal readers. A wide range
of activities such as role plays, radio readings, dioramas, chapter
add-ons, singing, and even dancing bring the novels alive in the
classroom. During our study of the novel Sarah, Plain and Tall, the
children learned to square dance. They loved it!, Some of the paperback
novels used include Leah's Song, Trolley Car Family, Homer Price, True
Stories About Abraham Lincoln, Ashanti to Zulu, Adventures of Ali Baba
Bernstein, and many more! DCPS MAJOR SYSTEM PRIORITIES: Achievement,
Critical Thinking, Literacy. THE STUDENTS: NNFK has been used with
fifth- and sixth-grade students for the past four years. Their reading
levels range from ESOL students with second-grade ability to the more
advanced children with eighth-grade comprehension. The class meets
daily during Reading and Language Arts time. This project can be
adapted to meet the needs of children in grades three through Middle
School. |
The Students: |
The Staff: Linda Askari Blanchfield has been
teaching in DCPS since 1975. She holds two master's degrees from
Florida International University where she has been an Adjunct Professor
in Reading and Social Studies. She is an active member of the
International Reading Association, Florida Reading Association, and the
Dade Reading Council. Ms. Blanchfield has presented many innovative
teaching ideas at local and state conferences. She has authored an
article for the Florida Parent Magazine about paperback novels for
children and also developed a number of school-wide projects including
Super Kid Program, Book Swap, and Trivia Bowls. She was also a regional
finalist for Teacher of the Year. |
What You Need: MATERIALS AND FACILITIES:
Books are ordered through school book clubs. The three major companies
are Scholastic, Troll and Trumpet. Free brochures arrive each month for
classrooms. Through student orders and bonus points, it is possible to
order whole class sets for no money, but realistically the initial
investment would be around $20 for 35 copies of one title, which the
teacher loans to the students, collects at the end of the unit, and uses
the following year with the next class!, Other materials needed for
this program are available for someone who is willing to try something
unique and different that the students are going to love! OUTSIDE
RESOURCES: Field trip to the library. Visit from the storylady. |
Overall Value: NNFK is a whole language,
literature-based reading program. Your students will have read a WHOLE
novel. They will beg you to begin another one with them. Parents and
students love this program. Here are some fifth-grade
comments:,"...paperbacks are more interesting [than basals] because they
continue the whole story and what happens at the end."Elaine
Encarnacion,"You'll just drift away in your book!" Beau
Bryant |
Standards: |
Nutrition: "Dish It Up" |
Category: Science |
Grades: 2 to 5 |
How It Works: This multidisciplinary project
gives young children a head start in making healthy choices in foods.
Project activities let children - prepare, present and eat
nutritious treats at school, then duplicate them at home, make class big
books and sing songs about each treat, make charts showing food
preferences, role play at home by teaching their parents to prepare the
same treats Parents report that children become actively
involved in choosing nutritious foods at the supermarket. Students:
Project,"Dish It Up" was designed for 34 kindergarten students and is
adaptable for all primary grades. |
The Students: |
The Staff: Lenora, Akhibi holds a Master's
degree in school administration from Roosevelt and has taught
kindergarten in Chicago schools for 22 years. |
What You Need: Materials And Facilities:
Students need a large work area, paper plates, bowls, plastic cutlery,
napkins and dishes and a sink to wash their hands. A, refrigerator will
be needed to keep foods cool. Outside Resources: Families are
informed about this nutrition project. Parents are encouraged to
discuss and duplicate classroom experiences and to establish a
partnership to make healthy choices. |
Overall Value: Children enjoy learning about
healthy foods and urge their parents to make nutritious choices at the
grocery store. Children learn to read and follow directions from
recipes. |
Standards: |
O.L.E. - Optimum Language Experience With Fairy Tales |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Children read and have read to
them a large number of fairy tales which they compare and contrast,
identifying common fairy tale characteristics. In the classroom
children: dramatize fairy tales in front of full-sized projected
scenery, write and illustrate their own fairy tales, which are bound and
added to the classroom library, read their books and present their
plays for parents at an open house Students: This program was
developed for a bilingual second grade class and is easily adaptable for
other grades, for non-bilingual and for, Special Education students. |
The Students: |
The Staff: Nancy Ocampo has a BA in
Elementary Bilingual Education, a MA in Counseling and E.S.L. and
Special Education (L.D.) approvals. She has been a bilingual primary
teacher for thirteen years, working as a Special Education teacher for
the past year. |
What You Need: Materials And Facilities: A
wide variety of books of fairy tales are needed. "Fairy Tales I, II,
and III; Overhead Transparencies for Creative Dramatics," an overhead
projector and a blank wall are used to produce the plays. Sock puppets
and a flannel board are also used to dramatize, the fairy tales.
Outside Resources: Field trips to Drury Lane Theater to watch a
dramatized fairy tale and to the neighborhood library for books of fairy
tales add to the fun. Parents are used as literary aides and to help
transcribe, edit and bind the children's books. A preschool class
provides an appreciative audience for the young authors reading their
stories. |
Overall Value: Children are enthused about
reading, becoming active writers who publish and share their books and
plays. Parents become partners in their children's education by working
as literary aides. |
Standards: |
Oh, the Reading You'll Do! |
Category: English/Language Arts |
Grades: 3 to 4 |
How It Works: This project provides "just
what the doctor ordered,"-Dr. Seuss, that is! First graders learn to
read and write poems by "total immersion" in the books of Dr. Seuss.
Seuss's books are full of "word chunks" and "word families," which
recent research has found are essential elements in developing reading
fluency.
Children first listen to The Cat in the Hat, then list words that rhyme
with cat. Next it's on to Fox in Socks, to sharpen children's listening
skills. By the time children encounter Hop on Pop, they're eager to
begin creating their own rhymes. More Seuss books introduce more sounds
and more chances to make rhymes. Dr. Seuss makes learning so much fun,
children don't even mind a weekly word quiz! |
The Students: This project was developed in a
first grade dual-language class, meeting daily for one hour. The
achievement levels of the students varied, including some LEP students.
The project can be adapted for groups from kindergarten through third
grade, with regular, bilingual, and special education students.
|
The Staff: Norine Gutekanst holds a master's
degree in Elementary Education and has taught in Chicago Public Schools
for 12 years. Irma Parra, a student intern, assisted her with the
project.
|
What You Need: The following are needed for
the project: multiple copies of Dr. Seuss books; a teacher's book of
lessons for teaching word families; card stock; ordinary classroom
supplies.
|
Overall Value: Children love Dr. Seuss for
his illustrations, his imagination, and for the rhyme and rhythm of his
stories. His work appeals to all levels of readers, and his rhymes
inspire children to write their own. By creating variations on his
books, children discover that they, too, can write in imaginative ways. |
Standards: This project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Goal #1, CAS A; CAS B; CFS 1-3; CAS C; CAS D; Goal #3, CAS A, CFS 1-5,
CAS B; CFS 1,2,4; Goal #4 CAS A, B, C |
ON A ONE WAY TICKET: EXPLORING HARLEM RENAISSANCE THEMES |
Category: English/Language Arts |
Grades: 7 to 14 |
How It Works: The project is an
interdisciplinary unit in which students explore the "themes"
(underlying motives and ideas) of the Harlem Renaissance through the
historical readings of Nathan Huggins, the visual art of Jacob Lawrence,
and representative literature and music of the Harlem Renaissance. The
unit is intended to define the historical, social, and economic forces
of the African-American northward migration of the early 1900's, which
resulted in the aesthetic expression of the Harlem cultural community.
Students utilize analytical and problem solving skills to identify
themes through the context of readings and examine their presence in
visual and written texts. Later, students critique works and draw
parallels between the style of various Harlem Renaissance authors.
Collaborative groups are formed to conduct an inquiry into Harlem
Renaissance themes discussed in these readings. Groups report their
findings to the class and discover common themes. Each group then
selects one theme to focus on while viewing Jacob Lawrence's The
Migration Series . After an initial viewing, during which time students
are exposed to the captions Lawrence created to accompany the images,
groups select slides that represent their theme and post their findings
for classroom dissemination. The project concludes with a student-led
peer critique of the lesson's content and presentation methods.
|
The Students: During the course of the unit,
student groups examine and present ideas on written texts, purposely
chosen for their thematic links to the initial lesson. Students apply
the themes of Huggins and Lawrence to a variety of poems and short
fiction by Sterling Brown, Countee Cullen, Langston Hughes, Zora Neale
Hurston, and Jean Toomer. A culminating essay of analysis allows
students to select and write in detail about one of the themes as it
occurs in the written texts of the unit. Assessment is based on formal
performance evaluation of student group presentations and on the
resulting inquiry and discussion.
|
The Staff: Gerald LaChance & Sabrina Lavieri |
What You Need: Art slides, a slide projector and a field trip. |
Overall Value: Through an interdisciplinary
approach, students engage in an intellectual inquiry that links the
study of visual and written art. Diverse yet related media, explored
using higher order thinking skills, illustrate parallels of theme and
style as seen in the work of various artists. Through these activities,
students gain an appreciation of an important cultural movement and gain
insight into the ways historical and artistic movements influence one
another.
|
Standards: Intellectual Curiosity Speaking, Listening and Viewing
|
On The Day I Was Born |
Category: Technology |
Grades: 5 to 8 |
How It Works: On the Day I Was Born is an
interdisciplinary program. The students use a web site, http://
scopesys.com/cgi/today2.cgi?askmonth=&askday=, at which they input
their birth dates and are given a printout of important events and
famous people who were born or died on these days. The students select
10 to 15 of these events. They explore different search engines
(Excite, Infoseek, etc.) to find out more about their selections. After
downloading, saving, and printing information and pictures, students
spend time designing their final displays. These include a creative
design of the selected pictures, a current photograph of the student,
written identification of the pictures, and a written piece explaining
why the student might one day be included on a list of famous people. |
The Students: Twenty-two sixth grade students
participate in this program. The program is easily adapted for all
types of learners and all grade levels. Class size doesn't matter since
this program is individual-based. Students who are able to read can
work independently, while non-readers might need some assistance typing
in search engine information and interpreting results. |
The Staff: Karen Fogler has been teaching
fifth and sixth grade at Hunter Elementary for the last 15 years. She
received an IMPACT II grant in 1986 for a literature project called
Classical Creations. She also earned an award from Yad Vashem for a
curriculum about the Holocaust. Karen has shared a variety of her
programs by giving workshops at various conferences. She presented a
book talk at the world gifted conference in Toronto. Karen has also
been included in the most recent edition of Who's Who in Teaching. |
What You Need: The program is carried out
with eight classroom computers and 20 computer lab computers. This
program utilizes Netscape Navigator web browser as the Internet access
and search engines such as Excite, Yahoo, Infoseek, Altavista. A color
printer for the pictures is also used. The school and public library
are also useful resources. Displays are presented in the school
cafeteria at graduation. |
Overall Value: In making their final
presentations, students learn valuable computer skills including
questioning techniques for search engine exploration; downloading
information from the web; saving information from the web in students'
folders; printing photos from the web, and enlarging or reducing these
images; cutting, pasting, and copying information; and word processing.
On the Day I Was Born is great fun for the students. After they
complete their initial searches, they are bubbling with enthusiasm, and
eager to compare their finds. On the Day I Was Born is simple,
inexpensive, and quite motivating for the students. |
Standards: |
ONCE UPON A TIME |
Category: English/Language Arts |
Grades: 4 to 6 |
How It Works: Teacher and students gather
around a classroom castle as fairy tales from different cultures are
read. Students compare and contrast cultural variations of the same
tales. A brainstorming session spurs discussion of characteristics of
fairy tales, with responses posted on a bulletin board.
Students then work in cooperative groups to write and illustrate their
own versions of one of the tales. They write two individual tales,
three group tales, and one class tale. All the tales are illustrated
and bound; the class tale becomes a big book. Groups make puppets and
perform one of the tales for parents and the other primary grades. |
The Students: This project was developed with
23 third grade students. It is adaptable for children of all ability
levels in grades two through four. |
The Staff: Judith Trammell is a third grade teacher at Beaubien School. Her BS and MS are from Chicago State University. |
What You Need: Materials needed for the
project include the following: books of fairy tales; felt and yarn for
puppets; copier paper, tagboard and card stock; certificates and
ribbons; patterns for a fairy tale castle. |
Overall Value: As children's reading and
writing skills develop, their sense of self-esteem and pride in their
work soars. Positive, cooperative relationships develop as children
work together and share the fun and challenge of creating and presenting
their own once upon a time tales. |
Standards: |
ONE OF THE TEN BEST |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: "One of the Ten Best" explores
the concept of place value by studying, applying, and comparing the
symbols of ten numeration systems, spanning from ancient times through
the present, to our base 10 number system. Students become citizens of
each culture to learn the symbols, their meanings and history, and to
create and solve math problems. Our decimal system is put to the test as
students calculate and compare other number systems to our base 10
system. Cultures studied are Babylonian, Egyptian, Greek, Roman,
Chinese, Japanese, Mayan, Aztec, Binary, and Hindu Arabic. Each
numeration system is presented and discussed. Practice problems are
solved, answers compared, and value judgments made about the
effectiveness and efficiency of each system based on the degree of
difficulty encountered while writing numbers and working computations.
Student-generated calendars, culture-related stories involving numbers,
and original math problems spark interest and serve as reinforcement.
Each number system may be expanded to include a hands-on project unique
to that culture. The culmination of this year-long exploration is when
the students create their own numeration systems, complete with symbols,
rules, and problems.
These activities accommodate a variety of student learning styles as
well as address the competencies of reasoning, problem solving,
quantitative skills, intellectual curiosity, cooperative learning, and
creative expression. Computational skills involving the four operations
(+, -, x,÷), greater than, less than, and measurement, including
perimeter and area, are reinforced throughout the study. Since
explanation is a key to understanding the history and formation of
numbers, writing in the area of math is encouraged. Assessment is
ongoing. Evaluation procedures include self-assessment,
peer-conferencing, teacher observation and testing. Hands-on activities
and teacher guidance assure student success. Although this is a
year-long study, every culture and number system need not be taught.
Each can stand alone, and valid comparisons to base 10 can be made with
any combination of systems.
|
The Students: |
The Staff: Diane E. Arnold Bennie Dover Jackson Middle School, New London |
What You Need: Regular classroom supplies. |
Overall Value: The understanding of the place
value concept is essential for mastery of higher-level math skills.
This project reinforces this concept as students are guided to explore
ancient as well as modern day interpretations of place value. Encouraged
to make value judgments about workability based on criteria they
develop, patterns emerge and learning takes place. Exploring the way
other cultures used numbers allows students to gain insight and
appreciation as to why our base 10 system is "One of the Ten Best".
|
Standards: Intellectual Curiosity Motivation and Persistence Positive Self-concept
|
ONE OF THE TEN BEST |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: "One of the Ten Best" explores
the concept of place value by studying, applying, and comparing the
symbols of ten numeration systems, spanning from ancient times through
the present, to our base 10 number system. Students become citizens of
each culture to learn the symbols, their meanings and history, and to
create and solve math problems. Our decimal system is put to the test as
students calculate and compare other number systems to our base 10
system. Cultures studied are Babylonian, Egyptian, Greek, Roman,
Chinese, Japanese, Mayan, Aztec, Binary, and Hindu Arabic. Each
numeration system is presented and discussed. Practice problems are
solved, answers compared, and value judgments made about the
effectiveness and efficiency of each system based on the degree of
difficulty encountered while writing numbers and working computations.
Student-generated calendars, culture-related stories involving numbers,
and original math problems spark interest and serve as reinforcement.
Each number system may be expanded to include a hands-on project unique
to that culture. The culmination of this year-long exploration is when
the students create their own numeration systems, complete with symbols,
rules, and problems.
These activities accommodate a variety of student learning styles as
well as address the competencies of reasoning, problem solving,
quantitative skills, intellectual curiosity, cooperative learning, and
creative expression. Computational skills involving the four operations
(+, -, x,÷), greater than, less than, and measurement, including
perimeter and area, are reinforced throughout the study. Since
explanation is a key to understanding the history and formation of
numbers, writing in the area of math is encouraged. Assessment is
ongoing. Evaluation procedures include self-assessment,
peer-conferencing, teacher observation and testing. |
The Students: Hands-on activities and teacher
guidance assure student success. Although this is a year-long study,
every culture and number system need not be taught. Each can stand
alone, and valid comparisons to base 10 can be made with any combination
of systems. |
The Staff: Diane E. Arnold Bennie Dover Jackson Middle School, New London |
What You Need: Regular classroom supplies.
|
Overall Value: The understanding of the place
value concept is essential for mastery of higher-level math skills.
This project reinforces this concept as students are guided to explore
ancient as well as modern day interpretations of place value. Encouraged
to make value judgments about workability based on criteria they
develop, patterns emerge and learning takes place. Exploring the way
other cultures used numbers allows students to gain insight and
appreciation as to why our base 10 system is "One of the Ten Best".
|
Standards: Intellectual Curiosity Motivation
and Persistence Positive Self-concept Reasoning and Problem Solving
Quantitative Skills
|
Open Books - Open Minds |
Category: English/Language Arts |
Grades: 6 to 10 |
How It Works: Students learn about diverse
ethnic and cultural backgrounds by reading a variety of short novels.
In reading and discussing literature, students: become aware of
similarities--common experiences, emotions, needs and desires--which
connect one cultural group to another, learn to appreciate those
qualities that make each cultural group unique, special and enrich our
society, view positive ways of behaving, in believing in and ultimately
contributing to society After reading each novel, students conduct
interviews, dramatize scenes, write articles and stories, and create art
projects. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Open Studio |
Category: Arts |
Grades: 6 to 7 |
How It Works: Open Studio helps at-risk
students by giving them additional time and instruction in art. This
voluntary after-school program meets for one hour a week and lasts from 6
to 12 weeks. The learning sessions are structured to allow for group
sharing, independent work time, and one-to-one conferencing with the art
specialist. Students are encouraged to direct their own learning
experiences as much as they are able. The younger students are given
short drawing or painting assignments and art appreciation games to
improve their skills, visual ability, and creative thinking. More
advanced students are given instruction in drawing, painting, and the
printmaking process with enough time to develop or perfect their
abilities. In addition, the older students are given practice in
analyzing reproductions of art. The Students: The classes are
usually made up of 10 to 25 students at a time with the majority being
in the fourth and fifth grades. The students are identified by their
classroom teachers, the counselors, and the art specialist as having
exceptional interest in the visual arts, although the students may or
may not have talent in art. Many of them misbehave in the regular
classroom but are more cooperative in the art classroom. |
The Students: |
The Staff: The classroom teachers, the
counselors, and the art specialist choose the students for the program,
and the art specialist supervises the work sessions. |
What You Need: Materials and Facilities: In
addition to the standard art supplies available in the school, the
students need better-quality colored pencils, individual sets of tempera
paints, art postcards and games, and videos about art and artists.
Books about careers in art and ways to work independently to improve
drawing skills help students extend what they experience in class to
their lives outside school and in the future. The classes require a
well-lighted wet area or art room with tables, chairs, a VCR and a TV,
and space to store students' work in progress. Outside Resources:
No outside resources are necessary; however, students are asked to draw
what they see in their homes and neighborhoods. |
Overall Value: Open Studio has received
responses from students, parents, and classroom teachers affirming that
the students' attitude toward school, their self-esteem, and their
willingness to cooperate have improved as well as their skill in and
understanding of art. |
Standards: |
Opera For Kids |
Category: Arts |
Grades: 4 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Items for set and costume
production include fabric and sewing materials, foam rubber and
adhesives, styrofoam, an airbrush, and paint. Participants will also
need various musical instruments, including recorders and percussion
instruments, as well as instructional booklets. Music and writing paper
are also needed. |
Overall Value: This project incorporates a
wide range of curriculum areas while also enabling teachers, students,
and community members to experience art and music in their most
expressive form, notes Iacometta. "Students are naturally motivated by
music and theater. They enjoy participating in theatrical productions
they themselves develop and produce," he explains. "In an atmosphere in
which children are working toward a common goal, differences are
min-imized while similarities are maximized. They begin to perceive
racism and stereotypes as Ôchildish' and Ôsilly ' a by-product of
ignorance and pride." |
Standards: |
Operation S.E.T.O.N. (Student Education Through Outdoor Nature) |
Category: Science |
Grades: 2 to 10 |
How It Works: The outdoor science laboratory
was designed to extend the classroom in order to provide students with
an increased capacity to make informed decisions concerning
environmental issues. The development of a wildlife sanctuary on school
grounds was a major step in creating an educational program for the
children. The objectives are to explore scientific concepts up close in
our own backyard, to intrigue young minds by the interactions and
changes through the seasons, and to delight the students with the
sanctuary which was created for learning, reading, reflection and play.
One of the most innovative and cross-curricular lessons was when the
students were asked to each select wildlife from within the garden
(groundhog, worm, ant, fly, etc.) and follow that animal for 15 minutes.
The purpose of the exercise was to understand the habitat components
that help the animal meet its needs and then to write a fictional story
from the animal's perspective. This encompassed science, reading and
writing objectives. |
The Students: Currently, all 160 of the
school's students participate in different aspects of the project, each
adapted to the appropriate grade level curriculum and learning
capability. This project, successfully built by the students, will act
as a foundation for other schools to come and learn from our
environmentalists and young scientists, as well as to inspire other
students to undertake a similar project. This project has been easily
adapted from kindergarten through eighth grade. |
The Staff: Groundbreaking began in 1998 and
continues as each teacher extends her lessons into the garden. We
continue to rely heavily on volunteers to maintain the existing garden,
utilizing students, parents, scouts and local landscapers. |
What You Need: The project was funded by the
creativity and labor of the children, the commitment of funds and labor
from parents and volunteers as well as enthusiastic community support
from Eagle Scouts, local landscapers, Amber Tree Service, the Hudson
arborist and the Hudson Park Commissioner.Whatever ground space was
available was used and plans were drawn accordingly. Blueprints were
drawn up by Amber Tree Service and allowed for continual development. |
Overall Value: We are able to increase the
level of thinking of our students by student-based lessons in lieu of
traditional teacher-based programs. The outdoor environment allows
students to be inquisitive thus eliminating the monotony that could
accompany a structured lesson. Amidst nature, intrigue and creativity
flourish and by placing students in this environment, classroom lessons
are supplemented. |
Standards: |
Our American Quilt: Exhibiting the Diversity in American Society |
Category: Social Studies |
Grades: 10 to 11 |
How It Works: "Our American Quilt" project
exhibited the diversity in our society to students in a graphic and
meaningful way. By having each student write their personal history,
they were made aware of the heritage, culture, and country of origin of
their family. When shared with others in a display, the 'diversity'
shown made up the patches of our American classroom quilt. Students
were given a letter of explanation to give to parents a week before the
project began, informing them of the need to talk with their students
about their family backgrounds and to fill in the family tree. Parents
were also asked to help the student decide on a list of at least five
events in their lives that could be used to create a personal timeline.
|
The Students: There were 112 completed
projects out of 127 inner city eighth grade students enrolled in this
class. This was done in two weeks of 42-minute class periods. |
The Staff: Joan Schrader has over 25 years of
teaching experience. She has received two IMPACT awards and an adaptor
grant from Ameritech. She has also received Ambassador Awards from the
Akron Pubic Schools for four educational publications and for numerous
state presentations. Ms. Schrader was voted Teacher of the Year for her
building in 1997-1998. |
What You Need: The following software was
used for this project: Timeliner by Tom Snyder and Cardopedia Atlas by
Dorling Kindersley.Materials used consisted of: colored paper, handouts
of a family tree, student pictures, glue, scissors, rules, digital
camera, software, computers and various handouts. |
Overall Value: The "American Quilt" project's
best feature is that it 'hooks' the student because they are writing
about themselves. Pride in their heritage and self-esteem are natural
byproducts of this project. It is easily adaptable to various grade
levels by adjusting the requirements. Displaying and sharing the work
of all the students gives classes the sense of the diversity in our
society. |
Standards: |
Our Body: ItÕs AMAZING! |
Category: Science |
Grades: 7 to 10 |
How It Works: Our Body: It's AMAZING! is a
resource-based interdisciplinary unit which incorporates aspects of
science, language arts, social studies, and library media and
technology. Two classroom teachers and the Media Specialist worked
collaboratively on the design and the implementation of the unit. Media
literacy was an instructional focus throughout all activities which were
structured for individual and group work. In all settings, students
worked cooperatively to solve information problems using a variety of
media. Two classes were divided into six heterogenous groups to focus on
one of six systems in the human body: Skeletal/ Muscular/ Circulatory/
Respiratory/ Digestive/ Nervous. Each group moved with one other
through three information gathering activities which focused on the use
of three types of information resources: non-fiction books,
encyclopedias, and video. Information was recorded using words
(notetaking), diagrams (idea maps) and pictures (illustrations). Using
non-fiction books about their body system, individual students were
asked to find (and have a teacher verify) ten,"amazing" facts about
their system. All sources were documented and recorded. Another
information gathering activity utilized general and specialized
encyclopedias to gather information in an,"idea web" about a specific
aspect of their system. In addition, students were required to create a
timeline/lifeline about an individual who made a contribution to the
student's system. Information was also gathered and recorded using the
interactive, Level III videodisc program, The Human Body from National
Geographic. Through a guided notetaking activity, students saw their
systems in amazing up-close detail. They then created their own visual
representation of some aspect of the system using an overhead
transparency. When the information gathering was complete, students in
small groups began to process what they had learned by creating a
computer-generated crossword puzzle. In their groups, students
collaboratively selected the ten most amazing of all the facts they had
gathered and created a poster. Drawing upon their research, students
wrote some very creative point-of-view narratives. Finally, all students
made a presentation of the information in a video of the group
presenting their projects and demonstrating what they learned about the
body system. THE STUDENTS Two fifth grade classesÑapplicable through
eighth gradeÑ placed into 6 groups. |
The Students: |
The Staff: Two classroom teachers working collaboratively with Media Specialist. |
What You Need: Information gathering took
place in the Media Center. The organization and presentation of the
information (in the form of projects) took place in a (preferably) large
classroom with access to the Media Center. Students made use of the
school's computer resources in both the Media Center computer lab and
the Tech Lab facility. Information resources included the Media Center's
collection of nonfiction books based on human body, biographical
references, general and specialized encyclopedias, laser disc videos,
computers, laserdisc player. Presentation resources included: crossword
puzzle software, video camera, paper, transparency acetate, magic
markers, other school supplies. All information/notetaking/bibliography
materials and student self-evaluation sheets were prepared by the
teachers. |
Overall Value: This project was developed to
address the,"Three-Part Foundation" presented in the SCANS Report for
America 2000, including: 1.) Baic Skills- reading, writing, listening,
speaking. 2.) Thinking Skills- creative thinking, decision making,
problem solving, seeing things in the mind's eye, knowing how to learn,
reasoning. 3.) Personal Qualities- responsibility, self-esteem,
sociability, self management, integrity/honesty. |
Standards: |
OUR LONG ISLAND SOUND |
Category: Science |
Grades: 7 to 10 |
How It Works: Long Island Sound, a major
geographical feature of Fairfield County, provides the focal point for
both an interdistrict and an interdisciplinary project. Urban and
suburban students work together to understand maritime topics like
habitats, boat building, navigation, watershed, and commercial and
recreational uses of the Sound. In these areas, two questions are
considered: how do we affect the Sound, and how does it affect us? These
questions are studied with partners from a different town and in ways
not possible at "home" schools. In the mornings, students investigate
the issues in these areas both independently and cooperatively.
Understandings and solutions to problems come through observing,
measuring, data collecting, map reading and interpreting, summarizing,
evaluating, synthesizing, group problem solving, and completing a
complex project. These skills and others, like reading and writing, are
utilized by students to create an imaginary animal for a given habitat
in the Sound; to identify plants and animals lifted up from the Sound;
to mathematically plan, measure, and build a real boat; to create new
businesses that improve, protect, and enhance the Sound; to create
"movable murals" of sections of Long Island Sound both above and below
the water line; and to track the fertilizers and debris that fall into
storm drains in the many towns north of the Sound and then travel to the
Sound. After lunch, students choose a maritime-related elective and
concentrate on it for ten days.
|
The Students: |
The Staff: Heather Candels, Sandra Clinger,
Richard Doscher, Phebe Fallon, William Gerundo, Antoinette Giles, Julia
Harris, Gregory Illyn, Tritty Kelly, Merryl Launer, Chris Markley,
Kendra Norman, Terence O'Grady, John Saunders, Michael Siavrakas, Amy
Spencer, John Spennato, Pamela Spies, Franklin SylvesterMary Wheeler and
Maurice Yaggi
|
What You Need: A maritime center and a field trip. |
Overall Value: In this interdistrict and
interdisciplinary unit, which uses Harvard's "Teaching for
Understanding" model, students have the opportunity to study the Sound
in ways not possible at their "home" schools as well as the opportunity
to work cooperatively with students not exactly like themselves. From
the first meeting of the students before the program begins to the last
day, students face proposed maritime questions and work together,
finding new ways to learn about their world. to find solutions and
establish new peer relationships.
|
Standards: Responsibility and Self Reliance Reasoning and Problem Solving
|
Our Turn-- Kids Ask Questions |
Category: Mathematics |
Grades: 6 to 6 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials include a set of
Lego Village building materials with Lego figures and parts;
construction paper, crayons or cray-pas; a computer and printer, and a
photocopier for reproduction of the newspaper. |
Overall Value: Many fourth grade students,
when confronted with problems requiring mathematical thinking,
experience frustration and helplessnessÑthey don't know where to begin.
What better way to develop the thinking and reasoning necessary for
success in math than to have the kids create problems from their own
experience and imagination?,,"Through this approach, the children are
more positive about coming to class and have shared their work with
their parents," says Hendler. In addition, there has been a 33 percent
increase on the District 19 Benchmark tests in mathematics for
participants in the project, she notes. |
Standards: |
OUR WALL OF WAR HEROES |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: The purpose of "Our Wall Of War
Heroes" is to help students become aware of the price that has been
paid for the freedom we enjoy today. This unit emerged after a question
posed to second graders, specifically, "What does Memorial Day mean to
you?" elicited only responses of "A day off from school!" and "Parades
and picnics!" This discussion gave me the strong sense of the little
understanding my students had of this significant holiday.
To impart some of the emotion and to teach the true significance of this
holiday, students are directed through a number of related activities.
The moving book, The Wall, by Eve Bunting, a story about the Vietnam
Veterans Memorial told from a child's point of view, is read to the
class. To begin to develop an understanding of our nation's military
history, the students cooperatively research our country's military
conflicts and plot a timeline. To obtain first hand history, a veteran
visits to present and answer questions. Finally, brief, biographical
sketches of veterans created through interviews are presented by each
student. The culminating activity occurs when the memorial, "Our Wall of
War Heroes" is constructed. It proudly displays the names of veterans
(placed outside of the classroom) for all to pay tribute. This activity
serves as a means of reflecting student pride and identifying with
people who have made outstanding contributions and sacrifices to our
society.
Methods of instruction are teacher and student directed (cooperative
groups) including small and whole group instruction. Students work
independently to prepare and present biographical sketches of
living/deceased veterans. Assessment is ongoing. The teacher measures
student learning based on content, organization and editing of the
published copy, proper sequencing of the final timeline produced by
students and correct responses to literature based questions.
|
The Students: Twenty six second grade
students, of all ability levels, participate each year in this program.
It is appropriate for grade levels two through four.
|
The Staff: Paula M. Tyszka Peck Elementary School, Ansonia |
What You Need: The book, The Wall, by Eve
Bunting, a sample biographical sketch of a veteran, a timeline,
interview questions, and a veteran guest speaker are used.
|
Overall Value: This project inspires
students. It fosters national pride, a love for freedom, and a greater
appreciation for the courage of the armed forces. The skills and
strategies used in this project encompass experiences in all areas of
language arts: the common core goals of reading writing, listening,
speaking and viewing. All are authentic and require the use of lifelong
learning skills. In addition, the program addresses many learning styles
- visual, auditory and tactile. Using literature as a base, this
activity extends across the curriculum.
|
Standards: |
Out of the Junk Pile, Into the Jewelry Box - Typewriter Jewelry |
Category: Special Education |
Grades: 8 to 10 |
How It Works: The purpose of the project was
to teach multihandicapped students vocational, functional mathematics
and independent living skills through a student-run business. Students
created and sold pins, necklaces and earrings made from typewriter
parts. The profits from sales were used to restock supplies and pay
employees (students)! The students used the money to go shopping and
take field trips. Most students had never had the opportunity to use
tools (pliers, wrenches and screwdrivers) or to take something apart.
Students became extremely motivated to learn tool-handling skills. |
The Students: Eight multihandicapped
students, grades six through eight, worked on typewriter jewelry during
vocational periods. There were two, 40 minute vocational periods each
day. This project could easily be adapted to any level of students |
The Staff: Leslie Coffey has fifteen years of
teaching experience. She has received ten MEOSERRC Mini-Grants and was
awarded Building Teacher of the Year in 1996. She has a full-time
classroom assistant who helps implement the project. The class has
created and sold typewriter jewelry for three years. |
What You Need: The main resource was donated
typewriters and keyboards. Field trips to sell jewelry at craft shows
and conferences were necessary. Students took field trips of their
choice with the profits from the jewelry sales. The students worked at
two large, sturdy tables. One was where typewriters were taken apart.
At the other table, students cleaned and sorted typewriter keys and
parts. They also used jewelry tools and wire to assemble earrings, pins
and necklaces. |
Overall Value: The value of this project is
that it enables students to build a variety of skills as well as to
develop self-esteem by creating unique pieces of wearable art. The best
feature of the project is that it can be broken down into many jobs.
Students have the opportunity to try different jobs and evaluate their
own strengths and weaknesses, likes and dislikes.
|
Standards: |
Out of the Junk Pile, Into the Jewelry Box - Typewriter Jewelry |
Category: Special Education |
Grades: 8 to 10 |
How It Works: The purpose of the project was
to teach multihandicapped students vocational, functional mathematics
and independent living skills through a student-run business. Students
created and sold pins, necklaces and earrings made from typewriter
parts. The profits from sales were used to restock supplies and pay
employees (students)! The students used the money to go shopping and
take field trips. Most students had never had the opportunity to use
tools (pliers, wrenches and screwdrivers) or to take something apart.
Students became extremely motivated to learn tool-handling skills. |
The Students: Eight multihandicapped
students, grades six through eight, worked on typewriter jewelry during
vocational periods. There were two, 40 minute vocational periods each
day. This project could easily be adapted to any level of students |
The Staff: Leslie Coffey has fifteen years of
teaching experience. She has received ten MEOSERRC Mini-Grants and was
awarded Building Teacher of the Year in 1996. She has a full-time
classroom assistant who helps implement the project. The class has
created and sold typewriter jewelry for three years. |
What You Need: The main resource was donated
typewriters and keyboards. Field trips to sell jewelry at craft shows
and conferences were necessary. Students took field trips of their
choice with the profits from the jewelry sales. The students worked at
two large, sturdy tables. One was where typewriters were taken apart.
At the other table, students cleaned and sorted typewriter keys and
parts. They also used jewelry tools and wire to assemble earrings, pins
and necklaces. |
Overall Value: The value of this project is
that it enables students to build a variety of skills as well as to
develop self-esteem by creating unique pieces of wearable art. The best
feature of the project is that it can be broken down into many jobs.
Students have the opportunity to try different jobs and evaluate their
own strengths and weaknesses, likes and dislikes.
|
Standards: |
Overpopulation in a Test Tube |
Category: Science |
Grades: 8 to 14 |
How It Works: Students care for and nurture
cultures of single celled protozoans in a test tube. The purpose of this
activity is to teach students about environmental quality, water
pollution, and population dynamics, all in a test tube environment. This
activity promotes individual responsibility by caring for and observing
the organisms on a daily basis, and promotes cooperative learning
through sharing knowledge. Students quickly learn that their success
depends on close observation, proper microscope techniques, and careful
record keeping. This project was developed after paying high catalog
prices for single celled organisms for my biology classes. I could see
that the materials involved in growing the organisms were inexpensive.
My first trial run in the classroom was so successful I have continued
to conduct this project for 10 years. Once started, it takes only a few
minutes each day. After a short time a successful culture can be checked
by holding it up to the light and observing the dense population
floating in the water. I suggest this project run for a period of at
least two months in order for students to get a good feel for their
organism's life history and particular environment needs. Following
teacher directions, the students work in pairs to isolate a particular
protozoan. Using micro pipettes, they transfer the organisms to their
new test tube homes complete with nutrients for their survival. The
students research the particular needs and proper media for the growth
and reproduction of their protozoan prior to the transfer. Periodic
water changes and subculturing are done as indicated by population, size
and water clarity. Daily logs are kept documenting the water clarity,
pH, odor, and population changes in the test tube. Since all work is
kept in a bound notebook over the length of the year, growth in science
writing/thinking skills is easily observable as students reflect upon
work done at different times of the school year. Parents are positive
about the amount and quality of writing which appears in the logs.
Students recognize the written aspect of science for what it is: hard
work. They also begin to appreciate its power. This project offers
students a chance to become very familiar with this important group in
the lower part of the food chain and is a very cost-effective way to
maintain protozoan species for other classes to observe. This
assignment works well for all types of student capabilities. Students
can enjoy participating at a very basic level or can become involved in
research on their particular species. Student response has been so
positive that many students often do not want to end the project.
State Framework: This project addresses the themes of stability, and
systems and interactions as presented in the Science Framework. The
Students: One hundred and ten biology and zoology students, grades 10
through 12, participated in 1992-93. This assignment could be modified
for the younger student by being less specific. A wide variety of water
samples can yield many types of living organisms. Younger students can
bring various samples of water to class to study and maintain them in
the classroom. |
The Students: |
The Staff: I have taught science, with an
emphasis on biology, for 22 years at Santa Ynez High School. I have been
a Technology, Cross-curricular, and Computer Mentor Teacher. |
What You Need: Materials and Facilities: A
small work area should be set aside, preferably with a microscope, for
students to make their brief daily observations. Supplies needed:
microscope, test tubes, eyedroppers, nutrients, and logbooks. Outside
Resources: No outside resources are required. |
Overall Value: |
Standards: |
P.A.L.S. (Practical Applications for Learning Science) |
Category: Science |
Grades: 4 to 5 |
How It Works: "P.A.L.S." was the home
connections of an inquiry-based science program for third grade students
and students with learning disabilities. It incorporated hands-on
experiences and design technology in an integrated and interactive
approach to learning. These mediums of learning utilized each
individual student's learning modalities, learning styles, and the eight
multiple intelligences. Science backpacks went home with the students
on a monthly basis. These backpacks contained quality nonfiction
science literature and hands-on science activities that reinforced and
expanded upon third grade concepts learned in science class. These
concepts were presented in a solar system unit, a weather unit, a
structures and inventions unit, and an animals unit. A disposable
camera was provided in each backpack for the student to photograph
his/her "P.A.L.S." experience. Together a student and his/her family
science partner completed the activities listed on the backpack lesson
card. Using Alpha Smarts keyboard, they designed and published a
science journal page documenting the "P.A.L.S." experience.
|
The Students: Sixty-five third graders and
two learning disabled students participated in this science program.
This program could be adapted to address the learning modalities and
learning styles of any elementary aged student |
The Staff: Debbie Deidrick has taught
Specific Learning Disabilities classes and the third grade. She has won
an Akron Public Schools Ambassador award three years, been awarded an
Outstanding Teacher Educator award from King School, received an IMPACT
grant and numerous other grants. |
What You Need: Field trips, use of the school
media center or public library, contributions and loans from parents or
institutions, software and guest speakers were used. In the "P.A.L.S."
program, nylon backpacks, nonfiction science books, backpack lesson
cards, Alpha Smart keyboards, disposable cameras and science consumables
such as balloons, straws and art supplies were needed |
Overall Value: "P.A.L.S." incorporates
hands-on learning and design technology in an integrated and interactive
approach to learning. It engages students and family in experiences,
observation, and questioning that link quality literature with the world
of discovery. Students gain the skills necessary to apply acquired
knowledge and written communication skills to new situations as they
continue their life-long learning. |
Standards: |
P.R.I.Z.E. (Partners Reading in Zealous Enthusiasm) |
Category: English/Language Arts |
Grades: 3 to 6 |
How It Works: P.R.I.Z.E. is a cooperative
program designed to develop positive attitudes towards reading. As an
alternative teaching device to the basal reader, it is designed to meet
the needs of students' varied learning styles. Young children are
paired with schoolmates from a different grade level. The pairing is
done based on an, interest inventory and an attitudinal survey. The
environment should be a quiet, cozy one, and it can be chosen to promote
adventure and fun (park, classroom on floor or under tables, school
campus). The language arts activities are organized around a variety of
themes - dinosaurs, space, folklore, classics, etc. The books used are
based on the interest of the younger child, with the older child
reading the selection first before sharing it. Extension activities
includes creative writing, puppetry, games, role playing, use of
modeling clay and skits. The students meet twice weekly throughout the
school year for 45 minutes per session. Reading and writing happen
naturally and lasting friendships are formed. DCPS Major System
Priorities: Achievement, Intergroup Relations. The Students:
"P.R.I.Z.E." was used with 29 first-graders and 32 fourth-graders during
the 1989-90 school year. This activity could be adapted easily to
either elementary or secondary levels. The activity could be,"cross
generational" with the pairing of parent volunteers or grandparents and
students. |
The Students: |
The Staff: Marilyn Ellis has been an educator
for 38 years. She has served in administration and now teaches fourth
grade. She has also served on a variety of committees at Miami Shores
Elementary School. Her selection by her peers as Teacher of the Year
has been the greatest honor in her career. Carole Slonin has taught for
14 years, instructing cerebral palsied students, ESOL, kindergarten,
fifth grade and first grade. She serves on her schoolbased management
team. Recently she, together with one of her students, won the Motts
Apple Reading Award. |
What You Need: Materials and Facilities:
Basic needs include paper, pencils, crayons, and books. The, extension
activities depend on the availability of funds for materials such as
self hardening clay, journals, puppetry items, a tape recorder,
book-making kits, a class library, rewards and incentives. Outside
Resources: Enrichment activities and field trips are beneficial. A
trip to the downtown public library to explore the facility and to
hear,"the story lady" is a free delight, as is a visit to the,
neighborhood library. A trip to the Miami Book Fair International is
exciting. Students in fifth grade and above may visit The Miami Herald.
The DCPS Resource Book lists videos on how to make books. |
Overall Value: P.R.I.Z.E. supplements the
existing reading program by providing an alternative instructional
device in order to help children learn. It allows children to read and
to write without adult pressure. By providing a positive reading
opportunity, self-esteem improves, behavior problems decrease and
academic growth on test scores is shown. |
Standards: |
Packages |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: The 8 day learning experience,
Packages, was developed to address the misconceptions students have
about area, surface area, perimeter, and volume. The measurement
concepts are studied together, so that important relationships and
similarities can be discovered. Students are introduced to these
concepts through activities with tiles, grid paper, string, rulers,
and graphing. Throughout the lessons students are encouraged to
discover, discuss, and keep a Math Journal about the important
relationships and rules between measurements. Inventing their own
formulas for finding areas and volumes is encouraged, but not forced.
Students also investigate the effect that changing dimensions has on
the perimeter, area, surface area or volume of a floure. For example,
if 24 tiles are arranged in a rectangle, and questions are asked:
What will be the dimensions of the rectangle that produces the
largest perimeter? or, What happens to the surface area of a box when
the dimensions keep getting closer together?
Finally, students are asked to demonstrate what they have learned when
they accept the challenge to solve an environmental problem of
designing a better package. What is the least amount of material
required to construct a box with a given volume? By taking a common
package like a cereal box, students must find a way to redesign it so
that the surface area of the box is reduced, while the volume remains
the same. Once the new dimensions are discovered by students, the
boxes are constructed and graphically designed. Students then write
persuasive business letters to the manufacturers persuading them that
their new design concept is better. |
The Students: This LE was originally
designed for seventh graders of
all ability levels. This learning
experience has been
successfully used at this level
for the past
four years. It could
easily be used in sixth, seventh,
or eighth
grades. |
The Staff: Classroom teacher |
What You Need: Packages
was adapted from
the Middle
Grades Mathematics Project
(MGMP), Mouse and Elephant:
Measuring Growth, bv William
Fitzgerald, Glenda Lappan,
Elizabeth
Phillips, Janet Shroder,
and Mary Winter (Addison
Wesley,1986), and
from
Mathematics for Middle School,
a staff-development video series
by Marilyn Bums (Cuisenaire,
1989). The unit is taught in 8
days
and because of the flexible
scheduling on our team, the
class
periods were 2 hours in
length. This longer class period
allowed for
many hands-on
activities to occur in one period.
Manipulatives
necessary for the
class included color tiles, 2 cm.
wooden cubes,
graph paper,
scissors, glue sticks, tag board,
markers, and colored
pencils.
Computers can be utilized, but
are not essential to the
project. |
Overall Value: This unit provided a positive
learning experience for students of all levels. Students were
challenged by the lab activities and benefited by sharing their
observations about the math they learned with one another. Because
students were encouraged to use manipulatives and to write about what
they were learning, learners of all ability levels discovered area and
volume relationships and verbalized their discoveries. More advanced
students enjoyed finding ways to express their discoveries using
algebra and spreadsheets. By the end of the unit all students had
gained a better understanding of perimeter, area, surface area and
volume, and they were very proud of their new product designs and the
responses they received from the various manufacturers. |
Standards: |
Paperback Writers |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Q. How do you combine
children's' thoughts and ideas with the printed word?, A. Use a
"Paperback Writers" publishing center. Ingredients include: a
complete writing center (a table, a filled paper stacker, writing
implements and old magazines and greeting cards), materials for book
covers (wallpaper samples, fabric, and posterboard), a binding machine, a
hole punch, yarn, paper clips and a stapler, a rubber stamp proclaiming
the author, illustrator, and to whom the publication is dedicated
This,"Paperback Writers" Publishing Center, held in a regular classroom,
is open to students for one hour before and after school by appointment
only and business is booming! Students: The program provides
publishing opportunities for 150 first through third graders. It is
adaptable for older children, ESL, IMH or excelled children. |
The Students: |
The Staff: Ilyse Grob graduated from National
Louis University in 1988 and is currently working on an MA in Reading
and Learning Disabilities at DePaul University. |
What You Need: Materials And Facilities: A
30" X 72" table provides space for 10 creative authors. A paper and
supply stacker and a lazy susan tray keep materials organized and a book
stand in a small area of the library displays young authors'
paperbacks. Outside Resources: Paperback writers tour the Harold
Washington Library. Outside guest authors visit the classroom as
positive role models. Parent meetings are held to discuss early
writing, home writing, inventive spelling, etc. |
Overall Value: All children, no matter what
their cognitive ability, have thoughts and ideas. Given the opportunity
and guidance, children create and read paperbacks and experience
feelings of independence, self esteem and public recognition. |
Standards: |
PARAGONS AND PALADINS: THE SEARCH FOR PERFECTION WITHOUT AND WITHIN |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Through literature students
recognize that ideals of a society are embodied in the deeds of a
specific individual. The purpose of this project is for students to
learn that for any society to progress positively, with concern for its
members, there has to be a code of conduct and ethical standards. In
groups, students research a chosen time period and narrow their
investigation to a specific country/culture to identify all that is good
and right in that society. Once students understand which positive
qualities the society values, groups then create a person who
demonstrates these qualities throughout his or her own life. Because of
these exemplars, students are able to make their own judgments about
what is valuable within a society against which they are able to measure
their own personal worth. Each group writes a mini-epic with exploits
through which the paragon/paladin proves the ideals of his or her
society. Also each group must visually and aurally perform its
mini-epic, using a variety of methods, such as theatrical presentations,
film, music, and art, thus utilizing multiple intelligences.
|
The Students: |
The Staff: Edythe S. Rose and Marie C. Shaw East Lyme High School, East Lyme |
What You Need: Students are required to use
the library facilities, technology, and literature studied throughout
the semester to accomplish the project. Student generate visuals and
select historically accurate sound recordings for their presentations.
|
Overall Value: The innovative feature of the
unit concentrates on the ideals of society as depicted through the
Bible, Anglo-Saxon, and early Medieval literature. Students learn about
society by the way literary figures conduct their own lives. The unique
quality of this project is that students are limited only to the time
period but unlimited as to gender, culture, geography, ethnic background
and deeds. Students are encouraged to research little known areas of
culture. By studying the literature of other cultures students are aided
in the development of their own moral code and ethical outlook. This
project has successfully been given as a nontraditional midterm
enthusiastically embraced by students. The assessment is two fold: the
written component is teacher evaluated for mastery of writing skills.
The performance component is peer and teacher assessed according to
specific criteria. The project may be so versatile that it addresses
almost every aspect of the Common Core; but, in this case specifically,
students "understand that literature reflects and illuminates human
experiences, motives, conflicts and values;" "recognize the necessity
for moral and ethical conduct in a society;" and "gather, analyze,
synthesize and evaluate information..." to enable them to create their
unique and personal paragon/paladin.
|
Standards: Moral & Ethical Values Reasoning & Problem Solving
|
Parents Are Teachers, Too! |
Category: English/Language Arts |
Grades: 2 to 2 |
How It Works: This program helps parents
realize their important roles in their children's lives as teachers,
too!, By seeing their parents take an active role in their academic
careers, the children really try to do their best for their parents.
The teacher invites the parents to come to class in the beginning of the
school year to have them see for themselves what happens in the class
and to become comfortable with the academic setting. When the parents
come to visit, the teacher asks them to do simple tasks such as color,
cut, and paste instructional materials as they are monitoring the
classroom setting. As they become accustomed to the daily routine, they
are asked to move over to center activities to help coach the students
through the center activity. As this is happening, the teacher is
monitoring the parents to make sure they are not overwhelmed by the
tasks asked of them. Once the parents are familiar with the outline
they are asked if they would be willing to sign up to be a classroom
parent. As parents sign up for the date(s) they are interested in
working, the parents' dates are coordinated so that the teacher has the
benefit of using all the parents at a time that doesn't conflict. The
teacher has a 75 percent classroom parent participation that includes
both mothers and fathers. Those parents who aren't volunteering sign up
for snacks and snack preparations when able, and some sign up for field
trips. Most parents are involved in some way and those who aren't
hear from their children about what's happening at school and want to
come see for themselves how they can get involved. There is a classroom
parent sign-up sheet and calendar that all parents sign and reference
to so as not to have a conflict on volunteer days. The program is
self-directed in that a basket/table is set aside in the room where the
parents know where to go and work on the materials (this way they don't
interrupt the teacher when, they enter the class). When they finish the
work basket, they move, around to the center to begin monitoring the
students in accordance with the training they received in the beginning
when they were interns. Some parents are trained on the office copiers
to help with the materials that need to be copied for the classroom.
Some parents would rather bring materials home or have them sent by the
student if they can't come to the classroom. The program has worked out
tremendously in that it relieves the teacher of some classroom
responsibilities so that more time can be devoted to reteaching skills
and small groups. It's a win-win situation for all. The parents are
assured their children are getting quality instruction and they are
learning how to teach their children at home by watching the teacher's
style. The Student: This program has been successfully used with
22-24 bilingual kindergarten students and their parents for the past two
years. It can be adapted to any classroom setting. |
The Students: |
The Staff: This program was developed by, a
bilingual teacher with seven years of classroom experience and very good
organizational skills. Parental involvement is mandatory for the
success of the program. |
What You Need: Materials: Sign-in sheets,
monthly calendar, letters to parents asking for involvement, snacks, and
a designated work area for parents. Outside Resources: No outside
resources required. |
Overall Value: Parents learn that they are
teachers, too and so do the students!, The students pick up on the
willingness of their parents to pitch in and help out and learn the
life-long skills of getting along cooperatively. There is also a
continuity that evolves from the parents teaching the students at home
in the same manner as the teacher is using in the classroom. The
students don't lose anything from class to home. The parents'
self-esteem is raised because they are sure that they are teaching their
children in a way that is congruent with the teacher's. Because of
their volunteering, the intimidation factor is gone, parents can relate
to their kids, and they are really able to participate in the homework
habit. As a result of the confidence built by,"interning" in the
classroom, parents have been able to transfer the experience into
marketable job skills that have gotten a lot of the mothers employed.
This further developed their self-esteem. (Note: Those employed
parents still come in on their days off to volunteer instead of staying
at home.), Parents have sent letters to the teacher thanking her for the
opportunity of having their children in her class because the work
habits developed in kindergarten have followed them on into the upper
grades and the parents are still willing workers. |
Standards: |
Parents as First Teachers |
Category: English/Language Arts |
Grades: 1 to 3 |
How It Works: The purpose of this program is
to promote the importance and development of a quality parent-child
relationship. Parents As First Teachers helps parents foster a positive
attitude toward learning within the home environment and encourages
their participation in a variety of activities related to their
children's education. To encourage the continuation of education at
home, parents participate in school-sponsored workshops and training
sessions designed to help them become knowledgeable in the areas of
child development, discipline, literacy and more. They practice new
skills they have learned by participating directly in the education of
their children by aiding teachers in the classroom at least once a
month. At home, parents supplement, extend and/or reinforce their
children's learning by participating with them in at-home activities.
This participation is aided by use of the parent-child lending library
which is located in the classroom and contains materials such as
children's literature, games, puzzles and more. DCPS Major System
Priorities, Parent Involvement, Achievement, Blueprint 2000 Goals,
Readiness to Start School, Learning Environment, Adult Literacy, The
Students: Forty pre-kindergarten students and parents from a
low-economic area participated in the project through the Early
Intervention program. The project can be adapted to any primary or
elementary grade with minimal cost. |
The Students: |
The Staff: Mayra Alonso has a master's degree
in early childhood education and has been teaching for six years. She
also teaches early childhood courses at Miami-Dade Community College.
She received a Citibank Success Fund award for this project in 1992. |
What You Need: Materials And Facilities: A
collection of children's literature, games, puzzles, parenting books
and brochures, and physical space to shelve and display materials are
needed. Outside Resources: Field trips to libraries and guest speakers
for workshops are optional but very useful. |
Overall Value: Parents are a child's first
teachers, but they often need guidance and direction in undertaking this
very important task. By offering assistance in the form of teaching
materials and methods, this project closes the gap between school and
home and develops a positive attitude toward education. Students value
their education because it is shared with and valued by their parents. |
Standards: |
Passage to India |
Category: Social Studies |
Grades: 8 to 12 |
How It Works: Passage to India
integrates social studies with art using learning centers to teach
students economic, geographical, cultural, religious and historical
knowledge about ancient and modern India. As students
rotate through seven learning centers, they work as individuals and in a
group, gathering and reporting information, thinking critically and
creatively. The learning centers are: 1) Relief Map teaches the geography of India; 2) Mural explores typical art of India; 3) Folktale teaches regional stories of India and compares similarities and differences to other cultures' folktales; 4) Batik introduces cloth-dyeing and artistic media of India; 5) Famous Foursome includes
researching and writing a report on one of four important people in
Indian history and comparing him/her to an equally important figure in
American history; 6) Religions has research and writing about Hinduism and Buddhism; and 7) Just So Stories
employs Rudyard Kipling's stories in explaining animals native to
India. Throughout the unit students keep journals for notes and by the
end of the unit, they have a folder with published reports, letters
and essays and artwork pertaining to each center's assignment. As
a grand finale, other sixth grade classes are invited to rove through
each center with a sheet of questions pertaining to each. My students
act as docents and answer other students' questions. In essence, my
students become the experts on Ancient India. The
centers allow the teacher to step back and let students take control of
their learning. They feel empowered through their hard work and
discovery of new knowledge. They engage their prior knowledge of the
subject to make connections with new knowledge, and begin to learn
independently. Assessment takes place throughout the
unit. At the end of the unit, students' final drafts of all work are
assessed using a rubric given to the students. I also assess how
thoroughly the center tasks are completed. Artwork is displayed in class
and graded on effort. Students showed increased ability to gather
information and do reports. Students' work showed knowledge and
understanding of all aspects of India studied. |
The Students: |
The Staff: Nicole has taught sixth grade for two years. She was previously a Chapter One teacher for two years in Vista, California. |
What You Need: Various reference materials
such as encyclopedias, atlases, library books on pertinent topics are
needed. Books should be available in both Spanish and English to meet
student needs. Ordinary art supplies cost no more than $20. |
Overall Value: Students genuinely enjoy
working and learning through hands-on centers that incorporate art,
literature and history. Recently, when my class was not doing centers a
student asked me, "When are we going to do centers again? I like doing
them." Not only do students prefer learning in centers, but I believe
their learning is more genuine. This unit was developed because students
had difficulty comprehending the complex social studies text. It
provides an easy, fun, and empowering way for students to learn about
history and the humanities while strengthening other basic skills. |
Standards: |
Passing Go! |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: Passing Go! is a fun and
meaningful way to play Monopoly and master accounting concepts and math
skills. Students apply the accounting concepts learned chapter by
chapter through setting up their own proprietorships and partnerships,
and recording transactions in the quest for increasing their net worth.
Students begin playing once proprietorships have been introduced.
There are four or five students per gameboard, each setting up his/her
own business and recording transactions. They learn to immediately
record each transaction, for the game is fast paced and they have
business exchanges (e.g. rental income) when it isn't their turn. At the
end of each period, students are required to balance their books and
reconcile cash.
Complexity of the recording increases as new concepts are introduced.
Students learn to determine what type of transaction has occurred, what
accounts to debit and credit, and whether to pay by check, petty cash,
or charge. Eventually, they bill other businesses, reconcile bank
statements, reimburse petty cash, prepare financial statements, make
adjusting and closing entries, form partnerships and draft partnership
agreements, all while playing Monopoly.
I found the idea for this project in the Teacher's Guide to 21st
Century Accounting, which mentioned playing Monopoly as an alternative
lesson. I have developed the "how-to" with so many ideas and
applications that it is an integral part of my curriculum. |
The Students: 1997-98: Accounting 1A students, grades 9-12, with math levels B through 3. |
The Staff: Susan is a second year teacher of
high school accounting, business and general math. She was a
professional accountant for 10 years prior to teaching. |
What You Need: One Monopoly game for each 4-5 students, calculators, rulers, teacher packet. |
Overall Value: Students love to play games!
Games make learning more fun, and in this case, simulate real-world
situations. They learn the cost of mistakes such as incorrect recording
or forgetting to record, because finding the mistakes is very time
consuming.
This year, students' standard chapter test scores are noticeably
higher than last year, mostly A's, a few B's and only one C. I attribute
the improvement to playing the game earlier. Students learn to audit
their books and locate any errors. Rather than simply copying standard
entries out of the book, students learn to analyze each transaction,
create their own accounting forms, and deal with the diversity of
problem-solving that a bookkeeper or accountant handles. |
Standards: |
PASSPORT TO CULTURES |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "Passports to Cultures" is a
year long celebration of differences in people. Through art, music,
dance, games and literature, students fully explore a different culture
each year. This "hands-on" interdisciplinary approach to learning helps
students broaden their knowledge of diverse peoples while gaining an
appreciation and respect for other cultures. The program, which is
generated by the art, music, library media and physical education
specialists, gives students in towns where there are few minorities an
opportunity to learn about other cultures. Students with multicultural
experiences have a broader outlook and clearly have an advantage in this
increasingly globally connected world.
The special area teachers divide the school year into four quarters and
work with one grade level at a time. At present, Asian, African,
European and Native American Indian cultures have been chosen. The
specialists work as a team planning exciting activities specific to the
culture being studied. For example, during the unit on Africa, children
build rainstick instruments in music, create ceremonial masks in art,
practice traditional dance steps in physical education and research
folklore during library/media.
The specialists could run this program alone, but developing a sense of
community is as important as learning to respect the pluralistic nature
of the world. The classroom teachers provide the connecting link to the
content areas. For instance, in math, animals are graphed by size and
weight while in science, sweet potatoes, an African vegetable, are
grown.
|
The Students: A school-wide presentation,
students share their products and performances. As the children travel
through the grades they carry a very unique passport. These
"mini-portfolios" are used to record their experiences. Teachers assess
each child's passport and issue a "stamp" showing that the child has
successfully traveled through another culture. By the time the children
leave the school, they have developed a broad understanding and
appreciation of a multicultural world. Forty to fifty students per
quarter, comprising all ability levels, participate during the school
year. The program is suitable for elementary and middle schools.
|
The Staff: Susan Kaczynski and Marianne Metcalfe Richard D. Hubbard School, East Berlin |
What You Need: Art, music, library media
center and gymnasium facilities equipped with standard supplies.
Additional materials and resources: books, games, artifacts,
instruments, audio/videotapes, museum tours, professional storytellers
and musicians. |
Overall Value: Connecticut schools are
searching for ways to increase integration and provide children with
multicultural experiences to promote respect and understanding for other
cultures. "Passport To Cultures" is an example of how towns with low
minority populations can work toward implementing the recent proposals
suggested by the State. This unit gives the specialists the opportunity
to generate ideas and make the connections to the content areas. By
studying a culture through art, music, literature and dance, students
can begin to recognize characteristics common to all people. This
understanding of similarities leads to respect for differences among
people. It also helps children to develop a sensitivity and
understanding of the needs, opinions, concerns and customs of others.
|
Standards: Cultures and Languages Interpersonal Relations, Sense of Community |
Passport to Literature |
Category: English/Language Arts |
Grades: 5 to 7 |
How It Works: Presenting literature from many
cultures, Passport to Literature engages children in reading and
writing activities as they learn to appreciate the similarities and
differences among ethnic groups. The project emphasizes multicultural
themes and so helps children to understand and cope with racism and
bigotry and to explore possibilities for personal and social change.
Reading genres including folktales, novels, drama, poetry, and oral
histories enable children to meet people from different backgrounds and
to learn about themselves in the process. Children keep a journal
on their readings and share their thoughts and learnings in small-group
and class discussions, letters, and experience charts. Along with
reading and writing activities, children work on arts and crafts
projects chosen by the group or the individual child. Filmstrips,
videos, interviews, trips, songs, and an ethnic food festival enrich the
experience. Reflecting an integrated reading approach, Passport to
Literature enables children to learn about the customs, culture,
geography, and other aspects of the ethnic groups studied as they
develop oral and writing skills. |
The Students: |
The Staff: Steven Schneider is a reading
specialist at PS 85 and currently works with at-risk children in a
co-teaching classroom environment. He has been teaching the project
since 1991 and has presented it to the New York State Reading
Association. He strongly believes in literature's potential to promote
multicultural education. |
What You Need: Basic materials include
multiple copies of the same titles for individual or group use and
materials for writing and arts and crafts projects. Teachers may enrich
the project through other media, such as filmstrips, videos, and music,
or through special events such as a food fair. Trips to museums and
visiting speakers may also be included in the project. |
Overall Value: Passport to Literature
motivates students by using interesting literature in small-group
activities in which children get much-needed individual attention. The
children enjoy the special activities such as publishing a newsletter,
planning a food festival, and cooperative arts and crafts projects.
"As a result of their experience, they are better able to work
independently and in groups and have a better attitude toward learning,
toward themselves, and toward each other," notes Schneider. |
Standards: |
PAUL ROBESON: OUTSTANDING AFRICAN-AMERICAN |
Category: English/Language Arts |
Grades: 5 to 7 |
How It Works: Children explore the life of
Paul Robeson, a remarkably accomplished man, in this engaging,
multi-disciplinary project. Students read and write about incidents in
Robeson's life, the choices he made, and the obstacles he confronted and
overcame. They then identify and describe important decisions they
have made in their own lives.
Children learn some of the songs Robeson popularized, create props, and
memorize a script in preparation for the culminating activity--an
exciting presentation performed during the school's African-American
history assembly. |
The Students: The project was initially
developed with three third grade classes. It can be adapted for a
single class, for other ages, and for all ability levels. |
The Staff: Howard Emmer has taught for 17
years. (Other third grade teachers he collaborated with at
Inter-American School include Cheryl Urow, Sergio Ramirez, and Sandra
Carreras. Ms. Carreras was a student teacher from the University of
Illinois at Chicago at the time.) |
What You Need: Paul Robeson: A Voice to
Remember serves as the primary text. Other materials needed include a
recording of Robeson singing the songs to be performed and common art
and classroom supplies. |
Overall Value: The integration of reading,
writing, music, visual arts, and a dramatic oral presentation creates an
exciting learning environment for students when they are introduced to
an extraordinary African American. |
Standards: |
Pen Pal Communities |
Category: Social Studies |
Grades: 4 to 7 |
How It Works: Pen Pal Communities is a
cross-curricu-lar program that helps students learn about other states
in the U.S. It integrates com-puter technology and the Internet as a
research tool with social studies, geogra-phy, art, literature, and
writing. Second graders read Flat Stanley by Jeff Brown. They analyze
the main char-acters and discuss the advantages and disadvantages of
being flat. They're asked to imagine where they would travel if they
were flat enough to fit inside an envelope, and what they would tell
the people they met about their community. Children select the work
center where they will complete tasks such as puppet making, letter
writing, and creating a drawing of Flat Stanley that can be mailed
with their letter. Computer groups are responsible for researching one
topic about their own community (with teacher assistance). Topics are
historical and recreational sites, museums, and natural resources.
Each student turns this infor-mation into a report that is placed in a
packet with his/her letter and drawing of Flat Stanley, class photos,
and a request for information about the community where the packet is
sent. During ongoing work sessions, students utilize centers to edit,
revise, and com-plete their work. Those using the comput-er receive
teacher assistance in locating a school in a different state where they
will send their Flat Stanley package. They address the envelope,
locate the destina-tion on the U.S. map, and estimate its general
region (i.e., north or central U.S.). As children receive responses,
they share the packages and discuss what they have learned about each
state, and create writing webs that will later be used to make more
reports. Students compare their own community to the ones they have
received information about. As a culminating event, a "take-home
package" is made containing all of the materials received from each
"Pen Pal" state. The packages are taken home each night by a different
student to share the information and letters with his/her family. |
The Students: There are 21 second grade students involved in this program, including 15 students from the Resource Room. |
The Staff: Debra Camputaro began teaching in
1990, and currently teaches second grade. She conducts workshops on
whole-language lit-erature- based learning in a child-centered
classroom. Donna Gioello had been teach-ing in Special Education for 15
years. She has taught at intermediate and elemen-tary school levels,
working with special needs students. She was a contributor to the
Family Literacy Curriculum for District 31's Project Read Program. |
What You Need: This program can be done in a
regular classroom using computers equipped with a word processing
program, a research program, and an Internet connection. |
Overall Value: Pen Pal Communities is an
exciting cross-curricular experience. On the cogni-tive level, social
studies comes alive as children explore maps and learn about dif-ferent
states. Writing skills are honed as children anxiously write back to
their newly found friends. A comfort zone is cre-ated for the children
to use the computer as a research and communication tool. Children
gain an understanding of the U.S. mail system, and learn about their
own communities and compare them to the communities of other children
living far away. |
Standards: |
People N The Hood: Read-Along Library |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This program develops reading
and writing skills through the compilation of a read-along library
containing original selections created by the students. Based on
information gathered from books, pictures, videos and personal accounts,
students write stories about community workers, the functions they
perform and their value to the neighborhood. The children's stories and
original illustrations are bound into book form and recorded on audio
tapes. The material becomes part of the classroom library. Students:
This project was developed for second grade students, but it could
be adapted for older students using more complex subject areas and with
less teacher involvement in the writing component. |
The Students: |
The Staff: Tobi Friedman earned her BA and MA
from Northeastern Illinois University and has taught in Chicago schools
for nineteen years. Susan Kriesman, a teacher in Chicago public
schools for twenty years, holds a BA from Northeastern Illinois
University and an MA- Mathematics for Elementary School Teachers. |
What You Need: Materials And Facilities:
Reference materials include books, newspapers, magazines, pictures of
community workers, films and videos. Basic materials needed are
composition paper, construction paper, crayons or markers, yarn, hole
punch and an audio tape recorder and blank tapes. A book- binding
machine can be used instead of yarn and a hole punch. Outside
Resources: Classroom visits by members of the community in various
occupations and field trips to community businesses and public agencies,
link children's research with the world in which they live. |
Overall Value: Through the creation of books
and tape recordings on popular topics, students' enthusiasm, confidence
and ability to create written material increases. Their reading skills
are strengthened as they listen to, read and share their original
selections. |
Standards: |
People on Parade |
Category: Social Studies |
Grades: 8 to 10 |
How It Works: People on Parade is an
interdisciplinary unit. It can involve a minimum of two academic areas
and/or be expanded to all academic areas and varied elective courses.
Students will research, study, and portray a person who has made a
significant contribution to America's history. Students read a
biography of the selected person, construct a timeline, write a letter
to the person's mother, design an original T-shirt, create a tombstone
and write an epitaph, create a map and develop a graph. The culminating
event is when the students, dressed as their selected person, transform
the media center into a cornucopia of color and culture for their
parents and other guests. DCPS MAJOR SYSTEM PRIORITIES: Standard
English, Critical Thinking, Intergroup Relations, Parental Involvement.
THE STUDENTS: Middle school gifted students, grades six through eight
participated in People on Parade. This project is easily adaptable to
all grade and achievement levels. It can be implemented as an
interdisciplinary unit or as an individual classroom project. |
The Students: |
The Staff: Lois Kahn is the middle school
facilitator at Ponce De Leon Middle School. She was selected Social
Studies Teacher of the Year in 1984, served on the Editorial Advisory
Board of Junior Scholastic magazine and has shared her innovative ideas
at numerous Dade County in-service workshops as well as with Jefferson
Parish (New Orleans), Louisiana Social Studies teachers. |
What You Need: MATERIALS AND FACILITIES:
This project can be carried out in the regular classroom setting. The
school's media center should be utilized. OUTSIDE RESOURCES: The public
library system and local university libraries are excellent resources.
Films and other visual materials are also used. Guest speakers provide
oral histories. |
Overall Value: By investigating and learning
about important persons in America's past and present, students will
realize that people, regardless of cultural, ethnic, religious, or
racial backgrounds can strive for and achieve success. Additionally,
students learn that school subjects are interrelated. |
Standards: |
Percent Boxes |
Category: Mathematics |
Grades: 8 to 14 |
How It Works: Percent Boxes offers students a
tangible model of what a percent might look like, and then guides the
students through a series of computer activities which use the model to
solve various percent problems. Students are then able to internalize
the model to solve real world percent problems such as sales tax,
solution percentages in science, or population percentages in social
science. The class first builds 100 or more percent boxes out of paper.
These boxes are cut out, pasted together, and displayed with the lid
ajar. Each box is labeled 1%, and one can clearly put things into it.
The 100 boxes form a 10 by 10 square, with extra boxes kept nearby.
With this physical model students see that in any percent problem there
is something (money, countries, populations) that has been divided
evenly and stored in the 100 boxes. Through discussion, students
themselves suggest problems. For example: one might need to find out the
original amount that was divided into the 100 boxes; or how much is in a
set number of boxes; or how many boxes are required to have a certain
quantity. Students then use the computer programs to practice solving
the three types of percent problems. For example, a typical screen in
the introductory program might show a picture of the 100 boxes. The
computer might tell the student the total worth of the boxes is 66
dollars, and then ask how much money is in 8 boxes. The student computes
the value of each box (66 divided by 100 is 0.66) and then the value of
8 boxes (0.66 times 8 is $5.28). Once students become proficient at
these problems they move on to a series of circle graph problems. At
this point "percent" has replaced "box," but the image and concept
remain with the students. The unit takes nine or ten class periods.
Students can soon picture for themselves fraction/percent equalities,
percent increases and decreases, and they are not shocked at the ideas
of fractional percents (1/2 percent is half a box) or percents greater
than 100 (just more boxes). This is a much higher thinking level than
simple memorization. Middle school students who have used this unit
achieved success on two fronts: they were able to understand and solve a
variety of real-life percent problems throughout the year, and they
expressed confidence in their understanding and skill. State
Framework: The Mathematics Framework aims at giving students power in
mathematics, rather than having them dependent on rote methods. The
Students: Over 300 middle school students have used the Percent Boxes
unit. These include honors and special-day-class students. |
The Students: |
The Staff: I have taught math for 11 years,
and computer programming for five years. I am now teaching as part of
the "school within a school" program at Lompoc Valley Middle School. |
What You Need: Facilities and Materials: The
computer programs were designed and written by Gary Smith for use on
APPLE II computers and MACINTOSH computers with APPLE II cards.
Calculators are useful but not necessary. With an overhead projector and
LCD display, the entire class can use the unit off of one computer.
Outside Resources: None needed. |
Overall Value: |
Standards: |
PERFORMANCE ASSESSMENT OF ELEMENTARY SCHOOL REPORT WRITING |
Category: Instructional Inquiry |
Grades: 2 to 8 |
How It Works: This research will determine
whether the assessment tool designed by the research team is effective
in identifying students' strengths and weaknesses in report writing so
that instruction can be planned to meet grade level and student needs.
Two forms of the assessment tool are used as pre- and postevaluations.
Both forms present students in grades four through six with four sources
related to a specific topic. The students' task is to use these
sources plus bibliographic models to write a report. Half the students
receive one form of the test as a pretest; the other half receive the
other form. The process is reversed with the posttest. Two forms are
used to evaluate the equivalency of the two instruments.
A rubric used to score the completed reports includes planning, note
taking, style, sentence structure, mechanics, and organization of
individual paragraphs and the report as a whole. Grade-level teams plan
instruction based on their students' performance. Minilessons target
specific skills before the class is assigned a research paper.
At the end of the year a posttest is administered and scored. Average scores from pre- and postevaluations are compared.
Students Two hundred students in grades four through six participate in
this program. Students who speak English as a second language (ESL)
and learning disabled (LD) students receive help from the specialists in
those areas. Only ESL students at the A level and LD students who are
unable to work on this level are excluded. |
The Students: |
The Staff: Classroom teachers for grades four
through six, a librarian, reading teachers, LD resource teachers, ESL
teachers, and instructional assistants for these grades conduct the
program. |
What You Need: Each classroom needs a large
manila envelope containing the performance evaluation instrument with
four sources, bibliographic models, and an instruction sheet. Reference
materials are also needed. No special facilities are necessary.
Outside Resources A Fairfax County Public Schools' (FCPS) research
and program evaluation specialist conducted a workshop for the faculty
on developing a rubric for evaluating a research paper. FCPS technology
specialists provide support to the faculty for using technology in
research. |
Overall Value: We expect this study to
establish grade-level criteria for student reports and to identify
specific areas of strengths and weaknesses of individual students.
Students' increased awareness of the processes involved in research and
writing will enable them to become more independent learners. Greater
student interest in social studies and science should result from
improved research skills and increased confidence.
The information will enable teachers to plan and coordinate instruction
within and across grade-levels that should effect significant
improvement in the students' ability to write research papers. |
Standards: |
Performing Playwrites |
Category: Special Education |
Grades: 10 to 14 |
How It Works: Performing Playwrites is a
transdisciplinary program that encurages students with mild retardation
to improve their reading, writing, and speaking skills. Students
perform published plays and self-authored plays for various audiences
including special education students, general education students, staff
members, and parents. As students practice and perform these plays, they
strengthen reading skills such as reading on cue with expression,
improving vocabulary, and recognizing punctuation. Students also
develop writing skills including maintaining a topic, developing a
theme, and using dialogue. As students unify the reading, writing, and
speaking processes by performing their own plays, they also develop
specific communication and social skills. In the first phase of this
program, students practice and perform short published plays such as an
abridged version of A Christmas Carol under the direction of their
language arts teacher. In the second phase, students from three special
education language arts classes work cooperatively to present a play.
In the third phase, students write their own plays in their language
arts classes and then perform them. The program takes several months to
complete. Eighteen middle school students with mild retardation
participate in the program. Approximately 20 general education students
help on a volunteer basis. The program can be adapted for upper
elementary students or for high school students. |
The Students: |
The Staff: Three teachers of mildly retarded
students and a speech and l nguage clinician developed and implemented
the program. The speech and drama teacher, three instructional
assistants, and other faculty members help produce the plays. |
What You Need: The set of plays entitled The
Reading Scene I is needed in ad ition to other short published plays.
Blank videotapes and a videocamera are needed for videotaping the plays.
Students practice and perform their plays in the classroom, the
library, and the theater. Parent volunteers help implement the program
and provide props. Although field trips are not a necessary part of
this program, students can benefit from viewing theatrical performances
at George Mason University and at the John F. Kennedy Center for the
Performing Arts as well as local school plays. |
Overall Value: Performing Playwrites uses
creative dramatics to help student, develop higher, level thinking
skills and strengthen their reading, writing, and speaking skills
through a whole language approach to learning. As students improve
these language skills and performing abilities, they demonstrate
improved social interaction and an enhanced self-esteem. |
Standards: |
PERSONALITY CUBED |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: Elementary school students have
the opportunity to learn about themselves and their classmates while
exploring areas beyond the computational components of basic
mathematical skills. The students discover numerous ways to find the
perimeter and area of a two-dimensional shape that will eventually
evolve into a three-dimensional cube. This hands-on lesson provides
students an opportunity to develop math concepts and skills, as they
design their individual personality cube. During this activity, students
use manipulatives, solve problems and complete student and teacher
prepared exercises involving the data, perimeter and area acquired from
their personality cube.
The fun begins with the development of "The Personality Cube." First,
students are given a template and a task sheet outlining the lesson.
They are asked to design the six sides of the cube using a particular
topic such as their name, favorite holiday, favorite sport or hobby,
favorite birthday party, favorite season and favorite classroom
activity.
When the information on the personality cubes is complete, they are hung
on a tree, and the students collect class wide data by surveying all of
the cubes. Then they begin to work with the data generated from their
cubes. Working with the concept of fractions, percents, and decimals,
they organize their data into bar charts and circle graphs. As students
share their data, they discuss properties of numbers, what arrays can be
made, perimeters and areas of those arrays, and which of the numbers
are prime, composite, or square, as well as the mean, mode, median and
range. The students work together to draw reasonable conclusions from
the information found in their data and gather, analyze, synthesize and
evaluate information pertinent to the activity.
|
The Students: Twenty-three fourth grade
students comprising all ability levels have participated in this program
each year. It is appropriate for grades three to six.
|
The Staff: Alice Terry Abraham Pierson Elementary School, Clinton |
What You Need: All materials and resources needed to implement this project should be readily available in any classroom.
|
Overall Value: The project provides
opportunities for the teaching of perimeter and area, which has been a
trouble spot in mathematics education. In today's classroom, where there
is a limited amount of time, any project that connects a multitude of
objectives is important to student success. This hands-on activity
connects the strands of measurement and geometry, data analysis,
rational and whole numbers as well as encouraging the development of a
positive self-concept by helping students appreciate their worth as
unique and capable individuals. |
Standards: |
Petroglyphs: Discovering the Taino people |
Category: Global Education |
Grades: 11 to 14 |
How It Works: The program introduced students
to the language and art of petroglyphs which were made by the
indigenous people of Puerto Rico, the Tainos. The project was a
collaboration between the history department and art department. The
history students prepared an historical overview of the Taino people and
the art students provided an overview of sculptural techniques used in
the lesson.
While students were introduced to Taino culture they began looking at
petroglyphs made by the Taino people. Students inferred the possible
meanings of the petroglyphs based on historical knowledge of the Taino
people. After reviewing various petroglyphs, students chose one
petroglyph and created a plaster-sand relief sculpture.
This program met the following Illinois State Standards: - Understand
the artistic process of sculpture. - Demonstrate knowledge and skills
to create visual works of art using manipulation, eye-hand coordination,
building, and imagination. - Know how images convey stories about
people, places, and times.
|
The Students: Forty students participated in
this cross-curricular activity. Students completed the entire project
within one week (five, forty-five minute periods). Students worked in
groups of four throughout the project. Each student was responsible for
completing each stage of the project, but could ask for assistance from
other students. Students who completed early helped other students.
Since the project included several styles of learning (verbal, visual,
bodily) students were able to excel in one or more areas of the project.
|
The Staff: I am a first year art teacher and a graduate of the Peace Corps Fellowship program at DePaul University.
Other staff include a Puerto Rican History teacher and Bilingual
Coordinator As students progress at different stages additional staff
is beneficial in assisting students. When students start pouring the
plaster it is necessary to have one teacher supervising the mixing and
pouring.
|
What You Need: Material included the
following: pictures of Taino Petroglyphs, sand, 1 gal. water container,
molding tools, spray bottle, plaster of paris, 2 coffee cans, mixing
spatula, cardboard boxes or cardboard to make boxes.The Bilingual
Coordinator provided extensive background on Taino culture.
The History Teacher provided visual aids illustrating the Taino culture
and replicas of Taino art. A graphic arts student photographed the
activity for the school newspaper.
|
Overall Value: Students must organize their
work within a given time period. The students practice cooperative
learning. The program includes research, presentation, and
construction. Students must follow a given procedure but are allowed
to be creative in their design. Students must be able to plan and
visualize final outcome of relief sculpture. The program can
substitute petroglyphs from other cultures or various styles of
writing(Chinese, Mayan, Egyptian, ...). Molds can be made out of
clay--sand provides a realistic look of a petroglyph carved in stone.
|
Standards: |
Phippsburg - Sherman Mills Exchange |
Category: Global Education |
Grades: 6 to 6 |
How It Works: Phippsburg - Sherman Mills
Exchange swaps kids! Students from Phippsburg visit the Sherman Mills'
students for three days during the Aroostook County potato harvest and
the Sherman Mills' students come to Phippsburg for ocean studies in the
spring. What a unique way to learn about two very different kinds of
Maine communities: farming and fishing! Community involvement is the
backbone of the program. Families house and feed the visiting students
and chaperone field trips. Busy farmers demonstrate machinery used in
potato harvesting and lobstermen take students out in their boats to
show them how they haul traps. One set of students discover the animals
in Baxter State Park; the other set learns about ocean creatures of the
deep. Throughout the year, students in Phippsburg telecommunicate with
students in Sherman Mills. As pen pals are busy learning about each
other's community, teachers exchange curriculum ideas and create
itineraries and information packets for the annual visits. Both
Phippsburg and Sherman Mills originally received grants for the project.
The Students: All fourth grade students from both schools are involved
in the program, but it is also appropriate for older children. |
The Students: |
The Staff: |
What You Need: Materials Needed: Each
participating school must have a computer, access to a printer,
telecommunications software, and a modem. In addition, each school
needs money to pay for bus transportation to the other school and for
some of the field trips scheduled during the student exchange. Overall
Value: Each year community involvement in the program grows. Students
learn the cognitive skills of researching, using the computer, and
interviewing, but also take risks, accept differences, collaborate, work
as a group, and grow as individuals. Teachers reflect the excitement:
"This is the first time in my 25+ years of teaching that I know for sure
that I have been a part of an educational project that made a
difference in the education of my students." |
Overall Value: |
Standards: |
Photography Activities for young Children |
Category: Arts |
Grades: 2 to 3 |
How It Works: : Photography was a good way to
record important events in the school year. The study of photography
for young children included learning the qualities of a good photo,
using a camera, and knowing some things about professional processing.
The children learned about photographic techniques by taping colored
candy wrappers over their lenses to simulate filters. Children shot
silhouettes near a window and used mirrors to get pictures of a friend
and the friend's reflection. Photos in books and magazines were
analyzed and the children determined how to take a picture of a wild
beast, a basketball star shooting, or ice cream dripping. Famous
photographers were discussed and a local photographer visited with their
equipment. Pictures were displayed by creating a variety of frames,
cards, posters, photo essays and album pages. |
The Students: Currently, first graders
partook in this project by making photo albums and writing stories about
their photos. These activities were for use in any classroom.
|
The Staff: Jean Merchant has taught for 27
years, was a Jennings Scholar and was Stow's Outstanding Teacher. She
is a freelance author/photographer with five magazine covers.
|
What You Need: Resources included field trips
to see photos develop, a visit to a high school dark room, any book or
magazine with interesting photos, donations of cameras, film and
developing costs, and a visit by a photographer.The regular classroom
and school grounds were adequate for this project. Materials included
one or more cameras, film, finished photos, tongue depressors for
frames, and ordinary classroom supplies. A variety of books with
photos, available in any school library, were helpful.
|
Overall Value: Classroom photos become a
history of a child's experiences at school. Teachers and children can
combine their pictures for use in a variety of subjects throughout the
year. Each child will have an individual record of his/her class
participation in his/her own album, handmade frames, and artistic
formats. |
Standards: |
Photography: The Art And Science Make A Pinhole Camera |
Category: Science |
Grades: 8 to 14 |
How It Works: Objectives: Students will build
and use a pinhole camera large enough to get inside. Students will
make predictions about the image this large new camera will create.
Students will describe what they have observed and how this information
could be applied to their knowledge of cameras today. Materials: Large
refrigerator carton or other large box (appliance stores can be very
helpful), black tempera paint, white construction paper, black masking
tape, glue or paste, utility knife (only the teacher should handle
this). Lesson 1. The students and teacher discuss that long before
moving pictures and Development television, people sometimes amused
themselves by sitting in a dark room that had a small hole in its
outer wall. Inside this camera (the Latin word for room) the only light
came from outdoors, through the hole. It produced a picture or image
of the outdoor scene on the wall opposite the hole. The children are
told they are going to build a camera similar to this one you have
described. The teacher explains what materials are available for their
use and asks for student input on how to go about construction. 2.
The students are then asked to make predictions orally or in writing
about the images that will be produced by this camera. Would being
inside the camera seem like a movie theater?, How would the picture
compare to the actual image?, How are the cameras we use today different
or similar to this camera? 3. As a whole class you review the
instructions to make a camera. The students are divided into
cooperative groups of 4 - 5. Each group chooses a spot and begins the
assigned task. Directions for building the camera: A. Begin with a
large cardboard carton that has been emptied but not torn. All sides of
the carton should be in tact. B. Paint the inside of the carton
with black tempera paint, and allow it to dry. C. Seal one end of the
carton and glue or paste white construction paper inside this same end.
D. Seal the other end of the carton with black masking tape. The
teacher should cut three sides of this end leaving a flap. E. Poke a
small whole through the center of the flap. F. The camera is now
complete, two or three students may get inside at a time, sitting along
the wall so the light coming through the whole is not obstructed. This
can be done inside or out. (Students should make sure the camera is not
facing the sun, they should never look toward the sun). |
The Students: |
The Staff: |
What You Need: |
Overall Value: All students participated in
building a large pinhole camera. Now that students have completed
their cameras, they will need to consider the questions they responded
to when making their predictions and begin to draw conclusions based on
their observations. Students complete the science experiment record
documenting their predictions, procedures, materials, conclusions and
observations. Closure: Students can now begin to observe the evolution
of the camera and compare it to those cameras we know today. They
have unknowingly observed how light moves in straight lines, as this
will be the focus of our next lesson. Students are asked to begin to
think about why the image appears upside down on the screen and why you
don't see things through our eyes in this same way. Students may be
asked to share this new experience with younger students. This camera
is also a wonderful, safe way to observe the clouds or an eclipse . |
Standards: |
Pictogram Mathematics |
Category: Mathematics |
Grades: 2 to 5 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Basic materials are graph paper, crayons or markers, and scissors and construction paper to cut out and mount children's work. |
Overall Value: Pictogram Mathematics
capitalizes on children's natural desire to draw, which is often
frustrated by the lack of a structured approach to teaching artistic
principles and technique. "The array of successful drawings produced by
the children, their grasp of mathematical concepts, their avid
participation in class discussion, and the smiles on their faces as they
engage in the project are the clearest indications of its success,"
Finkel observes. |
Standards: |
PICTURE ME LITERATE -- COLOR ME SUCCESSFUL |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Imagine a twelve-foot Chinese
Dragon winding its way through the hallway proudly displaying each
majestic scale on its body containing hand-drawn illustrations
identifying plot, character, setting, symbols, similes, and metaphors
from the novel DRAGONWINGS! Students are the literary artists whose work
reflects short-term attainable goals of submitting a minimum of three
3" 'scales' that demonstrate their comprehension.
Developing productive relationships based upon mutual respect is the
cornerstone of this unit. Students are drawn into this unit by
illustrating their interpretation of the Imperial Dragon which they then
evaluate based on a written rubric as they select the patterns for the
dragon to be constructed on the wall. Students create drawings as they
read and engage in critical and constructive scrutiny of each scale,
individually and in groups, to evaluate their accuracy. Students extend
their writing ability by creating one-sentence captions beneath each
scale. Weak readers improve basic comprehension as the novel comes alive
through pictures in their minds; strong readers are challenged by
illustrating more abstract concepts and incorporating more complex
vocabulary and sentence structure into their captions
|
The Students: This hands-on approach to
reading comprehension is not only fun for all students but is also a
subtle way to immerse students into Chinese culture while reinforcing an
appreciation of cultural differences through an awareness of costumes,
values, architecture, etc. Related lessons move students to connect
events from their own lives with those of the novel's characters.
Students' reflections help them create one or more Chinese symbols that
they design into a personal stamp to display in a final parade
celebrating Chinese New Year. Chinese music envelops the revelers who
exude the pride of accomplishment as they carry their personal banners
reflecting Chinese symbols of very important personal journeys--theirs!
|
The Staff: Lois F. Charlow Har-Bur Middle School, Burlington |
What You Need: Colored paper, staples, masking tape, and colored pencils.
|
Overall Value: ""PICTURE" ME LITERATE --
COLOR ME SUCCESSFUL" encourages students to explore Chinese culture in
an affirming and non-threatening environment. Students appreciate common
human experiences in light of cultural differences among customs,
beliefs, and family values. Students enhance their learning while
monitoring concrete and abstract thinking, identifying cause and effect
relationships, and applying inductive and deductive reasoning to
increase reading comprehension. Learning becomes an active experience
that enables all students to picture themselves literate while coloring
themselves successful!
|
Standards: Interpersonal Relationships Reading |
Picture Our World |
Category: English/Language Arts |
Grades: 3 to 14 |
How It Works: Picture Our World, is a
motivational language development, activity that uses photographs taken
by the students to inspire, writing. Students who are learning English
as a second language, need a rich linguistic environment, with frequent
opportunities, to speak, listen, read, and write in meaningful contexts.
Photographs are universally meaningful, and for this activity a,
picture really is worth a thousand words. "All-in-one" cameras, are
available for use at school, or to take home overnight, or, for the
weekend. The students can take pictures of anything that, they find
interesting. Double prints are made so one picture can, be sent home,
and the other used at school. All stages of the writing process are
involved in this activity. Students discuss the photos, observing
details and brainstorming, ideas for writing. Then the students write
about the pictures and the rough drafts are revised and edited by the
students and, teacher. A final copy with the photo is displayed on the
bulletin, board. When students write about the pictures from their
own experiences, and their own world, it makes the words personal and
meaningful. This enables the student to remember the use of the words
and the, meaning more readily. Including the family and local community,
enables the students to grow in self-confidence, and expand their,
horizons as they develop language skills. This activity can be used
at any grade level, and can easily, adapt to other subject areas.
Students can be given specific, assignments for a photograph. For
example, in science or math the, students can be assigned to take a
picture of clouds, or an, octagon. Picture our World, encourages the
communication/thinking skills, of summarizing, analyzing, comparing and
contrasting, describing, and classifying. The students have shown
responsibility when the, cameras are taken home, and then returned the
next school day. It, is one homework assignment that the students remind
me about: "It's my turn to take the camera home!" This project meets
the, needs of all the learners in my classroom because everyone can,
take a photograph. The language used to describe the picture can, vary
from simple to complex, so students who are almost, non-English speaking
can do as well as those who are more, advanced. I have always used
photos in my classroom to chronicle the year, for the students, but I
was the photographer and used my own, camera. The innovative use of the
readily available, disposable, camera is what makes this idea so
effective. The cameras are a, means of bringing the student's daily life
into the classroom. This project supports the English/Language Arts
Framework, recommendation to connect English-Language Arts activities
and, materials with the students' own lives. In 1993-94, 30 sixth,
seventh, and eighth grade ESL students, participated. The class
represents a wide range of abilities and, proficiency in English. |
The Students: |
The Staff: I have taught grades K-6 for 20 years, with the last two years in, middle school ESL. I have an LDS certificate. |
What You Need: Materials needed are
disposable cameras, the processed prints and writing supplies. The
project can be done for less than $100, per year. I have many writing
activities that I will share with, other teachers. An outside resource
is needed for film processing. A visit from a, professional photographer
would be an excellent addition to this, activity. |
Overall Value: |
Standards: |
Picture This |
Category: English/Language Arts |
Grades: 5 to 7 |
How It Works: This program contained
practical strategies and ideas for using picture books at the middle
school level. Although picture books were usually intended for a
primary audience, this program demonstrated how picture books: first,
developed global and community awareness through diverse texts; second,
connected themes and ideas across the disciplines through literature;
and third, actively engaged students by integrating reading with
speaking, listening, viewing, and writing skills. |
The Students: All 1,000 students in grades
6-8 benefited from this program because all teachers had been
in-serviced on using picture books across the curriculum at a secondary
level. The program had flexibility to be used at all achievement and
grade levels and small or large groups. |
The Staff: Mary Ann Stahr is currently the
Library Media Specialist at Green Middle School and is also an adjunct
professor at Kent State University. She has been awarded the Green
Middle School Teacher of the Year Award in 1995, has been a Martha
Holden Jennings Grant recipient, and has presented at numerous national
conferences. |
What You Need: The only resources needed were
picture books, bibliography and innovative ideas for using them. Any
quiet spot will do and books were needed to make this project work. |
Overall Value: This program captures
students' attention with a book link to the subject matter. It
integrates literature into math, history science, English and the fine
arts. No time for a lengthy novel? This program is for you! You can
meet your specific objective using a picture book in either a regular or
special education setting. Students will quickly focus on the concept
you wish to teach with this attention grabber. |
Standards: |
Picture This! |
Category: Social Studies |
Grades: 4 to 10 |
How It Works: Students create "memory
pictures" based on their notes to assist in studying for history/social
science tests. It is adaptable to many uses other than test preparation.
Picture This: A reed boat floating down the Nile River carrying a large
piece of notebook paper, a sandal, and a basket. What could this mean?
For one of my sixth grade students it was the key to remembering the
uses of the papyrus plant by the ancient Egyptians (boats, sandals,
baskets, and paper). Once reviewed, or better yet drawn by students, it
was easy for them to recall this information during their test. And it
didn't stop there. Pictures of pyramids sitting upon a Koosh Ball
followed by a Koosh Ball sitting on top of a pyramid helped several
students visually recall that the Egyptians once conquered the Kush
civilization only to have the Kushites later defeat the Egyptians. In
helping students prepare for a test, I offer them a variety of study
techniques. One strategy that has proven to be both fun and effective is
developing memory pictures to collect and categorize the information
that they will be tested on. They then create a picture or scene that
depicts or incorporates the important facts and/or concepts to be
learned. Even students who may not be blessed with artistic talents (a
category I find myself in) enjoy creating clever illustrations to aid
their memory. Students quickly discover that success is based on the
content of their pictures rather than the quality of their artwork. Many
students have confided in me how easy some of the tests were because
their recall was so strong using the memory pictures. Depending on the
situation, I sometimes let the students use their pictures on the test.
Using memory pictures as a study technique will obviously benefit the
visual learner, but it will also help auditory, tactile, and kinesthetic
learners as well. Current research informs us that while each student
has a particular learning style as a "strength," using a multi-modal
approach will help reinforce retention in most students. State
Frameworks: All of the current state Frameworks encourage the use of
multi-modality strategies and techniques. I have primarily utilized the
memory pictures with the history/social science curriculum but it could
easily be adapted to any testing situation. The Students: Sixty-four
sixth graders participated in 1992-93 as well as several fifth and sixth
grade classes over the past few years. |
The Students: |
The Staff: I have taught the upper elementary
grades for nine years. I have been active in history/social science and
math curriculum committees in my district and have been an
administrative intern as well as classroom teacher for the past three
years. |
What You Need: Facilities and Materials:
Memory pictures can be easily incorporated into any classroom. Drawing
paper is the only material that needs to be provided. Examples of
student work are included in the teacher packet, available upon request.
Outside Resources: No outside resources are required. |
Overall Value: |
Standards: |
Pilsen Replica Homes |
Category: Arts |
Grades: 3 to 10 |
How It Works: This project combines
architecture, drawing, painting and sculpture in an exploration of the
Pilsen Community of Chicago. Step-by-step, student drawings of their
own homes and apartment buildings are transformed into a colorful,
three-dimensional wooden model of their neighborhood, overlooked by
downtown Chicago skyscrapers. Students: This project was designed
for grades 7-8 but can be adapted for younger students. |
The Students: |
The Staff: Edward Pino holds an MFA and a
Professional Certification in Art Education from The School of the Art
Institute of Chicago. He is a practicing artist who has exhibited
widely and has served as the in-school coordinator for an
Artist-in-Residence from the Illinois Arts Council, 1992. |
What You Need: Materials And Facilities:
Primary materials include wood, paint and brushes, a scroll saw and
safety glasses. Cardboard can be used as a substitute for wood for
primary grade levels. Outside Resources: Parents and local lumber
stores can be asked for donations of wood. |
Overall Value: Students increase their
artistic expression and expertise and their knowledge of art terms. By
combining architecture, drawing, painting and sculpture in one project,
students are challenged in the areas of line, shape, color and
proportion. |
Standards: |
Pin It On Us! |
Category: Classroom Management/Intergroup |
Grades: 7 to 7 |
How It Works: This student-run business
combines a behavior management incentive program with the opportunity to
improve academic achievement and teach business skills to potential
dropouts. The students participate in every phase of developing,
running, and monitoring their button-making business. Preliminary
activities include selecting and ordering materials, naming the company
and filling out employment applications. Students receive points for
attendance, completed work assignments and good class conduct. Those
receiving sufficient points for the week get to participate in the
business operations. Students learn the various aspects of sales,
advertising, marketing, assembly-line manufacturing and distribution.
They use the computer to design order forms and ads and to keep the
budget. Math and accounting skills are improved through the various
business activities (bookkeeping, cost and profit factors, best buy
calculations). Language Arts and Computer Literacy are also improved
through related activities. Students are motivated to improve behavior
in order to participate in the business. Students are rewarded for
success and then enabled to succeed further. DCPS MAJOR SYSTEM
PRIORITIES: Achievement, Job Preparedness, Graduation Rate, Improved
Self-Esteem, School Involvement. THE STUDENTS: Approximately 35
fifth-grade Varying Exceptionalities students participated in,"Pin It On
Us!" during the 1990-91 school year. Students from fourth grade up
could benefit from this project. |
The Students: |
The Staff: Dirk A. Noyes is a fifth-year
Exceptional Education teacher. He has a master's degree from Nova
University. He is the ESE Department Chairperson at Kendale Lakes
Elementary School. Deborah Sack has taught for six years with the Dade
County Public Schools, as well as several years in private schools. She
was the Dade County Mainstreaming Teacher of the Year for 1989-90. For
the past two years, they have been part of an innovative team-teaching
program at Kendale Lakes Elementary School. They work together, with a
group of approximately 30 Varying Exceptionalities students. Mr. Noyes
is responsible for providing all the exceptional education services,
while Mrs. Sack provides the regular education services. They presented
a session on this delivery system at the 1990 Florida Federation
Council for Exceptional Children State Convention and at the February
1991 Region VI Principal's meeting. This project was funded this year by
a Citibank Success Fund MiniGrant. |
What You Need: MATERIALS AND FACILITIES:
This project can be carried out in any classroom. A computer is
helpful, but not essential. OUTSIDE RESOURCES: Field trips and guest
speakers, such as local business people, are an excellent additional
resource. |
Overall Value: Students who have rarely had
the opportunity to make decisions, participate in extra-curricular
activities, or succeed in school, get the chance to do all three. This
program rewards students for their positive actions with a chance to
further succeed, while making them feel good about themselves. They are
learning good work and study habits, academic and job related skills,
and positive attitudes. The students' affective and cognitive domains
are positively affected. Profits generated from the sales enable
further reinforcement of positive behavior. |
Standards: |
Pittsburgh, U.S.A. |
Category: English/Language Arts |
Grades: 13 to 13 |
How It Works: Pittsburgh, U.S.A.: A
Simulation of Immigration and Industrial, America incorporates the
issues of immigration, economic, conditions in industrial America,
historical events of 1893-1918 and reform efforts in this era of
United States history. Students begin by forming families, and
assuming Eastern European, identities, as they relive immigration to
Ellis Island, N.Y. in, 1893 through role-playing, reading primary
documents, literature historical documents, writing journals,
performing skits, and, researching in learning centers. The students
are then processed through Ellis Island, and take, the train to
simulated Pittsburgh U.S.A. where they compete for, jobs in coal mines,
meat packing plants, textile mills, and, street vending while
struggling to live in ghetto apartments face machine politics, and
feed their families. In their journals, students deal with moral and
historical, dilemmas They compare their experiences in simulated roles
with, present-day issues, which easily bridge time to build a true,
historical perspective. The journals are used later to compare, this era
with similar historical occurrences as we enter the, succeeding four
generations. Having used the simulation approach to history for the
past, sixteen years, I can confidently assert that student learning is,
in-depth, higher-order, and long-term. Student buy-in has been,
tremendous and gratifying. Many is the time I have seen former, students
who recall in detail their roles, and historical lessons, they learned
years previous through the simulation approach. For, students who are
verbal, visual, kinesthetic learners, the, simulation allows creative,
hands-on experiences to reinforce the, history being considered. The
framework of teaching history or other disciplines through, simulations
and journal writing can be done by using this as a, prototype.
Student requests for more simulations similar to Chicago: 1920-1941
inspired me to develop Pittsburgh and a third, simulation of Wartime Los
Angeles: 1941-1953. The History/Social Science Framework recommends use
of, simulations, critical thinking, literature links, incorporation, of
writing skills, cultural literacy, ethical literacy, and study, of the
Industrial Age in America. I have introduced this five-week unit to 97
junior-level high, school U.S. history students, with various academic
abilities, in, 1993-94 . |
The Students: |
The Staff: I have taught history and
government for 16 years at Santa Ynez, High School, where I chair the
history department. I am a South, Coast Writing Project fellow. I am
also a trainer for the IMPACT, II, envisioning school change, process. |
What You Need: The teacher packet includes
the simulation instructions student/immigrant identity roles,
historical, resources/activities, and suggestions for creating
simulated, Pittsburgh. Field trips are possible and interviews of
immigrants for, historical perspective. |
Overall Value: |
Standards: |
Place Value Travel |
Category: Mathematics |
Grades: 2 to 10 |
How It Works: This math game is a classroom
activity, designed to motivate students to read whole numbers, from the
ones place to the billions, correctly. Here's how it works: Divide
class into teams of 10 to write whole number, 0-9, on, large colored
poster board - a different color for each team. Hold posters around the
neck with ties of 12'' lengths of yarn. Two teams compete - Read
numbers to assemble from prepared cards. Students move fast to line up
to display the number read correctly. Team finishing first wins the
game. The students have so much fun listening and thinking on their
feet that they forget that they are learning place value in math.
Played weekly, this game reinforces math skills as they relate to the
decimal place value system. Students: This project was designed
for K-8 students at Lawndale Academy. It can be adapted for any level
by modifying the size of the numbers called. It will work for special
education groups and for gifted students, too. |
The Students: |
The Staff: Twice a Small Grant winner,
Shirley Ewing holds a BA from William Penn College in Iowa and an MEd
from the University of Illinois. An elementary school teacher for 16
years, she volunteers at the A.B.C. Youth Center on the West Side of
Chicago which provides leisure activities for children. |
What You Need: Materials And Facilities:
Older students can help prepare large poster boards. Use markers to
make big, readable numbers, 0-9, for each set of ten. It is easy to
slip ties over the head to hold the boards while children move fast to
take their places. Use 12" lengths of yarn, tied to the boards through
holes made with a puncher. The teacher works with a stack of index
cards with grade-appropriate numbers written on them. |
Overall Value: This program allows students
to advance in math without taking an exam or using pencil and paper.
The teacher can tell how well, students are growing by watching how
quickly they think and the way they coach each other during the game.
This game causes a lot of excitement and enthusiasm. It's just like
being at a baseball game! |
Standards: |
Plant an Idea, Watch it Bloom |
Category: Science |
Grades: 4 to 7 |
How It Works: This project gives students
knowledge of life cycles and plant processes, as they become active
observers of their environment and accomplished urban gardeners.
Children start seedlings, force bulbs, maintain a garden journal, and
graph and chart plant growth, and learn about plant structure. Their
interest in "growing stuff" leads to increased reading for meaning and
comprehension when language arts, mathematics, science, and
environmental education are integrated. |
The Students: Eighteen students from grades
2-5, with various learning, emotional, behavioral, and/or cognitive
disabilities took part in this project. The project is easily
implemented for grades 1-3, with general and/or special education
students.
|
The Staff: Hope Sharp has taught for four
years at Newberry Math and Science Academy. She holds an MEd in Special
Education from the University of Illinois-Chicago and is pursuing a
doctorate in Educational Policy there |
What You Need: This project requires the
following: windowsill space for plantings, recycled plastic bottles and
containers, seeds, bulbs, a variety of succulent plants,
soil/vermiculite mixture, various clay and "jiffy" pots, common art
supplies, graph paper, Ziploc bags, seed markers, trade books on
children's gardening activities. Portable "grow lights" will expand
the growing environment in the classroom.
|
Overall Value: Urban kids rarely have the
opportunity to dig in the dirt and find out just where our food comes
from. This project teaches kids that they can have a real and positive
influence on their environment. |
Standards: This project addresses the
Illinois State Learning Goals and Chicago Academic Standards in Language
Arts and Science for students in grades one through three.
|
Plant an Idea, Watch it Bloom! |
Category: Science |
Grades: 4 to 7 |
How It Works: This project gives students
knowledge of life cycles and plant processes, as they become active
observers of their environment and accomplished urban gardeners.
Children start seedlings, force bulbs, maintain a garden journal, and
graph and chart plant growth, and learn about plant structure. Their
interest in "growing stuff" leads to increased reading for meaning and
comprehension when language arts, mathematics, science, and
environmental education are integrated.
|
The Students: Eighteen students from grades
2-5, with various learning, emotional, behavioral, and/or cognitive
disabilities took part in this project. The project is easily
implemented for grades 1-3, with general and/or special education
students.
|
The Staff: Hope Sharp has taught for four
years at Newberry Math and Science Academy. She holds an MEd in Special
Education from the University of Illinois-Chicago and is pursuing a
doctorate in Educational Policy there. |
What You Need: This project requires the
following: windowsill space for plantings, recycled plastic bottles and
containers, seeds, bulbs, a variety of succulent plants,
soil/vermiculite mixture, various clay and "jiffy" pots, common art
supplies, graph paper, Ziploc bags, seed markers, trade books on
children's gardening activities. Portable "grow lights" will expand
the growing environment in the classroom.
|
Overall Value: Urban kids rarely have the
opportunity to dig in the dirt and find out just where our food comes
from. This project teaches kids that they can have a real and positive
influence on their environment.
|
Standards: This project addresses the
Illinois State Learning Goals and Chicago Academic Standards in Language
Arts and Science for students in grades one through three |
Plant Spiders And Snakes |
Category: English/Language Arts |
Grades: 8 to 8 |
How It Works: Plant Spiders and Snakes is a
journal-keeping project through which students gain knowledge of plants
while practicing their reading, writing, spelling, math, and art skills.
Each student plants a spider,"baby," names it, and writes in his or
her journal about the experience. Thereafter, students make
biweekly entries in their journals. The writings may be narrative,
descriptive, or in first person, personifying the plant. A review of
the journals enables frequent or common errors of capitalization,
punctuation, usage, and structure to be noted and worked on in
mini-lessons. The students take and graph monthly measurements.
Working in pairs, they create and solve word problems with the collected
data and share the writing and problems with the class. During
holidays and breaks, students take the plants home and write about
family customs or traditions of the holiday season. The regular poetry
unit includes poems about plants. To expand the social studies
curriculum and develop research skills, the plants also take trips to
parts of the United States via pony express, wagon train, steamship, and
the,"iron horse." Culminating activities include publishing a
selected writing, creating a block print of the plant, and taking a
field trip to the arboretum. The Students: Initially designed for a
class of ten learning disabled self-contained students, the program has
been adapted for a class of 30 sixth graders with different abilities. |
The Students: |
The Staff: The teacher implements the program; the art teacher helps with the block carving and the printing. |
What You Need: Materials and Facilities: The
program requires pots, potting soil, fertilizer for the plant, and
folders for the journals as well as funding for the field trip. No
additional facilities are necessary. Outside Resources: A trip to
the National Arboretum enhances the program. |
Overall Value: Plant Spiders and Snakes
motivates students to practice their skills. They eagerly engage in
writing, reading, and math activities because they get to water,
measure, and,"play with" their plants. The program also allows students
to work at their ability levels and integrates, several curriculum
areas. |
Standards: |
Plantastic Findings |
Category: Science |
Grades: 5 to 8 |
How It Works: The purpose of this
problem-based learning experience was to engage the third grade students
in meaningful mathematics and scientific discoveries of plant growth
enhanced through technology. Using scientific process and inquiry
methods, the students outlined the basic needs of plants for growth from
bulbs and seeds. There were three lessons that were focused on during
this discovery process. Throughout the first lesson, students observed
and measured the growth of a bulb, recorded the data, shared the data,
and compared growth with two other third grade classes in the school and
one on the Internet. The students graphed daily measurements on the
computer using the Computer Club program. The second lesson provided the
students with the opportunity to determine the most effective way to
grow plants using the scientific method. The students formed a
hypothesis, explained the procedure, recorded observations, reported
results, and then graphed these findings on the computer. Students
journalized their conclusions. Students focused this part of the
experience on one of six questions which included the following: do
plants need water; what is the most effective temperature for growing
plants; do plants need air; do plants need light; do plants grow when
planted at different levels in the soil; and can plants grow without
soil? Students were able to come to a conclusion based on their
hypothesis. Lesson three consisted of students applying what they
learned from their experiments to a real-life farming problem and
proposal of a plan to solve the problem. Each group used their question
from the plant experiment to construct a real-life problem affecting
farmers and a solution to this problem. |
The Students: Range from average ability to learning disabled. |
The Staff: Classroom teacher
Materials/Facilities |
What You Need: Classroom; computer lab with Internet access and Computer Club software. |
Overall Value: This problem-based learning
experience provided students an opportunity to work collaboratively with
other students to solve real-life problems. Students were able to gain
valuable information, taking on the role of an agronomist. This LE could
be geared from 3-6 grade. It allowed the learning disabled students to
find success from doing scientific discovery. Students worked together
to find success! |
Standards: |
Plants All Around Us |
Category: Science |
Grades: to |
How It Works: This adaptation of How Does
Your Garden Grow? (see IMPACT II catalog 1990), extends students'
knowledge of plant life through interdisciplinary curriculum,
activities. Students thoroughly enjoy identifying familiar flowers and
vegetables in, the Burpee Seed Catalog. Math skills for calculating
sales tax and shipping, become necessary when students practice ordering
their selected seeds from the, catalog. New vocabulary is reinforced
when students write to the Burpee Seed, Company requesting a catalog.
Culminating activities include a field trip to the, National Arboretum
in Washington, D.C. and the planting of annuals in front of, the main
school entrance. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Plastic Pipe Projects (PPP's) |
Category: Mathematics |
Grades: 3 to 8 |
How It Works: This project utilizes PVC
plastic pipe as a teaching tool. Students participate in teams, learning
to decipher models and then working to copy and improve them. Finally,
students experiment and create their own plastic pipe projects. For
example, a good first project is to build a chair. Students study the
design of a model chair and copy what they see. Next, they create a
better chair, one of their own design and on a different scale.
Students work in groups so they can exchange ideas and, therefore, solve
each others' problems with very little input from the instructor. The
teacher becomes a facilitator encouraging the students to use their own
creativity. This also results in the students learning teamwork and
cooperation. Soon, the students are sharing parts and building more and
more complicated structures. DCPS Major System Priorities, Critical
Thinking, Graduation Rate, Job Preparedness, Blueprint 2000 Goals,
Graduation Rate, Readiness for Employment, Learning Environment, The
Students, This project can be done with one to 30 students. A substitute
instructor can also supervise this project in the classroom and
immediately become a hero. This project will work with students of all
ages and all grades by altering the complexity of the project. |
The Students: |
The Staff: John Harrison has taught
mathematics, technology education, building construction and science.
Throughout his life, he has won awards in various clubs and
organizations. He has been teaching for three years, and has used this
project since his first six weeks as a substitute teacher. Assistants
may be helpful but are not necessary for the project to be implemented
successfully by the instructor. |
What You Need: Materials And Facilities, The
space needed to use this project is about nine square feet per student.
Materials include an assortment of pipe fittings with some straight
short joint pieces. Outside Resources, Field trips to petro-chemical
plants where PVC is made can be useful in teaching about various
construction and plumbing materials. Environmentalists can be invited
as guest speakers to discuss both the positive and detrimental effects
that various construction and plumbing materials have on the
environment. |
Overall Value: The Plastic Pipe Project is
fun. It is limitless. The pipes can be used over and over again.
Students begin putting pipes together as soon as they walk into the
classroom. Students will beg to spend more time on their projects, thus
generating enthusiasm that will open the door to learning
mathematics while,"playing" with pipes. Teachers only need to see the
students' faces to appreciate the value the Plastic Pipe Projects has in
encouraging them to explore their own creativity!, |
Standards: |
Play It Again, Sam |
Category: Arts |
Grades: 2 to 10 |
How It Works: This innovative, multisensory
project employs lively songs and related activities to grab children's
interest. Using: -recordings, -song books, -cassettes, -delightfully
illustrated song cards children sing and read together. As they
make the singing-reading connection, children are able to use words from
a song as clues to unlock print in other contexts across the
curriculum. Students: This project was developed for 110
students: two kindergarten classes and intermediate and upper grade
bilingual students ten to fourteen years old. |
The Students: |
The Staff: Lenora Akhibi has taught
kindergarten in Chicago schools for many years. She is currently
involved in Project Teamworks at the University of Illinois, a program
that promotes bilingual and general program teachers working together.
Linda Gaona has taught bilingual kindergarten for seventeen years; she
is also participating in Project Teamworks. Martha Valadez is a
bilingual lead teacher and has taught intermediate and upper grades for
eight years. |
What You Need: Materials And Facilities:
This project requires a cassette player and tapes, song books, song
cards and ordinary classroom supplies. A listening center and a singing
machine are useful but not required. Outside Resources: None
needed. |
Overall Value: Ultimately children make the
connection between the song and the songbook, between singing, reading
and writing. Because music accommodates a variety of learning styles
and abilities, children's confidence and self-esteem invariably improve.
|
Standards: |
Playing for K. E. E. P. S. |
Category: Mathematics |
Grades: 5 to 8 |
How It Works: Guiding Principles: #2
Students communicate effectively in mathematics and science #4 Students
are problem solvers in mathematics and science
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. P1 Describe and compare things in terms of
number, shape, texture, size, weight, color and behavior. P2 Read and
write instructions to be followed or instructions which explain
procedures. 4A: Students demonstrate proficiency using a variety of
problem-solving strategies. P1 Identify and clarify problems by
observing, posing questions, communicating prior knowledge and
formulating a problem to be solved. P2 Use results in a purposeful
way, which includes making predictions based on observed patterns.
The Approach Students create a company called "The Kid Energy Education
Practice System" (K E. E. P. S.) to help them practice their math
skills. The company produces educational practice games for other
classrooms to use. Students, in teams, design games around math
concepts, create models, and then field test and produce final products.
Peer groups examine the level of difficulty, details of the
directions, create examples, make keys for self checking, design the
packaging and evaluate the whole game for quality and effectiveness.
Groups evaluate each others' work and offer verbal and written support.
To create a math game that will help others learn specific skills
students must understand the skills themselves. To make something
interesting and fun they must interview the buyers to figure out what
they want and how to make it. They must consider the client's needs and
communicate responsibly to the request. Initially, the teacher may make
a few practice games as models. Students then set the standards for
products, select committees, target specific math areas and begin
production. Some of the students choose to make games in other areas
such as science and grammar. The company is theirs. They have all of
the necessary departments. They are responsible for the orders,
supplies, advertising, designs, production, meeting deadlines and
quality control. This company has high standards. The class develops
quality indicators for assessment of the games and their content. The
students rate their own games in several categories using continua. Then
a group of peers reviews the plans and a group reviews the completed
products. At least two peers field test for accuracy and rate each game.
On an individual level, teachers assess student needs for support in a
particular math area by looking at the accuracy of the game. If a child
needs to have more experience with a topic they receive more instruction
from the teacher or peers. Opportunities are built in for peer and self
assessment privately and during class meeting time. After playing a
game, students in other classrooms provide feedback which is shared with
the whole company. Students use this feedback to revise the game. |
The Students: |
The Staff: |
What You Need: Help from the community and
everyone in the school plays a vital role in this project. Community
members share their expertise about business, other teachers offer their
classes as clients and others furnish support for field trips. Many art
supplies are necessary, since durable games need to be made of high
quality products. These items include standard art supplies as well as
lamination film, oak tag, envelopes, wipe off markers, computer paper,
ribbons, boxes, baggies, etc. Envelopes and storage boxes or bags are
essential. There are a few items, such as dice, that seem to disappear
but most of the supplies can be purchased in bulk and last for months.
Manipulatives are used for game pieces. Computers help create the
packaging. |
Overall Value: K.E.E.P.S. is an educational
company created by children for children. Students are engaged in active
learning, making connections within and between mathematics and beyond.
They take risks and become more effective communicators. Making games
helps them learn to solve problems and apply their knowledge to new
situations in other areas. They push themselves and challenge others to
reach beyond, developing new respect for all learners and empathy for
those with learning difficulties. This project cuts across the
curriculum, making learning student centered and important for the whole
community. It involves the student in curriculum decisions. The
knowledge that we teach others is the knowledge that we have forever. |
Standards: |
POETRY ALIVE |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: Like the "Poet - Tree" whose
branches bloom with verse in the center of our classroom, students grow
new skills as they test out their abilities to express themselves in
verse. Students identify a variety of poetic forms and figurative
language, and then apply this knowledge by publishing a book of their
own original poetry.
Students integrate reading, literature, listening, speaking, writing,
art, drama, and music and computer technology. First students identify
figurative language and then employ it in their own poetry. Next
students classify poems by various formats, then show their
understanding by writing poems using different forms. Finally, students
distinguish between diverse authors' styles, demonstrating this through
the analysis of a chosen poet. Different learning styles are addressed
as follows. Visual learners create an artistic rendering of a favorite
poem to hang on the Poet - Tree. Auditory learners use music to learn
about rhythm and repetition. Kinesthetic learners dramatize a memorized
poem using costume and props.
Methods of teaching and assessment are interwoven throughout the unit.
There are a series of mini - lessons on figurative language, poetic
forms, authors' styles, and writing workshops. Students keep a log of
the various poets they read, identifying form and figurative language.
Next, students choose a poet to study in depth. Finally, students
publish an illustrated book of original poetry reflecting all they've
learned.
|
The Students: The most innovative feature is
the culminating Poetry Festival in which students celebrate their
achievements. The students decorate a Poet - Tree with artwork
illustrating a poem. Each student performs a dramatic interpretation of a
poem. The class enjoys a sing-a-long of well known ballads, new verses
of which are student generated. Finally, the class performs a group play
of a narrative poem using costumes, props, and music. Students' own
illustrated books, created using a computer publishing program, are
shared.
|
The Staff: Bonnie M. Frascadore and Lennie Mullaney Irving A. Robbins Middle School, Farmington |
What You Need: Poetry books and anthologies, computers (if available), props and illustration materials. |
Overall Value: Students discover their own
ability to express their ideas and feelings through the vehicle of
poetry. The knowledge they gain is demonstrated in their own writing.
Modifications for emerging readers and enrichment for gifted writers are
easily done by choosing appropriate authors. Through poetry students
examine their own inner most feelings and views on the world, and also
learn to express and share those ideas effectively with others. In
"POETRY ALIVE!" it is the students who come alive!
|
Standards: Positive Self-Concept Intellectual Curiosity Interpersonal Skills Reading, Writing, Listening and Speaking
|
POETRY AND POMEGRANATES: FUN IN FREE VERSE |
Category: Arts |
Grades: 4 to 14 |
How It Works: What could be more fun than
putting together a book of original verse with students, particularly
one entitled "Poetry and Pomegranates" or another called "Thoughts in a
Blender"? These were the titles of two publications selected by ninth
graders as a culmination of three weeks of fun learning about and
composing free verse.
The class talks about images associated with the students' earliest
memories of childhood. Separate discussions focus on the games they
played, the experiences they had in school, the neighborhoods they lived
in and the people, places, or objects they recall. After each of these
discussions, the students read and discuss free verse poems written by
former students or professional poets that use simple images effectively
to describe a scene or to tell a story related to that topic. (A visit
with a poet willing to share his/work is a wonderful incentive.) As the
students begin to understand and appreciate the accessibility of free
verse, they feel more comfortable sharing their own images and are ready
to compose their own poems. The teacher writes with the students and
shares the poems in a read-around, in smaller, collaborative groups, or
with just one peer. As the topics change, the teacher's instructions
become more layered by beginning with images in free verse, then moving
to shape lines to determine length and effectiveness of word choice and
order.
|
The Students: Finally, we add poetic devices
to the writing, with alliteration, assonance or onomatopoeia, then
figurative language, and use brainstorming as a class or in pairs to
suggest words and phrases that enrich the sound and meaning of the
verse. At the conclusion of this part of the poetry unit, each student
has composed five poems, four based on the topics discussed together and
one on a subject of his/her own choice. He/She submits these to the
teacher with a reflection on the process and a notation next to the
poem(s) he/she wishes to include in the publication that make everyone
proud!
|
The Staff: Renana Kadden Farmington High School, Farmington |
What You Need: Several poems selected as models by the teacher, an overhead projector and copier to publish the poetry books |
Overall Value: Demystifying poetry is a gift
to students who experience the delight and self-esteem that comes with
writing poems without having to be hampered by strict verse form. Proud
of their own poems and of their class publication, they appreciate the
value of poetry as a vehicle for expressing their most precious
thoughts, a gift that lasts a lifetime.
|
Standards: Positive Self- Concep Writing Reading Speaking, Listening, and Viewing |
POETRY EVERY DAY |
Category: English/Language Arts |
Grades: 7 to 8 |
How It Works: By reading and discussing a
poem aloud each day, students build their abilities to visualize,
analyze, and eventually to teach poetry to others.
Initially the teacher models the reading and discussion of "fun"
poems,to capture children's interest. Gradually, the roles of teacher
and students reverse as students assume responsibility for teaching the
poems. Each morning a different student presents a poem to the class.
Students write to their favorite poets and invite parents to bring their
favorite poems to a Family Poetry Night. A Poetry Festival at the end
of the year lets students present their favorite poems on stage to other
classes, school staff, and parents. |
The Students: The project was developed with a fifth grade class; it is easily adapted for grades four and above and for all ability levels. |
The Staff: Mary Gilbert holds a BA from the
University of Illinois, Urbana, and a MA from National-Louis University.
She has taught for four years. |
What You Need: For this project, the
following are needed: several books of poetry; an overhead projector;
transparencies and vis-a-vis markers; a shoe box; chart paper; materials
for a party. |
Overall Value: Students improve their reading
comprehension, learn to express and deal with strong feelings, and,
best of all, learn to love language. Poetry inspires students as they
acquire the skills needed to meet the challenges of that inspiration. |
Standards: |
Poetry On Video |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: In Poetry on Video, students
deepen their understanding of poetry and experience their own creativity
by producing videos that combine original poems with music and visual
images. After a brief introduction to poetry emphasizing the poetic
elements of sound and imagery, students read a variety of contemporary
poems and use these as inspiration for writing their own poems. They
each draft several poems and choose one to polish into a finished draft.
Next, students translate their poems into audiovisual form. They
choose music and visual images that match the tone, sound, and content
of their poems and use the camcorder to create their videos. This part
of the project allows students to apply the poetry concepts learned
earlier and stresses planning, problem solving, and technology skills.
Finally, students celebrate their creativity by sharing their final
products with the class. The project is a creative way to learn
both literature and technology. Students sharpen their skills in
writing, working independently, listening, cooperating, planning and
organizing, solving problems, and using available resources. In
addition to teacher evaluation of both the poems and the videos, the
students evaluate their own work by watching and discussing the final
videos and by reflecting on the process in their classroom journals.
The Students: Thirty-five students in four remedial reading classes
participate in the program; 50 percent are students who speak English
as a second language. With some adaptations to accommodate class size,
any middle or high school English class could use this program. |
The Students: |
The Staff: An English teacher and a media specialist work together on the project. |
What You Need: The project requires a
selection of poetry, video script forms, a camcorder (preferably with
batteries for outdoor shots), a microphone, blank videotapes, art
supplies, and books and magazines for creating or finding visual images.
No outside resources are needed. |
Overall Value: In terms of both student
reaction and achievement of learning objectives, Poetry on Video is a
success because it engages students in hands-on learning of both poetry
concepts and technology skills. The students view the project as fun
and are motivated to learn. They are engaged throughout the process and
show a strong desire to finish the work and to produce a high-quality
product. |
Standards: |
POLISH UP YOUR FINE CHINA |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: We notice that cultures diverge
when we focus on events such as the celebration of the Olympics or an
international crisis. We are reminded that the world is, indeed, a small
place. Recognizing the lack of diverse cultural experiences in our
mostly white, blue-collar, rural community, we use world events as a
springboard for our "trip" to the Orient: destination China. Students
have the opportunity to actively explore the world of ideas and
demonstrate respect for themselves and others. The hand-on activities we
present allow students to gain an understanding of and appreciation for
members of the global community. Assessment in each of the core classes
is product-based: creation of original stories, lunar calendars, maps,
Chinese body clocks and a specially-prepared Oriental luncheon.
Language arts classes demonstrate the use of elements of effective
writing by using conventions of standard English in order to create
fairy tales using Chinese characters. Math students organize and gather
data into graphs, read, interpret, and draw conclusions. Students gain
an understanding of the Chinese philosophies of healthful living through
the balance of the mind and body and how scientific skills and
processes relate to the real world. In social studies students develop
an understanding of another culture and gain a perspective of cultural
differences.
|
The Students: |
The Staff: Roberta Amundsen, Jean Riley, Kenneth Phaiah, Robert Stellmaker and Ronald Sweatt Plainfield Central School, Plainfield |
What You Need: Art supplies, chopsticks, marshmallows, overhead projector and slides, informational handouts, food.
|
Overall Value: The enthusiasm and the
curiosity with which the students engage in these activities is
unprecedented and can be attributed to their interest in a culture so
remote from their own environment and any previous curriculum. Students
actively explore the world of ideas and initiate their pursuit of
lifelong learning. Through active participation students use a wide
range of intelligences: spatial, interpersonal, verbal/linguistic,
kinesthetic, mathematical, and spiritual; students work and learn
individually and collaboratively. Therefore, students are able to
produce, use, and share their knowledge and projects with other members
of the school community and their families.
|
Standards: |
Pondering the Planets |
Category: Science |
Grades: 7 to 8 |
How It Works: Students rocket into space in a
series of engaging hands-on activities in this imaginative project.
Students first read about our solar system. Students work in groups
using their new-found knowledge to compose acrostic poems about the
planets. Students drop "meteorites" (marbles) onto the surface of the
"moon" (a pan of flour/salt dusted with cinnamon) from varying heights,
and measure the size of the craters.
To understand the spatial scale of the solar system, students translate
distances into meters. Then they pace-off distances between planets and
their moons, an exercise that sends students from the classroom to the
school grounds. In the culminating exercise, the class creates a Space
ABC Book. Students pair-up with first graders and read to their
"buddies," confident that they'll be able to answer questions from their
listeners
|
The Students: This project was developed with
two heterogeneous fifth grade classes, which paired with two first
grade classes for the final exercise. The project could be implemented
with other ages and group sizes. |
The Staff: Julie Coller, with a bachelor's
degree from the University of Wisconsin and an MAT from National-Louis
University, is a teacher consultant for the Chicago Area writing
Project. Vicki Bartlett's expertise is in science. Both teach fifth
grade at Avondale School. |
What You Need: The following are needed for
this project: books about the planets, salt, flour, cinnamon, assorted
small objects, meter stick, variety of fresh fruit, copy paper, binding
combs. |
Overall Value: Incorporating language arts
with science creates lessons that students will long remember. Older
students take pride in sharing their knowledge with younger students,
and their "reading buddies" feel special when they receive their own
copy of the Space ABC's book.
|
Standards: This project addresses Goal#12 of the Illinois State Learning Goals and Chicago Academic Standard F. |
Popular Culture Through Art |
Category: Arts |
Grades: 9 to 10 |
How It Works: Students learn about modern art
and popular culture by creating personal works of art. They analyze
works of art, discuss them and relate them to their own experiences.
Classroom activities include individual assignments for students:
thermal copier-produced screen prints inspired by Andy Warhol's visual
commentary on culture and advertising Xerox transfer popular collaged
images based on Robert Rauchenberg's work reflecting popular culture
and the media manipulated Polaroid self-portraits based on Cindy
Sherman's photographs which show the influence of film on her life
Students: This program has been successfully implemented in seventh
and eighth grade classes which included classes for gifted, deaf and
visually impaired students. |
The Students: |
The Staff: Phyllis Burstein is the Art
teacher at Bell Elementary School. She holds a degree in Photography
from Ohio State University. She also holds an Art Education Certificate
from the School of the Art Institute of Chicago. |
What You Need: Materials And Facilities:
This program can be implemented in a regular classroom. It requires a
thermal copy machine (found in most schools) and a Xerox machine.
Materials required can easily be purchased at art supply stores.
Outside Resources: Additional information and resources on the
artists are available in the art section of local libraries or at art
museums. Visits to local galleries or exhibitions add to students'
knowledge of modern art. Parents or guest speakers who work in the
areas of advertising, newspaper production, TV or radio can supplement
students' study of popular culture. |
Overall Value: This program connects popular culture to art history and makes modern art come alive for students. |
Standards: |
Pop-up Story Problems |
Category: Mathematics |
Grades: 5 to 7 |
How It Works: Students progressed through a
sequence of activities that culminated in each student's preparation of a
card similar to a greeting card with a "story problem" written on the
cover and an illustration of the answer inside, including a "pop-up".
Each of the three teachers in the project took a slightly different path
to that goal with her own students, but all emphasized the idea of
using a picture as one practical problem-solving technique. Students
were shown sample cards with the inside containing a picture that
clearly illustrated (but did not state) the answer to the problem. Some
sample cards were more detailed than others. The class discussed the
elements of a good story problem (some samples contained information not
needed to solve the problem) and various features of the pictures
inside the cards. The samples included addition, subtraction,
multiplication, and division, and about five different styles of
pop-ups. The 4th graders also saw pop-up problems made by Chapter 1
students. (Some of the 4th graders had been in the Chapter 1 project the
year before and the Chapter 1 teacher visited the 4th grade during some
of the work.) Then they went to work on their own problems. One of the
4th grade classes was organized into small groups for brainstorming and
editing (mathematical content, writing, and mechanics). All students
completed at least one pop-up card, and many of the 4th graders made
more than one. Their problems reflected their interests and were
real-world applications of math in their own lives. They were anxious to
create a math problem, show it to their friends, and solve their
friends' problems. Peer evaluation was a natural outgrowth. Students: We
applied as a project for grades 3-5 but the Chapter 1 project included
all students in Chapter 1 math (grades 2-7). The project was completed
with the entire 4th grade (36 students in 2 classes) during math class
and is easily adaptable though the 2nd graders needed more help writing
problems. |
The Students: |
The Staff: Classroom teachers and Chapter 1 math teacher. |
What You Need: Materials/Facilities: The
project can be done in a regular classroom. Heavy card stock for the
cards was donated by a local printing company, and students all had
markers, glue, and scissors. We planned to give students the option to
type their problems on the computer and glue them on the cards but the
artwork took longer than anticipated so we skipped the computer part.
The book that started the gears turning for this idea was How to Make
Pop-Ups by Joan Irvine, illustrated by Barbara Reid, published by Beech
Tree Books (New York, 1987). A sample problem, lesson plan, assessment
charts, and Chapter 1 instructional guide are available. Outside
Resources: Just encouragement from everyone (teachers, parents, and
fellow students) to whom students showed their great pop-up problems. |
Overall Value: Our students say they hate
story problems but they loved working on these problems, and got lots of
practice that they will always remember on a good problem-solving
technique. When we finished, they really believed that drawing a picture
is a good way to figure out a tough problem and they have used that
technique. |
Standards: |
Positive Life Changes Through High School Interventions |
Category: Instructional Inquiry |
Grades: 14 to 14 |
How It Works: Instructional Inquiry Process:
This research will evaluate the success of interventions provided in a
program for students with emotional disabilities housed in a mainstream
high school by asking high school seniors, recent graduates, and parents
to complete questionnaires. The study will analyze four main
components of the special education program: social and emotional,
academic, parental involvement, and post high school readiness. Both
students and parents will complete a questionnaire with a Likert-type
rating scale. Questions will assess the value of self-contained
classes, counseling support, student and adult relationships,
facilitation of child and parent relations, and promotion of realistic
work expectations. The data will be analyzed to determine the
effectiveness of the program components and any correlations between the
student's use of the program and post high school success. The
Students: The students will be seniors currently enrolled in the
special education program and 1991, 1992, and 1993 graduates of the
program. |
The Students: |
The Staff: The program's department
chairperson will collect, analyze, and publish the data. The staff
psychologist will help with the statistical analyses. |
What You Need: Materials and Facilities: The
materials that will be needed include stationery, postage, phone
charges, photocopying, and statistical software for analyzing the data.
Outside Resources: The Office of Instructional Technology and the
Office of Research and Testing will be consulted as needed. In
addition, the parents of both the current 12th graders and the graduates
will be asked to participate in the research. |
Overall Value: The research will provide
valuable feedback to high school special education staff members
regarding the effectiveness of both the academic component and the
social and emotional interventions used in a cofacility. Study results
will improve the quality of existing programs and lead to the design of
new strategies by targeting deficit areas as defined by the study's
participants. Increased self-awareness for the participants will be
promoted as they review their own progress through the questionnaire.
The study may also serve as a data collection model for other county
special education programs. |
Standards: |
Postcards From Summer |
Category: Mathematics |
Grades: 2 to 8 |
How It Works: Encouraging the involvement of the entire school community,, |
The Students: |
The Staff: "Postcards From Summer" is
implemented by the classroom teacher. As the cards are received
throughout the vacationj cooperation from the office staff is greatly
appreciated for the dating, copying, and the posting of the cards. While
the postcards are on display, teachers at all grade levels may
informally adapt the display to enrich their particular curriculum
goals. |
What You Need: A large bulletin board in a
central location is ideal. Yet, an individual teacher may choose to
display the postcards in her/his classroom. Graph paper, crayons,
markers, or colored pencils are also needed. |
Overall Value: "Postcards From Summer" is an
activity which involves and unites the entire school. It generates high
interest and enthusiasm, instills pride of ownership and motivation, and
excitement is peaked several times throughout the duration of the
project. Returning from summer vacation, the staff, the students and
their families are greeted with an impressive display of their postcards
and hunt to locate their posted cards. The colorful photos create an
appealing focus as many visitors stop to read the messages written by
classmates, friends, and neighbors. Students learn to interpret
and present information and work cooperativety designing and creating
graphs for display. When these products are mounted on the bulletin
board, excitement is again renewed. All those who contributed eagerly
search to find their postcard which is now rearranged and used for the
board's border. Both phases of the display are available for viewing by
community members and everyone has the feeling that they have
participated in a real life learnng experlence. This project
incorporates many components of Connecticut Common Core of Learning, and
segments of,"Postcards From Summer" reflect Connecticut Mastery Test
objectives in grades four and six. |
Standards: |
POTATO AP-"PEEL" |
Category: Special Education |
Grades: 7 to 10 |
How It Works: What do potatoes and career
education have in common? They are the main ingredients in a recipe for
success in middle school career awareness. Product tasting of potato
chips provides the impetus for this problem/project based learning unit.
The analysis of data collected from product testing enables students to
make connections between the classroom and the world of work.
Student-designed taste tests and subsequent class discussions direct
students in defining personal career investigations.
"Potato Ap-'peel'" is introduced by having students first put their
science skills to work by conducting potato chip taste preference tests.
The results prompt students to challenge the manufacturers' guarantees
through consumer inquiry correspondence. These inquiries focus on the
statistics of their taste tests. They relate these results to various
careers in these companies, leading to curiosity about other jobs
related to potato chip manufacturing.
Group brainstorming enables students to make connections between
manufacturing steps and related careers/jobs; thus, the Potato Chip
Production Path is born. The Potato Chip Production Path takes the form
of a graphic organizer in which students track the various jobs of
potato chip manufacturing from the farm to the grocer's shelf. Students
research jobs that appeal to them and examine want ads from local
newspapers.
|
The Students: These ads provide the model
from which students create their own want ads based on the information
from their own research. A teacher-designed scenario provides the
opportunity for students to demonstrate learning in a culminating
activity that engages students in the real world project. Students are
responsible for creating a help wanted newspaper section advertising
jobs generated from the opening of a new potato chip manufacturer.
|
The Staff: Jane Hock and Grace Oliver David Wooster Middle School, Stratford |
What You Need: Students use potato chips,
graphic organizers, print and non-print (electronic) resources, the
Internet, and career information/awareness resources.
|
Overall Value: This unit organizes curriculum
around a holistic problem enabling students learning in relevant and
connected ways. "Potato Ap-'peel'" provides authentic experiences that
foster active learning, support knowledge construction, and naturally
blend school learning and real life. This inquiry-driven,
activity-based, and integrated approach aids students in thinking about
future career plans. They begin to understand how course work and their
interests and preferences relate to the workplace. Career investigation
helps them make meaningful and productive career decisions in their
future.
|
Standards: |
Practical Parenting Practices |
Category: Classroom Management/Intergroup |
Grades: 2 to 8 |
How It Works: This project features a variety
of motivational, perceptual educational activities developed by parents
in a workshop setting. The training sessions' scope and complexity are
adaptable to the needs of the participants. At each session's end,
parents will have a collection of,"hands-on, take-home activities" to
use with their children. Parents also learn how to create additional,
inexpensive learning materials on their own. DCPS Major System
Priorities: Intergroup Relations, Achievement. The Students: This
project is designed to help elementary-school parents become more
actively involved in learning experiences with their children. |
The Students: |
The Staff: Miriam Jacoby is a teacher at
Highland Oaks Elementary School. She has been a basic elementary
teacher in the primary grades, a Reading Resource Teacher K-6, and is
currently teaching Communications to students K-6 in the Gifted Program.
She is the school representative to the Teacher Education Center, a
Teacher Effectiveness Training Facilitator, and an active member of the
Dade Reading Council. |
What You Need: Materials and Facilities:
Materials needed to implement this parent workshop project include:
tagboard, felt tip markers, index cards, cancelled stamps, stickers,
scissors, glue and laminating film. In addition, many household items
can be recycled for learning. The workshop can be conducted in a
classroom or library. Outside Resources: Field trips for parents and
students to view,"hands-on exhibits" such as at the Museum of Science,
Children's Youth Museum at the Bakery Centre and the Discovery Center
are useful. These experiences can provide exciting stimuli and creative
ideas for manipulatives. Dade County Public School experts in Early
Childhood Education, Language Arts and Reading may be called upon as
resources. |
Overall Value: This workshop can give parents
a springboard for ideas on creating an enjoyable learning atmosphere at
home. Parents can strengthen basic skills using the materials they
have developed in the workshop. Together, parents and teachers will
form a shared partnership for learning. |
Standards: |
PRESCRIPTION FOR SUCCESS |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: What is the single most
difficult task facing seniors in high school? Many would admit that
choosing an appropriate course of action for their future is uppermost
in their minds. "Prescription For Success" motivates students to tackle
the annual college/career/armed services choice early in senior year.
Each student is placed in a program which has been developed in response
to expressed needs and concerns in the business and higher education
communities.
Early in the fall semester students start gathering specific information
about the college, career, or armed service of choice through snail
mail, E-mail, the Internet, fax or telephone. Guest speakers from a
variety of occupations also visit classes. Students search the Internet
for global data on schools, careers, and the armed services. In the
school's Career Resource Center they use various software to further
their information search. In class, students read career-related
articles from a number of sources including local newspapers and
magazines and keep their reflections on the process in individual
journals to share with classmates. Students meet individually with
guidance counselors to obtain and assess specific information about
themselves including their current GPA, class rank, attendance record,
standardized test scores, and their cumulative academic and
extracurricular records.
|
The Students: In the school's Mac lab.,
students write a rough draft of a personal essay appropriate for college
admissions purposes, an employment interview, or to give to their armed
services recruiter. Students revise, refine, and publish their essays,
using peer editing, and various desk top publishing programs.
|
The Staff: Pat Jacqueline and Maureen Mazzaccaro Windsor High School, Windsor |
What You Need: Computer/telecommunications, college catalogs, armed services brochures , guidance personnel, newspapers
|
Overall Value: The project provides students
with opportunities for self-reflection, motivation, responsibility, and
personal growth. They become aware of the different types of knowledge
and skills that are necessary to succeed in a wide variety of
occupations and professions. They acquire skills in verbal and written
communication and learn to appropriately self-assess their academic
records and their individual strengths and weaknesses in relation to
specific colleges, occupations and professions. Students' self-esteem is
raised and their confidence increases as they learn about the many
possibilities and opportunities that exist for them after graduation. In
a culminating activity students share with other seniors the high and
low points of their individual searches, discuss how they arrived at
their final decisions and choices, and share in the personal
achievements and successes of their peers.
|
Standards: Motivation and Persistence
Responsibility and Self-Reliance Positive Self-Concept Writing and
Reading Speaking, Listening and Viewing
|
Presentation Skills for Kids |
Category: Arts |
Grades: 7 to 10 |
How It Works: Middle school students Improve
their skills as effective oral communicators, Increase self confidence
in front of an audience, design criteria for assessing oral
presentations and use these skills to craft authentic performance tasks.
Connecticut's Common Core of Learning focuses on preparation to life
and one of the components Is the ability to deliver an oral presentation
and communicate with others effectively. This unit will help middle
school teachers prepare |
The Students: |
The Staff: The classroom teacher can
supervise this activity. However, the media center teacher can assist
with research, the art, tech ed and home, and the inforamtion they ahve
acquired through research. instructors can help with visuals, and the
A.V. coordinator Is a resource for equipment and video taping. |
What You Need: The classroom teacher can
supervise this activity. However, the media center teacher can assist
with research, the art, tech ed and home, and the inforamtion they ahve
acquired through research. instructors can help with visuals, and the
A.V. coordinator Is a resource for equipment and video taping. |
Overall Value: |
Standards: |
Primary Pollsters |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: Students develop math and
language skills as they daily record, data gathered from classmates. The
data may be recorded in the, form of a tally, bar graph, a picture
graph, or a real object. The items to be graphed may be represented by
pictures, invented, spelling, or conventional spelling, depending on
the, ability and, age of the child. Each day a different child takes
his/her turn in asking, individual class members a question which he/she
wants to,,"research" for the group. Often this is an opinion poll, e.g.
"What is your favorite TV show, pet, color, or kind of pizza?" Other
questions address current events such as,"Did you wake up, during the
earthquake?" or personal matters such as,"What time do, you go to bed?"
It is helpful for the teacher to model the, procedure for several weeks
prior to putting the students in, charge. The activity may be used
during the entire school year giving students several chances to
be,"Pollster of the Day." A clipboard is provided, along with a
pencil, various types of, graph forms, and a class list for checking off
the names of the, respondents. The child determines the question to be
asked and, the format for recording the information, records how many
people, were polled, and the results of the poll in terms of number.
When, the child reports the results of the graph to the class, the,
teacher may ask for a comparison of choices in terms of ordering, from
most popular to least popular or the difference between, numbers.
Depending upon individual mathematical expertise, this, information may
also be recorded in the form of a subtraction, equation written on the
graph form or a greater than/less than, statement. For children
having difficulty in thinking of a question, a list, of suggestions may
be consulted. When questioning is completed the pollster for the day
reports the results of the question showing the data to the class. The
page is then added to our, class book, Question of the Day, and put on
the bookshelf for, reference. It is one of the most popular choices
during the, students' free reading times. The children are eager to
be the pollster and they also are, enthusiastic about having their
choices recorded. The final, report is of interest to the students
because questions are, generated by children. In addition, having an
opinion validated, in print gives the student recognition. Students
learn oral, language skills by questioning their peers, written
expression by, setting up the graph forms, as well as the math skills
of, counting, comparing, organizing information, and representing, data
graphically. The class book serves as an informal assessment, of these
skills. This project supports the Mathematics Framework which states
that, the student should be able to,"collect, organize, represent, and,
interpret data derived from surveys." The English/Language Arts,
Framework asks educators to provide experiences focused on, listening,
speaking, reading and writing skills in meaningful, settings. In
1993-94, 28 first graders participated in this program representing a
wide range of achievement levels, including ESL, students. |
The Students: |
The Staff: I have taught in the primary
grades, with emphasis on, kindergarten and first grade, for 28 years. I
am a fellow of the, Early Equity in Science and Mathematics Project, and
have been a, Mentor. |
What You Need: This activity can be done in a
regular classroom with materials, that are readily available in the
school. A list of supplemental, questions, and graph forms are included
in the teacher packet. No outside resources are required. |
Overall Value: |
Standards: |
PROBING THE UNIVERSE |
Category: Science |
Grades: 2 to 7 |
How It Works: "Probing the Universe" is a
project-oriented science unit for elementary students. Its purpose is to
use multimedia technology to fashion a real-world simulation of
scientists creating probes for planetary research. Teams of 2-3 students
are formed and planets for research are chosen via a lottery system.
Each team designs a space probe capable of traveling to their designated
planet, creates a three-dimensional model of that probe on or near the
planet and writes a simulated report to scientists at NASA sharing
information learned.
The laser disc program, "The Great Solar System Rescue", the CD ROM,
"Planetary Taxi", as well as other computer programs, videos, graphics,
web sites, and printed texts from various libraries are available for
research. Once the inquiry is complete, the hands-on projects begin.
Stations are set up in the classroom to work on projects. While some
groups work on their 3-D projects, other groups begin work on their
written report. This format allows the teacher time to coach each group
through the process while monitoring and assessing progress.
Interspersed with these activities are several short mini-lessons taught
by the teacher on different aspects of the solar system, ensuring that
content is presented in a variety of ways. Teaching through
investigation, small group and teacher directed lessons makes learning
more accessible to students with different abilities.
|
The Students: At the completion of the unit, a
teacher prepared written test is used to access content learned. In
addition, students present a program for family and friends where
projects and computer work is shared. A rubric is used to evaluate
projects. |
The Staff: Suzanne G. Weber Mary E. Griswold Elementary School, Kensington |
What You Need: Internet access, computer, a
variety of books, CD ROMS (including "Planetary Taxi") The laser disc
programs, (including "The Great Solar System Rescue"), and videos on the
Solar System are useful.
|
Overall Value: This project takes a basic
curriculum topic - the solar system - and turns it into an open-ended
project-oriented unit. What makes this project unique is the use of
technology which makes it possible to affect a real-life situation.
Students became scientists as they create their simulated space probes.
They are able to contact NASA and other web sites for information and
pose questions to an actual scientist. They use a program to create a
multimedia presentation making it possible to peer teach what they
discover in an exciting, realistic manner. Reading, writing, speaking,
listening, viewing, problem solving and reasoning skills are all
practiced through "Probing the Universe".
|
Standards: |
Problem Solving |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: This project takes the mystery
out of learning higher math by teaching strategies for solving math word
problems. The process is applied progressively to: increasingly
more difficult levels of real-life problems, whole numbers, decimals,
ratios, fractions, percentages, probability and problems with variables
Students solve hands-on math problems using computer-simulated math
manipulatives. These problems introduce and build upon fundamental math
concepts using an interactive software program. The project also
provides a user-friendly paper and pencil lesson guide for computer-shy
teachers or those without access to a computer. Students: This
project was originally developed for 125 students in grades six through
eight. It can be adapted for different achievement levels and class
sizes. |
The Students: |
The Staff: Virginia M. Tate holds a doctorate
and has won numerous awards including the 1993 Illinois Computer
Educator of the Year and a 1994 GTE Pioneering Partner Great Lakes
Technology Innovator. |
What You Need: Materials And Facilities:
This is basically a paper and pencil project. To use the
computer-simulated math manipulatives, at least one MacIntosh computer
is needed in the classroom. Outside Resources: None required. |
Overall Value: Students are challenged to use
math to solve problems in real-life situations using a basic four-part
process. As their skills improve, their confidence and feelings of
accomplishment increase as well. |
Standards: |
Problem Solving Gala |
Category: Mathematics |
Grades: 7 to 7 |
How It Works: The grade-five students, who
have been working all year on math application and problem solving
strategies, in the early spring have an opportunity to put their
mathematical knowledge into action. They each select a math topic and
concentrate on problems that apply to that topic. One student might
decide to work with geometry with a concentration on tessellations.
Another student might work with calculators and concentrate on the
functions of a calculator or problems of application that are best
solved with the calculator. First the students solve their problem,
then they must design a visual presentation that incorporates both
artwork and examples that make the problem Ôcome alive' for the
audience. A 24" x 36" chipboard that is folded in half and decorated
serves as the background for the students to display their problem and
examples. For example, the display board on tessellations would include
a tessellation design, a brief definition of tessellations and a catchy
title. On the table would be all necessary materials for the audience
to participate in the problem solving. After a dress rehearsal with
classmates, the students are readyfor the Problem Solving Gala! The Gala
is held in a larage area with each student having their own table to
hold their display board and all necessary materials. The entire school
population and families are invited. The guests receive a program
which listss all presenters and their problems and provides a place to
record their attempts and successes in solving the problems. The
problems range in difficulty to accommodate all ability levels. The
student presenters are the experts - they teach and explain strategies,
when necessary, guiding their guest to success. It's problem soslving
at its best for all involved! THE STUDENTS: This activity was designed
for fifth grade students but is adaptable for presentation by fourth
through eighth grades. The class which contained 25 students who varied
in abilities, worked individually for two hours/week for a total of
five weeks. |
The Students: |
The Staff: The classroom teach can supervise
this activity, which the art teacher can be a source of ideas and
materials. Parent volunteers help to facilitate a smooth Gala. |
What You Need: Design and construction can
occur in a standard classroom. The purchase of chipboard is necessary,
however, it can be reused each year. A cafeteria or other large area
with tables is essential when hosting the Gala. |
Overall Value: The ProblemSolving Gala is a
hands-on activity that is an exciting math project for both student
presenter and participants. It provides an opportunity for the student
to practice problem solving and then to become a teacher. Student
motivation is high because they select, develop, master and teach a math
skill. Self esteem is enhanced as they progress from learner to
expert. |
Standards: |
Profile in the Zone |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: Profile in the Zone
allows Resource Program students to systematically improve their written
expression, oral reading and speaking, and interview appearance
through preparation of individual portraits that culminate in two- to
four-minute videotaping sessions. It integrates language arts,
interview training, and computer literacy, all of which are essential
elements for special needs students as well as for those in regular
education. Students complete a four- to five-week writing
assignment, using both paper and pencil and word processor. The
assignment includes the following topics: (1) Answer the questions:
Who am I? What do I believe in? Who helps guide me for the future? What
are some principles that I live by? Am I able to control my emotions?
(2) Write about your accomplishments and achievements. (3) List
three problems. Take one problem and show how you identified it and
found a solution. (4) Write about your goals and objectives in life. Since
each student is the focus of the assignment, familiarity with subject
allows for reasonably smooth writing flow. Each component, including
corrections, takes one week of class time. Students know they are
building toward a filming session and polish their work. A final paper
is assembled from the four written sections previously saved to the
students' individual computer disks. Following the
writing assignments, the students prepare oral presentations. On the
final corrected hard copy, keywords and phrases are highlighted for a
cue sheet outline. Finally, dressed nicely from the
waist up, the student sits in front of the camera. After a trial run,
he/she begins the presentation, while the teacher adjusts the computer
monitor. At the conclusion of the session, the student dons headphones
and evaluates his/her performance with the teacher. |
The Students: |
The Staff: Chris has taught special education
for 19 years. He helped develop the Cabrillo High School Aquarium
website, and the Cabrillo Special Education Technology Plan, including
Internet capacity. |
What You Need: A video Hi-8 camera is needed
with several 6' high vision screens to make a classroom studio. The
camera is attached to a computer monitor. Four of the students were
involved in the Cabrillo High School Workability Program so they fairly
recently experienced an interview process and realized the importance
of the Profile in the Zone activities. |
Overall Value: Classroom videotaping is
particularly useful for students who fear public speaking. Coping with
nervousness, which is artifically created but very real in this
classroom scenario, is one of the beneficial outcomes of Profile in the Zone.
Improving written language and key/cue-word vocabulary recognition,
expanding memorization skills, and interview preparation are other
positive outcomes that are easily assessed by participants. Other
teachers comment about improved classroom performance in their courses
after students do this unit. Employers comment on my students' ability
to deal with customers. This unit also assists a number of students in
preparation for participation in the Summer Jobs Youth Program. |
Standards: |
Project Commitment - Fantastic Voyage |
Category: Science |
Grades: 9 to 10 |
How It Works: This project tracks,"Capt.
Bill" Pinkney's voyage around the world on his 47 foot boat Commitment.
Students are involved in many learning activities as they - chart
Capt. Bill's voyage on a world map, view videos of him as he travels
around the world, listen to Cat. Bill's harrowing radio message sent as
he rounded Cape Horn in a terrible storm, sing sea chanteys, listen to
sea storytellers and learn maritime history, create an astronomically
correct night-time sky as a backdrop for learning about
telecommunication satellite models, visit the Shedd Museum, maintain a
classroom aquarium, learn about sea animals, cook fish and other foods
that might be eaten on this voyage Students: This program
has been successfully implemented with students in 8th grade classrooms
and with 4th through 6th graders after-school. It can be adapted for
most grade levels. |
The Students: |
The Staff: Sandra Stone, active in science
education, holds a degree from Northern Illinois University and an MA
from National Louis University. Novella Owens is a graduate of the
University of Illinois and teaches science in the Middle School at
Suder. |
What You Need: Materials And Facilities:
An enthusiastic teacher in the classroom is the best resource for this
project. The program also requires a video system to take advantage of
Project Commitment materials. There are useful computer, programs
available to enhance this project, too. Outside Resources: Capt.
Pinkney visits the schools as well as knowledgeable people from local
groups. Our packet includes a list of speakers and Chicago museums for
field trips. |
Overall Value: This program is an inspiration
for city children. It shows them what it means to have a dream and
what it takes to realize it. Sharing this adventure, they go beyond the
confines of an urban environment. Capt. Pinkney, the first African
American solo circumnavigator, serves as a role model. He says: "When
you're out there at sea, your concern is survival...I've learned about
leadership, discipline and perseverance...My horizons are different
now." |
Standards: |
PROJECT GETTING GROUNDED |
Category: Special Education |
Grades: 2 to 10 |
How It Works: Since the health and well being
of humans and wildlife depends upon the quality of our world, it is
important for students to become knowledgeable of and responsible for
their environment. "Project Getting Grounded" is a planned,
interdisciplinary unit dedicated to this goal as it focuses on the
design, installation, maintenance, and use of a school yard ecosystem
restoration. The project involves a commitment of students, teachers,
administrators, and the community. For example, students design,
silk-screen and sell tee shirts to advertise and fund the project.
In social studies, students determine an overview and scope of the
project. Students select a suitable, accessible tract of land located
near water. In math class, they measure the perimeter of the plot and
calculate the length & height of the fence. Using graph paper,
templates, tape measures, and paper plates; a landscape design is
formulated and transferred to a scaled drawing. In science class,
students research trees, plants, and non-plant elements to be included
in the ecosystem. When the planned materials are assembled; a weekend is
selected, the ground prepared, the fence is set up, and the plantings
are installed. Activity then moves to the tech ed room to design and
construct the components such as benches, sign, bridge, compost bin.
The feeling of ownership takes hold as students work individually and
collaboratively to gain knowledge through real-life situations as
preparation for adult life and lifelong learning. They see themselves as
active citizens within the community.
|
The Students: Assessments focus on decision
making, measurement, design, writing, experimentation, problem solving,
observation, and discovery. The project culminates in student
presentations to targeted audiences via video, overhead, and live
performance.
|
The Staff: Alana Callahan and William Celedon Roosevelt School, Bridgport Linda Bagoly Central Magnet High School, Bridgeport |
What You Need: Journals, basic gardening tools, basic woodworking tools, access to library and tech ed room are used. |
Overall Value: The importance of
environmental education is generally accepted throughout the world. We
need youth prepared to make informed and responsible decisions to
conserve and protect the quality of the environment. "Project Getting
Grounded" is an example of how this learning can be introduced into the
curriculum. The benefits to the world are reflected in the students' (of
all ability levels) positive attitude towards the environment,
knowledge of environmental concepts, and instilled sense of stewardship.
|
Standards: |
Project Give (Gaining Introspection Through Volunteer Experience) |
Category: Special Education |
Grades: 10 to 10 |
How It Works: Project GIVE is a hands-on
cooperative learning program focusing on building a, sense of community
for eighth grade students with severe emotional disabilities. The
students volunteer their time and efforts to create positive feelings in
their, community. They plant flowers and shrubbery, maintain a
student-planned, garden, paint decorations for the school and a homeless
shelter, and refinish, furniture for the student lounge. The program
allows students who have great, difficulty giving their time outside of
school a chance for volunteer service for the, eighth grade civics
program. Project GIVE fosters the personally rewarding experience of
working in the, community to help others. The student first explores
his or her talents or, interests. Gradually, the students discover
their community roles and determine a, way to better understand other
people in the community. Students complete a, unit on prejudice to
examine realistic problems within all communities. With a, clearer
concept of the nature of communities, students focus on helping those
in, need. They make seasonal decorations, learning materials, and gifts
to present to, Mondloch House, an Alexandria homeless shelter, which
the school has adopted. The students are invited to volunteer at the
shelter for child care duties once a, month. The focus of this
program is to encourage positive social behaviors and to, discourage
social behaviors that negatively affect the community. By working
together as a group to complete hands-on projects, the students, engage
in appropriate social behavior such as cooperating with peers and using,
suitable language to express disagreement. A point system is used to
examine, progress in these behavior areas. Approximately 30 eighth
grade students with severe emotional disabilities are, involved in the
program. The students are grouped in small classes of seven to, eight
students and meet once a week for one hour. The program can easily be,
adapted to large groups and other grade levels. |
The Students: |
The Staff: All staff members contribute at
some point to the program. The art therapist, the, industrial arts
teacher, and the work awareness teacher are significantly involved, with
the students' projects. |
What You Need: Supplies for crafts,
gardening, and art are needed for the projects. In addition, the,
SimCity CD-ROM is useful in learning about communities. The students
meet in a regular classroom and work in other areas (playground, art,
room, shop, kitchen, and lounge) as needed. Outside Resources The
program requires constant communication with Mondloch House. Parents,
help with many of the projects. |
Overall Value: Project GIVE develops a
stronger and more positive sense of self that allows the, student to
become an important, helpful member of the community. As students,
cooperate with one another, their appropriate social behaviors increase,
significantly, while the inappropriate behaviors decrease. |
Standards: |
Project GREAT: Global Renaissance--Enriching Artistic Travels |
Category: Global Education |
Grades: 11 to 14 |
How It Works: 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. |
The Students: |
The Staff: Project director Bernard Schwartz
began Project GREAT in 1991. The project now involves 30, children and
makes use of numerous community resources. |
What You Need: A teacher meets with two
classes of 15 students per class. Cassette players, a VCR, and a
phonograph are needed, as well as photographs, slides, and literature
from around the world. Maps, books, and other research materials are
also necessary for student projects. Community resources, provide an
important source of enrichment and information and are used extensively.
|
Overall Value: Project GREAT, has been
inspiring to the students; they are highly motivated to attend class and
have responded positively to its interdisciplinary, multicultural
approach. Because of its flexibility, projects develop in imaginative
and sometimes unexpected ways. "Last term, one of my students
expressed an interest in Reggae music," recounts Schwartz. "I arranged
for him to attend a conference on West Indian issues and he met Une
Clarke, the first City Council member from the West Indies." |
Standards: |
Project Smile |
Category: Classroom Management/Intergroup |
Grades: 2 to 8 |
How It Works: Project Smile is designed
for,"at-risk" students. This project enhances these students'
self-esteem and encourages self-respect, responsibility for one's own
actions, academic improvement, and community participation.
The project is implemented as a
school-wide club. It involves weekly and monthly club meetings. It also
includes a variety of student-run community projects. The integration of
speakers related to monthly themes and the distribution of awards to
students are other important components of this project. Many high
achieving students and those in the mainstream have a chance to
participate in variety of clubs. However,,"at-risk" students are less
likely to be involved in a club or extracurricular activity. PROJECT
SMILE changes this situation. Students, who most need the extra
attention and self-esteem building activities, are not only the members
but the leaders of this group! SMILE!, DCPS MAJOR SYSTEM PRIORITIES,
Achievement, Intergroup Relations, BLUEPRINT 2000 GOALS, Student
Performance, THE STUDENTS, This project is most successful with primary
students, who respond to the attention, special treats and the lessons
during the weekly meetings. |
The Students: |
The Staff: Florence Leibel has been teaching
for 21 years, eight of which have been spent in counseling. She was
Teacher of the Year for her school in 1990-1991 and the school's Teacher
of the Month in March of 1991. She was nominated for the Mary McLeod
Bethune Award and the DCPS Student Services Award. |
What You Need: MATERIALS AND FACILITIES, The
weekly meetings can be held in a classroom. The monthly meetings need to
be held in the auditorium. The materials for the weekly agenda themes
are DCPS materials, i.e. "Trust and Aids Curriculum." OUTSIDE
RESOURCES, The P.T.A. can underwrite the cost of the T-shirts and awards
at the end of the year and provide an assistant needed at the monthly
meetings. The May field trip can be to a local bowling center. A City of
Miami police officer can speak at the June awards ceremony. |
Overall Value: This project helps at-risk,
low self-esteem students begin to feel self-worth and responsibility for
their own actions. With the help of classroom teachers, the counselor
and parents, this project starts the process of healing. |
Standards: |
PROJECT TOYS: TURNING ON YOUNG SCIENTISTS |
Category: Science |
Grades: 3 to 6 |
How It Works: "Project TOYS" is a year long
project which offers three classrooms of first graders the opportunity
to explore, via inquiry and experimentation, a medley of fascinating
science topics. Ten study units related to environmental and physical
science give students a thorough grounding in basic science topics and
science methodology.
Each unit involves active discussion and hands-on activities at learning
centers reinforced by classroom reading, writing, and art. Each week
teachers, parents, and volunteers assist students with scientific
experiments during formal, one-hour science labs. The units are designed
to provide an interactive learning environment.
Students are divided into thirteen groups of six students, each led by
one or two adults. Individual groups are exposed to two topics in a unit
every week. The topics are designed to sharpen independent thinking and
problem-solving skills. The children learn (1) basic science vocabulary
and report-writing skills for effective communication of data and
ideas, (2) to ask critical questions and seek answers through scientific
observation and experimentation, (3) to conduct precise measurements
using scientific topics designed to exceed the NCTM standards while
fostering learning about issues important in our daily lives. The topics
include the following: apples, Fall, soil, rocks and fossils, weather,
light/color, sound, magnets, water, and plants.
Each mini-unit includes hands-on materials, which address all learning
modalities and multiple intelligences. Assessment is ongoing as teachers
and parents observe the students' ability to communicate effectively
about science through formal and informal discussions and oral
presentations. Individual science journals are kept where students write
and illustrate the methods and results of each experiment.
|
The Students: 75 first graders participate in the science labs which can be adapted for grades 1-4.
|
The Staff: Betse Courtmanche, Diane Forbes and Lynn Pastore West Hills Magnet School, New Haven |
What You Need: A variety of consumable science materials are used; many are donated by parents. |
Overall Value: Developed in accordance with
the Common Core of Learning, "Project TOYS" allows children at
difference developmental levels to participate in the science labs.
Individual science journals allow young scientists to record their
experimental methods and results. The children learn to communicate
effectively about science through oral discussions and presentations.
Parental involvement is key to the project and promotes positive
parent-teacher interactions. The parents become involved in the
children's education. The project can be effectively replicated with one
of the units although we have developed ten different units.
|
Standards: |
Promoting Pupil Progress Producing Puppets |
Category: Arts |
Grades: 2 to 10 |
How It Works: Students create puppets of
their own design, developing personalities for them. The children:
write skits for the puppets make a puppet theater produce a puppet
show based on a mutually agreed upon theme such as personal safety or
gang avoidance. Impromptu performances provide an outlet for
children's creativity and feelings. Students: This program was
developed for a Special Education class but can be used with any number
of students of different skill levels or ages. |
The Students: |
The Staff: Donna Lee Petersen currently
teaches Special Education students at Samuel Morse School. She holds a
BA in English and Sociology and an MA in Special Education. She has had
extensive teaching experience over a broad range of programs. |
What You Need: Materials And Facilities:
Fake fur and felt from a fabric store are used for the puppets. A
colorful, portable puppet stage can be made from paint and moving
cartons. Outside Resources: Parents are interested
participants, observing performances and sometimes taking parts in the
play with borrowed puppets. |
Overall Value: Children learn to work
together, respect each other and have fun while they learn. The
reinforcement of dramatized values is invaluable for audience and
participants. |
Standards: |
Promoting Student Success: Alternative Instructional And Assessment Strategies For Diverse Learners |
Category: Mathematics |
Grades: to |
How It Works: This adaptation of Alternative
Forms of Assessment in the Mathematics Classroom (see IMPACT II catalog
1991-1992) modifies the original grant by using unique instructional
strategies and focusing on a different student population, students in
Introduction to Algebra. The teaching team uses a variety of
instructional strategies, such as practical applications, hands-on
manipulatives, computer-assisted learning, cooperative learning
activities, and video presentations, to help diverse learners increase
their understanding of algebraic concepts. Alternative assessment
strategies help students to demonstrate more clearly how they reason,
solve problems, and work cooperatively. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Puppet Palooza |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: Young students develop early
literacy skills and have fun with Puppet Palooza. With this project,
children listen to classic children's tales, dictate and write their own
stories, and keep logs as they begin to formulate ideas for an original
class-produced puppet play. Hands-on activities include making puppets
and a puppet stage. To see how it's done, the class even goes on a
field trip to watch a polished puppet production. |
The Students: Thirty-two heterogeneously
grouped first grade students took part in this project. It is adaptable
for other age groups, ability levels, and group sizes.
|
The Staff: Tara Shannon has taught at
Avondale School for seven years. Her BS is from Northern Illinois
University, she holds an MA in Reading from Northeastern Illinois
University, and she enjoys teaching first grade. Thirty-two
heterogeneously grouped first grade students took part in this project.
It is adaptable for other age groups, ability levels, and group sizes. |
What You Need: This project requires nothing
more than common classroom and art supplies and high-interest stories
that can be easily adapted for dramatic productions.
|
Overall Value: Students are motivated to
develop oral and written communication skills as they retell,
paraphrase, sequence, compare/contrast, and think logically. Best of
all, the high level of student participation and final work products are
ample evidence that learning is taking place.
|
Standards: |
Put A Star In Your Classroom |
Category: Mathematics |
Grades: 5 to 14 |
How It Works: Put A Star In Your Classroom
was designed to meet the specialized, needs of today's students. The
youth of today watch their parents, do computerized banking and
shopping, they play with electronic, home entertainment systems, they
ride in cars equipped with, computerized systems and they can program
VCRs to tape their, favorite daytime shows. They are children of the
Computer Age--, children who will use this technology throughout their
lives. Using telecommunications gives students a sense of the world
in, which they live and work. Telecommunications breaks down the,
traditional walls of the classroom and allows students to, communicate
long distance. Most importantly, telecommunications, reduces cultural,
racial, gender and age disparities. Put A Star In Your Classroom
utilizes the Prodigy program to, educate students in a broad range of
computer services. The, program teaches students how to access
databases, utilize, electronic bulletin boards and send and receive
electronic mail. Put A Star In Your Classroom is an interdisciplinary
unit that, provides the teacher with the means to cover all disciplines
at all, grade levels. DCPS Major System Priorities: Achievement,
Bilingualism, Intergroup Relations, Critical Thinking Blueprint 2000
Goals: Student Performance, Learning Environment The Students:
This project was implemented with entire classes, grades three, through
12. It can be easily adapted to small groups in any grade, level. |
The Students: |
The Staff: Ivy Montoya has 16-years of
teaching experience. Ms. Montoya is, the 1990 High School Teacher of
the Year for Florida Association of, Computers in Education (FACE) for
Dade County. She was a 1991 and, 1992 finalist for State of Florida
Computer Educator of the Year. She was a national winner for
Electronic Learning. She is actively, involved in local, state and
national computer and technology, conferences and state-level foreign
language conferences. Her, articles have been published in the Florida
Educational Computing, Quarterly and State Education Tech News. Her
most recent article, on using PRODIGY in the classroom will appear in
the, December/January issue of The Computing Teacher Journal. |
What You Need: Materials and Facilities:
An area with a phone jack and access to an outside telephone line a
modem, a computer (Macintosh or IBM/compatible) and PRODIGY, software
are necessary to implement this program. Outside Resources:
PRODIGY software kits can be obtained from a variety of vendors. A
list of vendor is available. Additionally, Ivy Montoya is, available
to provide training sessions. |
Overall Value: Students and teachers benefit
from a wide variety of technology, enriched lessons. Teachers in
Florida and across the country can, work together on their lesson plans
for their classes via the same, telecommunication mode their students
will be using. On-line, learning and electronic-mail adds flexibility
for the teachers to, reach many learning styles. The barriers of the
traditional, classroom come down as students learn about each other
across the, miles. Together, students collect, analyze and report
their, findings through the power of telecommunications. Research in,
telecommunications consistently indicates that racial, cultural and, age
discrimination disappear when using electronic mail. Communications
skills and attitudes toward learning improve as, students learn to
access and process electronic data files or, communicate by electronic
mail. |
Standards: |
Put Your Chef's Hat On! |
Category: Science |
Grades: 11 to 14 |
How It Works: This learning experience has
the students create a scientific model illustrating the differences
between elements, compounds, and mixtures. This lesson uses no bake
cookies as the model requiring the students to learn while creatively
working in a scientific setting. Safety issues related to chemicals and
foods are also discussed before proceeding with the activity. The lab
activity gives the students the recipe and cooking instructions for the
cookie. After making their cookie models and while waiting for their
cookies to harden, the students analyze the cookie and its ingredients
from a model perspective. Investigation questions lead them through the
analyzing.
Following the analysis questions, the students apply the same general
model idea to additional foods/objects by locating other students in the
class who ate a mixture for breakfast, who drank a compound for lunch
and who are wearing an element. This activity can be modified by using a
Jell-O salad recipe and/or adding a procedure step in which has the
students convert the ingredient quantities from English to metric units.
|
The Students: This lab was designed for 10th
grade, physical science classes ranging in ability from average to below
average. This activity works well with groups of three. However,
smaller class sizes better accommodate this lesson due to the amount of
teacher participation. The lab could be adapted for general science or
chemistry classes. |
The Staff: Classroom teacher |
What You Need: This lab requires a lab
facility with a class set of basic lab equipment. The ingredients for
this recipe will cost approximately $10.00 for a class of 30. A packet
containing the recipe and teacher materials is available upon request. |
Overall Value: Many students have difficulty
relating the beginning chemistry concepts to the actual molecular makeup
of substances. The cookie model initially helps to reinforce the
general definitions of an element, compound and mixture. The students
use the model to analyze, explain and predict other examples of
elements, compounds and mixtures. Knowing students are easily motivated
by food is what makes this lab fun for all. The long range goals for the
students are to develop positive attitudes toward science, to master
the model concept, and to connect science to their everyday lives. |
Standards: |
Puzzling Pieces of the Past: Adventures in Archaeology |
Category: Social Studies |
Grades: 8 to 14 |
How It Works: PURPOSE: To provide teachers
with an integrated unit designed to teach cultures
using archaeology. OBJECTIVES: The students will be able
to: 1. Define artifact and archaeology, 2. Write a detailed journal
entry, 3. Explain the physical and human characteristics of a culture,
4. Determine how a culture adapts to and changes their environment, 5.
Understands that archaeology is influenced by human interpretation |
The Students: |
The Staff: |
What You Need: Motel of the Mysteries by
David Macaulay,, World Map,, Physical map of Egypt or north Africa or of
the culture being studied,, Large bowl or aquarium,, Sand,, Teaspoons,
Pictures of artifacts cut into puzzle pieces,, Journals,, Research
sheets, Reference materials (bibliography attached), |
Overall Value: Puzzling Pieces of the Past,
Adventures in Archaeology is a project developed to teach students to
investigate a culture through archaeology. The unit is
interdisciplinary, combing the social studies and language arts. A wide
variety of activities including research, journal writing, and a
simulated dig are involved in this unit. Students discover the
inexact science of archaeology when they read the delightful spoof,
Motel of the Mysteries by David Macaulay. Then students are given an
opportunity to try a dig of their own. Students dig in cooperative
groups in aquariums and uncover puzzle pieces of an artifact from the
culture they will be studying. Together they piece it together and draw
conclusions based on their prior knowledge. Their journals
descriptions are certainly enlightening and most often quite humorous.
Research becomes the main focus of the project. Students discover the
actual use or uses of the artifact they uncovered. Worksheets and
guidelines are given to the groups to provide them with the structure
and purpose of their research. When the research is completed, students
report their findings to the class. This is an opportunity for
students to teach their classmates about their artifact and make
comparisons among other artifacts. This project was completed with
sixth graders studying Egypt. The project is easily adaptable for
students in all intermediate grades. Any culture may be studied using
the premise of this project. |
Standards: |
Quick Quilts |
Category: Mathematics |
Grades: 2 to 4 |
How It Works: Quick Quilts is an
interdisciplinary program that uses quilting to address curriculum
areas such as math, social studies, and literacy. The students focus on
math topics such as counting, skip counting, backward counting,
counting by fives and tens, geometric shapes and patterns, and
fractions. A counting-by-five quilt is a typical classroom activity in
which each student contributes a square to the quilt. The student
selects five colored sticks and glues them to his/her square. Another
class activity is a fraction quilt con-sisting of geometric shapes that
have been cut out on an Ellison machine. Students color the
appropriate fractional portions with markers and glue the shapes onto a
square. The students are exposed to story books that are
age-appropriate and convey good visual images of quilting. Two of them
are Kristen Avery's The Crazy Quilt and Tomie de Paola's The Quilt
Story. Field trips to the Whitney Museum and the Museum of American
Folk Art introduce the artistic con-cept of quilting to the students.
In the social studies component of the pro-gram, Quick Quilts addresses
such issues as recycling, how different kinds of fabric are made, and
which fabrics are appropriate in the climates of different countries.
One instructional period will be required for the introduction of the
math/social studies topic. Students work on the execution of their
quilt squares for one period immediately fol-lowing the introduction of
the topic, or later the same day. Individual quilt pieces are stored
in the student's portfolio until all students have finished. Another
period is required to assemble the pieces and bind them together.
Quilts can be made on a weekly or monthly basis. A special quilt can be
made once a year for a special event such as the hundredth day of the
school year. |
The Students: Twenty-five students from four
different countries in an LEP class participate in the program.
Language levels vary, but the pro-ject is a hands-on activity that all
students can contribute to and understand. The various activities in
the project are suitable for small cooperative groups, whole class
participation, or individual tasks. |
The Staff: Mary Christine Brady has taught ESL for eleven years. This is her second year teach-ing Quick Quilts. |
What You Need: Materials include lengths of
fabric or fabric swatches; sewing notions; math manipulatives such as
calculators, rulers, and tape measures; art supplies such as
construction paper, markers, scissors, pinking shears, and various
types of glues; a paper cutter; and an Ellison machine (a machine that
can cut a variety of shapes). There is one computer in the classroom.
It has Internet access, enabling the students to get information on
quilting. Guest quilters are invited to speak to students and show
samples of their work. |
Overall Value: Quick Quilts is a hands-on
visual program that includes students at all levels of language
learning. It facilitates further language acquisition as students talk
and write about their work. In the math content area, the program
helps students achieve performance standards by addressing specific
core cur-riculum. In the social studies component, the students learn
about the global village as they identify different fabrics, and
discuss their origins and where they are worn. Issues of recycling are
introduced, as well as how imagination and creativity have turned the
skill of quilting into an art form. |
Standards: |
Quilt-Block History of Pioneer Days |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: This learning experience is an
interdisciplinary unit beginning with the study of Frontier America
from pre-Revolutionary times to the Civil War in social studies, reading
about the history of quilting in math class, constructing a quilt in
math, and reading a short novel about Colonial America. We read The
Quilt-Block History of Pioneer Days by Mary Cobb. After discussing
different types of quilts, the students were given workmats, clue cards,
and quilting tiles to create their own 3x3 or 4x4 quilt patch. When
the clues were satisfied, the students transferred their patches to a
recording sheet. Area, properties of figures, parallel and
perpendicular lines, rotational and line symmetry were analyzed,
discussed, and demonstrated during construction of the quilt patch.
All of these concepts are referred to on the clue cards. After each
student completes at least one patch, groups were formed to complete
the sampler quilt. The patches were glued to large transparent white
paper and border was added. The quilts were displayed in the halls
and on the windows. The students wrote a "RAFT" (Role, Audience,
Format, Topic). They took on the role of the patch and were
instructed to write a letter to a pioneer telling them the interesting
geometry concepts they learned while on their travels through
Colonial America. |
The Students: This activity is
designed for
sixth through
eighth grade classes ranging in
ability from
low-average to
high-average. The entire
process with modifications
was
used in a special education
class. |
The Staff: Classroom teacher |
What You Need: This
activity was carried
out in a
regular classroom. We used
large poster paper, construction
paper, markers, and colored
pencils to complete the quilts.
You
can extend the activity by
constructing a quilt out of felt. |
Overall Value: The students had a positive
attitude towards their work, they were happy to come to class, they
wanted to finish their project and took great pride in the completed
quilt. During our field trip to the Field Museum, the students were
able to compare the designs and patterns found in other cultures
(i.e., African, Native American, and Haitian) to those done in the
classroom. They were more aware of the mathematics they did in the
classroom and the mathematics around them. As a result of the
quilting project and our trip to the Field Museum, they asked to make
patterns to display in the room to help with the visualization of
fraction concepts. |
Standards: |
Quilting With "Q"! |
Category: Classroom Management/Intergroup |
Grades: 2 to 2 |
How It Works: Young children retain
information best when they are taught through a hands-on approach. The
end result of this whole language unit is to teach the letter,"Q" and
its sound. It also allows the child who is not ready scholastically to
be exposed to the letter,"Q" through the use of other mediums. Everyone
is a winner when letters and sounds are taught through exposure to and
immersion in all subject areas. Each lesson is designed around the theme
of,"quilts." The children are taught some history of quilt design and
preparation through various subject areas as they create their own
quilts, first from construction paper and later from burlap material.
Shared decision making on colors, layout and design while piecing and
making quilts motivates students to interact socially with each other in
a relaxed, unthreatened atmosphere. Parents are then invited in to
help sew the material together to fashion a lasting classroom quilt.
Math, Science, Music, Physical Education, and Art projects of
patterning, shape recognition, color recognition, measuring, coloring
and cutting paper prepare the children for many kindergarten and
first-grade objectives. Through the use of three pieces of literature,
The Quilt by Ann Jonas, The Patchwork Quiltby Valerie Flournoy, and The
Quilt Story by Tony Johnston and Tomie de Paola, students are able to
dictate each book's theme onto language charts and vocabulary lists,
make a "Big Book" classroom copy of,"The Quilt," design individual quilt
book jackets for their journals, and make tape recordings retelling the
aforementioned literature in their own words. They also illustrate
their favorite page from one of the books and mail it to the
illustrator. Holistic units such as this one produce a highly motivated
classroom environment. This unit can be implemented over the period of
one month. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English,
Parental Involvement, Critical Thinking. THE STUDENTS: This unit on
the letter,"Q" and its sound was taught to 29 kindergarten pupils during
1991 for one month. The class met every day and the three pieces of
literature about quilts were used as a teaching tool throughout the
lesson. The literature was originally selected to accompany the letter
of the week. This project could be taught in both large or small groups
and is suitable for both kindergarten and first grade. It could also
be adapted for other grades and other abilities. |
The Students: |
The Staff: Stephanie Lee-Harris has been
teaching for 17 years. She has appeared on both radio and TV shows
discussing Children's Literature and Early Childhood Education. She has
lectured in many states on these subjects, as well as for the Dade
County PREP program. She has a continued column in the,"Florida
Association of Children Under Six" journal,,"Children Our Concern," and
has written pamphlets and lesson plans for Educational Companies. She
studied with other Dade County teachers at the University of Miami in
1987, where they were involved in the Writing Institute. She recently
worked on an Early Childhood Education Survey for the Department of
Education in Washington, DC. This project can be easily managed by the
teacher, but welcomes the participation and involvement of parents. The
project has been taught by Mrs. Harris for five years. |
What You Need: MATERIALS AND FACILITIES: Art
materials needed include: construction paper, newspapers, pencils,
crayons, scissors, burlap material, plastic needles and yarn. The
classroom is the only space necessary. OUTSIDE RESOURCES: The library
may need to be utilized for literature selections. If the children
write to the authors or the illustrators of these books, they will need
to write to them in care of the Publishing Company. The address is
usually found in the front of the book. Parents will be encouraged to
come work with the class on the quilt. |
Overall Value: Incorporating Literature,
Writing, Social Studies, Math, Music, Art, P.E. and sound stories into
an alphabet unit each week helps focus the child's attention to the
lesson at hand. Parental involvement for the finished project creates a
nonthreatening interaction with adults and children working together. |
Standards: |
QUILTS: THREADING TOGETHER THE NTCM STANDARDS |
Category: Mathematics |
Grades: 2 to 7 |
How It Works: Just as quilts are woven
together by a common thread, this unit weaves together the NCTM
Standards of problem solving, geometry, probability, patterns and
relationships, communication, and mathematical reasoning. This is a
student-centered project where children are active participants. Through
first hand exploration, students investigate geometric shapes and
patterns. They learn to incorporate problem-solving techniques
throughout the project by creating a variety of quilts both individually
and cooperatively. Journal writing is an integral part of this project.
Trade books are used throughout this unit. Many of the lessons are
initiated with a read aloud book. After reading The Greedy Triangle the
students create their own storybook about polygons. Sharing the book
Eight Hands Round helps students understand the historical traditions of
quilts. A unique component of this project is the correspondence kept
between the grade two and grade three "Quiltpals". After each class
completed a pattern block quilt, the classes exchanged their quilts.
Each student chose a quilt square and gave it a name. Other projects
such as writing quilt logic problems allowed students the opportunity to
correspond with their "Quiltpal." Also included in the ten lessons are
activities involving exploring Probability, examining fabrics and their
patterns with a magnifier, creating multicultural designs, and
culminating with an "edible class quilt."
|
The Students: Some activities are teacher
directed; many are done in cooperative groups. The class discussions,
planning with partners, journal writing, and use of manipulatives allows
students' of varying learning styles to participate fully in the
project. The teacher's responsibilities involve assessing students'
performance during classroom lessons as well as reviewing students'
progress through their journal writing.
|
The Staff: Allyson C. Glass, Benjamin Franklin School, Meriden Sally J. Kamerbeek, Roger Sherman School, Meriden |
What You Need: Trade books, math manipulatives, fabric remnants, & food supplies.
|
Overall Value: Quilts are rich in
mathematics. Many traditional patchwork patterns afford a context for
geometry investigations. Students participate actively to formulate and
test predictions and hypotheses. Developing interpersonal relationships
through cooperative activities allow students to participate in reaching
group decisions. The activities in this project bridge the concrete
experiences of young children with more abstract lessons that engage
second and third grade students. Connections between mathematics and the
study of quilts enrich both subjects and help students value
mathematics.
|
Standards: Intellectual Curiosity Interpersonal Relations Quantitative Skills Reasoning & Problem Solving
|
R.A.C.E. Reading About Cultures = Education |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: The purpose of RACE is to teach
students about the multicultural world they live in and to reduce
prejudice. By becoming immersed in the readings and analyzing the
feelings of the protagonists, the students get an opportunity to
understand different cultures and examine their own prejudices. Indeed,
the unit is begun by asking students about their own prejudices; most
say that they have no prejudices. Then questions are asked to help them
recognize their prejudices. Once established that almost everyone
holds some prejudices, we proceed with the unit. Students learn through
cooperative learning, role playing, reading, writing and critical
thinking activities. When the unit is begun, students are required to
keep a journal detailing their thoughts and questions about the topics
being read or discussed. The teacher reads the journals weekly and
interacts with the students in writing. This activity provides for a
closer teacher/student bond and it allows students a safe place to vent
their thoughts. Many innovative teaching methods such as,
Metacognition, K-W-L, ThinkAlouds, etc. are employed to get total
student involvement. DCPS MAJOR SYSTEM PRIORITIES: Major system
priorities addressed are: Critical Thinking, Standard English,
Intergroup Relations and Achievement. THE STUDENTS: The program has been
used with basic to above average students in grades nine through 12.
Kaffir Boy was used specifically with average to above average students.
Book selection may be adjusted for students on other levels. |
The Students: |
The Staff: Marcia Truitt is a 17-year
teaching veteran. She has been a speaker at the National Council of
Teachers of English convention as well as at the Florida Reading
Association convention. She has been awarded two Mini-Grants from DCPS
Teacher Education Center and an Adapter Grant from the Dade Public
Education Fund. She has been trained as a Career Education facilitator
and has recently returned from the Dade Academy of the Teaching Arts. |
What You Need: MATERIALS AND FACILITIES: A
regular classroom is needed. Materials needed are books covering
different cultures. Maps and visual aids to support the text. Materials
have been developed for use with a unit on the Holocaust; the class
could read Night, Gentlehands, or Haunted. Materials are also developed
for a unit on South Africa using Kaffir Boy. OUTSIDE RESOURCES:
Students use the library for research. A field trip to the Holocaust
Memorial is a part of the Holocaust unit. Guest speakers from South
Africa and Holocaust survivors may visit the class. |
Overall Value: Students learn that the world
abounds with different kinds of people from diverse cultural
backgrounds. As students' critical thinking and interest levels build,
their awareness for equality in our society is heightened. The students
discover that they can begin to understand what life is like in other
cultures by reading books of this genre. |
Standards: |
R.O.B.O.T.I.C.S. |
Category: Mathematics |
Grades: 8 to 10 |
How It Works: Through interdisciplinary
studies, students learn the art of building and programming a robot.
They learn to identify the components involved in the robot's operation,
the variety of tasks a robot can perform and how these tasks relate to
the world of work. They also learn to identify the need for robots in
the workplace and research careers related to robotics. Students use
research, math and science skills in order to program the robots to
accomplish simple tasks. They also keep inventor's notebooks in
reference to the creation of robots for particular industrial tasks. In
addition, the robotics kits employed with this project provide the
students with unlimited opportunities for hands-on learning and fun!
DCPS Major System Priorities, Achievement, Critical Thinking, Intergroup
Relations, Blueprint 2000 Goals, Readiness for Employment, Student
Performance, Learning Environment, The Students: Sixth-, seventh- and
eighth-grade computer applications students, including ESOL and ESE
students (LD, EH, SLD and Gifted), have participated in R.O.B.O.T.I.C.S.
The project also has been presented to high school students. Some
activities require soldering and therefore may have to be adapted for
younger or handicapped students. |
The Students: |
The Staff: Lottie Simms is a 15-year teaching
veteran with an education specialist degree in computer science
education. She was the 1992 State of Florida Instructional Computing
Teacher of the Year. Miss Simms teaches computer technology class at
Miami Lakes Middle School where she is also the Middle School
Coordinator. In addition, she is an Adjunct Instructor for Barry
University's School of Education. Miss Simms is the recipient of three
Dade Public Education Fund Teacher Mini-Grants and is a 1991-1992 and
1992-1993 Impact II Developer. |
What You Need: Materials And Facilities: The
project can be implemented in any classroom. Small models of robotic
devices can be used in place of the larger kits. Outside Resources: A
teacher-made video showing students at work accomplishing the stated
objectives is available. Teacher-produced lesson plans and,
student-created programs also are available. |
Overall Value: Through this project, students
are provided with the opportunity to explore robotics first hand and to
learn about the,"high tech" career world. Students develop an
enthusiasm for school and the ability to work in teams. After guiding
and programming robots to perform difficult tasks, the students' reward
is a sense of accomplishment and the praise of parents and friends at a
community demonstration. |
Standards: |
Radio Free Minds Crusade for Peace |
Category: Classroom Management/Intergroup |
Grades: 7 to 11 |
How It Works: Radio Free Minds is an exciting
project that promotes open-mindedness by understanding another person's
point of view. In order to promote brotherhood and peace in the world
through the process of compromise, students strive toward the solution
of conflicts. The project accents proficiency in language arts skills,
creative thinking, critical thinking, and problem-solving skills by
enjoying a journey through the world of news reporting and broadcasting.
Students select a crisis that affects peace in the world and researches
the causes and effects of the issue. The problem is analyzed by
studying both sides of the issue. The students work in small groups to
prepare a journalistic contrast of the matter allowing participants to
view and understand the total problem. The ultimate outcome is a news
article or broadcast that emphasizes the feeling of empathy toward
others. DCPS MAJOR SYSTEM PRIORITIES: Standard English, Critical
Thinking, Creative Thinking, Intergroup Relations, Job Preparedness. THE
STUDENTS: The program has been successful with fifth-grade students,
but is suitable for middle and high school levels. This unit is
applicable to global studies. |
The Students: |
The Staff: With an Ed.S degree, Howard
Spinner is a 17-year teaching veteran who has created academically
talented programs at Comstock and Kelsey Pharr Elementary Schools. Mr.
Spinner now teaches the accelerated sixth-grade math students at Ojus
Elementary School and students in the school's 4-6, full-time, gifted
resource program. He was Ojus' Teacher of the Year for the 1990 school
year. He was selected Math Teacher of the Year for 1990-91 at Ojus. In
addition, Mr. Spinner was the recipient of the 1990-1991 Impact II
grant entitled,"Math Carnival." Now teaching in the Dade County Public
Schools for 30 years, Marilyn Melrose has instructed in the regular and
gifted programs. She has a master's degree in elementary education from
Nova University. Ms. Melrose was selected Teacher of the Year at Ojus
Elementary School for the year 1979, where she has directed and
published an anthology of students' creative poems, and has designed
numerous creative lessons. She was a 1990-1991 recipient of the Impact
II grant entitled,"Student Investors: Corporate America Comes to
School." |
What You Need: MATERIALS AND FACILITIES: The
library is utilized for newspapers and magazines. A video camera and
cassette may be used to film broadcasts. Students prepare their
presentations in their classrooms. OUTSIDE RESOURCES: The Public
Library provides microfilms,,"Newscurrents," tapes, videos of newscasts,
and a variety of newspapers and magazines. |
Overall Value: This project highly motivates
the students to develop enthusiasm about creative writing, thinking, and
reading skills. Ultimately, this study develops the understanding of
the causes and effects of world conflicts and focuses on the many facets
of problems, thus expediting the solutions that allow us all to live in
peace. |
Standards: |
RAIN FOREST SAFARI |
Category: Science |
Grades: 3 to 4 |
How It Works: What could be more fascinating
than studying the secrets of the rain forest? Children love learning
facts about exotic animals and arthropods. This hands-on project brings
the rain forest to the classroom.
Students bring the water cycle to life with a terrarium, measure common
physical properties of bananas, create and name their own arthropods.
After reading "rain forest literature," children present their newly
acquired knowledge in written research reports. |
The Students: This project was implemented in a second grade class. It is adaptable for other ages and ability levels. |
The Staff: Laurie Nelson is a second grade teacher at Avondale school. She earned her BS in elementary education at Indiana University. |
What You Need: The following are needed to
implement this project: trade books and videos about the rain forest; a
glass tank, charcoal, gravel, and plants; bananas; common art supplies;
a balance; centimeter cubes. |
Overall Value: Children become experts on a
fascinating topic--the rain forest and its inhabitants--as they conduct
simple experiments and exercise their imaginations. |
Standards: |
Rain Forest Twist |
Category: Science |
Grades: 6 to 8 |
How It Works: This program combines 4th and
6th grade students to learn about the importance of the rain forests.
Organized into small teams, students read, research, write, revise and
edit articles for their own Rain Forest newsletter. Article topics
include: geography plants animals and products, especially
medicines. Using a computer and teachers as chief editors, the
newsletter is outlined, printed and sold. Students use the proceeds to
purchase acres of rain forest in Panama, preserving it for the future.
Students; This program, was developed with 4th and 6th grade
students. Team activities were held twice a week but rain forest
activities and instruction took place daily in the homerooms for 1-2
months. It is adaptable for all levels and class sizes. |
The Students: |
The Staff: Laura Mudd holds a BA in
Humanities, an MA in Bilingual Education and teaches fourth grade.
Sandra Rivera holds a BA in Education, an MA in Special Education and
teaches sixth grade. Carlos Rodriguez holds a BA in Bilingual Education
and teaches fourth grade. |
What You Need: Materials And Facilities:
Magazines and books about the rain forest, classroom art supplies,
access to a computer and a photocopying machine are necessary.
Outside Resources: Guest speakers from outside introduce topics and
experiments. Parents assist with experiments and newsletter editing.
Visits to the Chicago Botanic Gardens, a zoo, the Cook County Forest
Preserves or the Harold Washington Library add to the project. |
Overall Value: Students learn the value of
rain forests and the problems associated with their destruction. By
publishing their own newsletter and purchasing rain forest land for
preservation they are empowered and realize they can make a difference. |
Standards: |
Rainbow Threads & Feather Beds |
Category: English/Language Arts |
Grades: 6 to 9 |
How It Works: Rainbow Threads and Feather Beds is
a series of activities which helps students to perceive and use
language in visual, sensual, and unaccustomed ways. By exploring the
texture and color of words and immersing themselves in the luxuriant
feather bed folds of language, students emerge with a more creative and
confident approach to poetry and composition. We sneak into
writing by creating visual art. I bring in a basket of words such as
FIESTA, DREAM, HOT, PEACE, and WINTER, on randomly torn bits of brown
paper. I also provide colored foil, used postage stamps, old wrapping
paper, and snippets from a Chinese newspaper. Students draw a word
from the basket and reflect upon colors, emotions, and images which they
can communicate visually. They then dip freely into the sacks of
paper materials to create a poetry collage which incorporates and
expresses the word. Next, carrying a notebook and a
pencil, students take a sensory walk around campus in silence,
collecting details of sight, smell, sound, and tactile stimuli. Upon
return, they share what they have noted, which results in an evocative,
multi-dimensional picture of the school at a certain moment in time.
Students then write their own poems describing places or experiences
which they know welltheir house in the morning, Saturday soccer, a
family dinner. Now that the students are beginning to
sense the depth and dimension of language, they must choose an abstract
emotion and portray it in a tangilble way. What color is fear?
Boredom? What would it look like? Taste like? Smell like? Startling
poetry results, and students are well on their way to using metaphor
as a writing tool. Additional frames and prompts are
provided for poetry writing as we proceed along our stepstone pathway.
Students find and share poems which speak to them, and we read aloud
passages from literature which are particularly descriptive and
luminous. The sensitivity to language carries over into prosewhen one
understands the palette, the paintings improve. Subsequent
compositions, whether about one's own bedroom, or an imaginary visit to a
marketplace in ancient Babylon, integrate more sensory and specific
detail, more color and precision. Students use a teacher-developed
checklist for in-class writing workshops. Writing is compiled and
published in a literary magazine which we call Insight. |
The Students: |
The Staff: After a first career in public
administration, Cynthia began teaching middle school three years ago.
She enjoys writing and is co-founder of a community writing group. |
What You Need: The poetry collage requires assorted paper scraps, paste, and sturdy cardboard for mounting. |
Overall Value: This approach is accessible to
students with different learning styles, offers opportunity for shared
creating and independent work, and models good writing. Students begin
to see the world as writers, and there is a sense of accomplishment and
reward in the final publication of students' work in porfolios and
our magazine. Even those students who are not "natural" writers
experience the exhilaration of crafting striking pieces of writing. In
1996-97, 11 sixth graders and 17 seventh graders participated; the
students had a wide range of abilities. I also used several of the
activities with English language learners and in a multi-age
after-school program. |
Standards: |
Rainforests - R - Us |
Category: Social Studies |
Grades: 6 to 10 |
How It Works: In an effort to save
rainforests from destruction, students raise money to buy an acre of
land to donate to the Monteverde Cloud Forest Preserve in Costa Rica.
They make and sell buttons, corn husk dolls, paper flowers, ceramics and
other classroom-made products. In addition to making these items,
students worked cooperatively to: form 5 groups to make and
operate,"a store" for each product, organize sales and bookkeeping,
track merchandise for appeal, number sold and post information on a
large wall chart The group takes a field trip to the Chicago
Botanical Gardens to experience walking through a rainforest climate
area. They identify textures, scents and colors of plants and trees.
They hear from a geologist about soil conservation and perform a soil
erosion experiment. Students learn about the cause of rainforest
destruction and decide to do something about it by saving a portion of
rainforest land. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Reach Out And Touch Someone |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: Students and teachers from
around the globe become members of an electronic learning circle
exchanging information about themselves, their cultures and their
communities. Geography becomes,"real" when the students locate the
learning partner's homes on a map or globe. Children exchange,
evaluate, select and edit articles they receive through the,"mail."
Then, working cooperatively, they publish an electronic newspaper and an
anthology of articles. Students: This project can be adapted to
any grade level and can address special needs students. Children,
divided into groups of ten, meet twice a week for forty minute periods. |
The Students: |
The Staff: Barbara Pohrebny holds Masters
Degrees from Chicago State University and Roosevelt University. She
taught in Special Education for seventeen years and has been a Computer
Lab Instructor for the past four years. She is currently a coordinator
for the AT&T Learning Network. |
What You Need: Materials And Facilities: A
micro-computer with a hard drive, a modem, a single-access phone line, a
word processing program and the AT&T Learning Network
telecommunications software program are necessary. Outside Resources:
Trips to institutions which promote this type of media transfer are
useful. |
Overall Value: Materials And Facilities: A
micro-computer with a hard drive, a modem, a single-access phone line, a
word processing program and the AT&T Learning Network
telecommunications software program are necessary. Outside Resources:
Trips to institutions which promote this type of media transfer are
useful. |
Standards: |
REACHING OUT, HEART TO HEART |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: Emotional intelligence and
social development are integral aspects of a student's educational
process. Foreign language, namely Spanish, is learned academically in
the classroom, but the overall value of communicating in another
language within the neighboring communities is essential. By
participating in a lesson of love, tolerance, and multicultural
understanding, the students of Spanish create not just a reading but a
sharing of cultures by producing their own lessons and holiday
celebrations to be presented to bilingual elementary students of another
community.
At the beginning of the academic year, the teacher and students develop
an outline of visits with the children for the year. A field trip to the
elementary school is planned around a cultural holiday, such as
Thanksgiving. Students prepare for the visit by choosing a Spanish
nursery rhyme book(s) from the library. After having practiced oral
pronunciation and reading of books in the school language laboratory,
students are assessed for their individual achievement. The teacher
brainstorms with the class to create a questionnaire in Spanish in order
to initiate conversation with the bilingual children. One group creates
an artistic project related to Thanksgiving that all may share the day
of the visit.
|
The Students: |
The Staff: Mary Lou DiPaola |
What You Need: Art supplies & books written in Spanish |
Overall Value: All students have the
opportunity not only to practice the Spanish language but also feel that
they have contributed to the success of the program. Individual
attachments form between the youth of various ages. Those interpersonal
relationships are priceless, and the students feel a real sense of the
neighboring community around them. Our educational system is evolving
into a regional entity with our communities reaching out to each other.
These individual, warm and enthusiastic bonds of caring and giving are
the foundation of the future strength of our ethnically diverse
population. The children demonstrate those values of love, tolerance,
and multicultural understanding while developing their language
proficiency in a meaningful and authentic way.
|
Standards: Interpersonal Relations Speaking, Listening and Viewing
|
READ ALL ABOUT IT! |
Category: Arts |
Grades: 2 to 7 |
How It Works: "Read All About It!" is a
project that results in a professionally published newspaper. Children
disseminate newspapers to every major store in town, as well as the Town
Hall and the superintendent's office. The newspaper quickly becomes a
legend, transcending the traditional school newspaper composed of
Xeroxed copies of paragraphs about classroom happenings and becoming
truly a community newspaper.
Third grade students become immersed in journalism during the course of
this project. Children choose to work in the Features Department,
Classroom News Department or Entertainment Department. Offerings are
solicited from all classrooms and the children make the final
selections. The Features Department contains news about special events
in the school and community. The Classroom News Department collects news
from all classrooms. Students in each of the classrooms can generate
the news, or it may be written in the form of an interview by newspaper
staff. Entertainment pieces range from book reviews to cartoons to
crossword puzzles, all designed by the students.
Technology plays a major role in the development of the paper. In
addition to the traditional word processing skills, students use
scanners, digital cameras, the Internet and, most importantly, their
innate creativity to produce a newspaper. The students who participate
in this project, known as the Newspaper Staff, are third graders of all
ability levels and learning styles. Students from every classroom in the
school submit materials such as poetry, classroom news, photos and
artwork to be reviewed by the staff and published.
|
The Students: One third grade teacher acts as
advisor and editor of the newspaper. Other third grade teachers assist
by editing and guiding independent work within individual classrooms. In
addition, all teachers submit items to be reviewed by the newspaper
staff. Often, other adults become staff consultants based on the needs
of the staff, for instance parent volunteers help with editing and
layout parties, professional journalists have presented writing
techniques to our student staff, and community members have contributed
to the planning and development of various opportunities for students. |
The Staff: Michelle L. Puhlick Jack Jackter Elementary School, Colchester |
What You Need: Research Materials (i.e., Books, CD-ROMs, Newspapers), Large Layout Paper, Word Processor.
|
Overall Value: While one can put a price on a
newspaper, the joy of celebration involved in bringing a newspaper from
theory and ideas to a published piece which can be held in one's hand
is a truly priceless experience. Our newspaper has a place for every
student, a comfortable place, a psychologically safe haven where a
variety of talents can be nurtured, nourished and printed.
|
Standards: |
Read For The Gold: A Pentathlon |
Category: English/Language Arts |
Grades: 8 to 11 |
How It Works: In the spirit of the Olympic
Games, at-risk students are enticed to, read five books in a Reading
Pentathlon rewarded by an Olympic-, style field day. This can't lose
reading activity, which involves, the all important physical as well as
mental energies of the middle, school child, is designed to create a
positive change in attitude, toward reading. The core activity is
held within the language arts classroom where, students work in teams to
try to read five books in a nine week, period. The class visits the
Media Center every other week to, check out books purchased especially
for this project from a list, for reluctant readers. Students then
fill-out their Training Logs, with the books they have read. The
Language Arts teacher and the, Media Specialist introduce Olympic facts
and vocabulary with, library books pulled from the regular collection.
The math teacher holds a contest during this time giving the, students
a hands-on understanding of the linear metric measurement, used at the
Olympics. READ FOR THE GOLD posters are displayed and, bookmarks are
awarded to those teams reading the most. At the, culminating activity,
the teammates compete in a field pentathlon, at which each participant
receives a gold medal. DCPS Major System Priorities: Graduation
Rate, Standard English, Intergroup Relations Blueprint 2000 Goals:
Student Performance, Learning Environment, Graduation Rate and,
Readiness for Postsecondary Education and employment The Students:
This project was used with 50 at-risk middle school Language Arts,
students. However, within a short time, due to great faculty, response,
it resembled a mini-interdisciplinary unit that could be, adapted
easily for an entire middle school. |
The Students: |
The Staff: Crystal Santiago has been a Media
Specialist for eight years and, this is her second year with DCPS. She
has received both a, Citibank Success Fund grant and an IMPACT II
Adapter grant. She is, currently Membership Chairperson for the Dade
County Media, Specialist Association. |
What You Need: Materials and Facilities: A
rich variety of easy-to-read high interest books from the Media, Center
is essential. A Sports Illustrated for Kids kit of posters
bookmarks, certificates and gold medals provides incentives for the,
students. Training logs or score cards can be used to chart, individual
progress and bulletin boards can be used to chart team, progress.
Outside Resources: Television, radio and newspaper coverage of the
Olympic Games, provides constant and relevant stimulus for exciting
discussions, and activities. |
Overall Value: Using the excitement of the
upcoming Olympics, at-risk students are, motivated to become involved in
a school activity. By making the, focus a richly rewarding reading
experience teachers are gratified, to see improvement in attitudes
toward reading. Read For the Gold, enhances all areas of study and
improves school attendance. This, could be especially effective if
adapted by an entire middle school, as an interdisciplinary unit. |
Standards: |
Read It Again, Sam |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Read It Again, Sam puts books
in student's hands! It allows students to take home a book that belongs
to and is cherished by the teacher after the teacher shares her/his book
with the students, and talks about why this book is special. Students
are excited about taking this book home and not only enjoying themselves
but sharing it with their families. One of the unique features of this
program is that the teacher must have read the book to the class in
order for it to be checked out. After 30 plus books have been shared, a
note is sent home to parents telling them about the Read It Again, Sam
program. Parents of young students must sign a paper saying they will be
responsible for damaged books. Parents are encouraged to make the time
so their child can share the book with them, or they can re-read the
book to the student. Books are to be returned within a week. Students
check out their books with assistance from the teacher. I have lost only
one book in four years, and none have been damaged beyond repair.
Another thing that sets this program apart from many book checkout
systems is that I include class made books, photo albums (Field Trips,
Special School Events, Award Winners, Parent Helpers, etc.) as well as
traditional books. Whenever possible, I attach a plastic Ziplock with a
coordinating stuffed animal, e.g. Peter Rabbit, or Curious George.
Parents love the photo album books! Books used may range from the
teacher's favorite childhood books, to books that relate to the
curriculum, to class-made books, to photo albums. The development of
this idea four years ago was stimulated by a class taught by Kay Goines.
Many students learn to read through "sight words" and I notice an
increase in vocabulary and sight word recognition as a direct result of
students checking out familiar books. Taking home one of the teacher's
favorite books is an exciting way to get students to "line up" to take a
book home and READ! It fosters parental interest in what's going on in
school and encourages parents to participate in their children's
interests. It encourages responsibility as students may not check out a
new book until the last book is returned. Read It Again, Sam encourages
students to further their interests in any topic, author, illustrator,
or event. It also gives teachers license to expose their students to
books that they really do cherish but have never been able to fit into
the curriculum. State Framework: Read It Again, Sam supports the
English/Language Arts Framework and promotes "reading activities that
are significant and meaningful . . . as students build their language
skills." The Students: I used this program with 28 kindergarten
students in the 1992-93 school year and began checking out books after
the first month of school. I have some books in other languages for my
bilingual students, but most students want to check out the exact book
that I read to them. |
The Students: |
The Staff: My recent experience has been as a kindergarten teacher, but during the past 22 years I also served as a resource specialist. |
What You Need: Materials and Facilities:
Materials needed are: library pockets and check out cards, access to a
laminator, manila envelopes, masking or duct tape, construction paper,
camera and film, and contact paper. Books are numbered and an inventory
kept. Outside Resources: Outside resources are not needed. I add to my
collection through major children's book clubs. |
Overall Value: |
Standards: |
Read On! Write On! |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: This project uses whole
language techniques to increase skills in reading, oral discussion and
writing. After choosing a novel from the reading program, students form
literature circles. Each day the group discusses the reading
assignment they've set for themselves. Students take turns acting as
discussion leader, materials monitor, homework monitor and manager.
In addition to discussion, the group chooses one of the following forms
of written response to each day's reading: a reflection on the
chapter, a summary of major events, a journal entry from a character's
point of view, a letter written to one of the characters, an
illustration of a major event When each novel is completed, students
make a booklet of their written responses, then plan and share a
culminating activity with the class. Students: This novel-based
reading program is adaptable for grades 5-8. |
The Students: |
The Staff: Patricia Lux holds a BA from
Northeastern Illinois University and has taught middle grade students
for twenty-one years. She has had extensive training in whole language
and novel-based reading. |
What You Need: Materials And Facilities:
The class needs a variety of novels with enough copies of each for all
members of each literature circle. Manila folders are useful to hold
students' work. Writing paper should be available for, daily written
responses. Outside Resources: Parent involvement is extremely
helpful to encourage daily reading. |
Overall Value: Novel-based reading
in,"literature circles" creates enthusiasm for reading, increases
comprehension and vocabulary and dramatically improves writing skills. |
Standards: |
READ THIS. . . |
Category: English/Language Arts |
Grades: 2 to 4 |
How It Works: Too many parents fail to
realize how successful their children can be if they are read to every
day. This project brings parents into the classroom's "family room,"
where they learn how to read aloud to their children. The teacher
models the lesson by reading aloud to parents and children, then the
parent reads aloud to his/her child. Parent and child are introduced to
the classroom lending library of fairy tales, folktales, rhymes, and
popular stories.
Parents are invited to return to the school as often as they like to
read, ask questions, and borrow more books. Parents themselves create
books using photos, drawings, and magazine clippings that will have
special meaning for their children. The year concludes with a
Parent-Child Authors Luncheon to celebrate the acquisition of a good new
habit--the habit of reading every day! |
The Students: This project can be adapted for pre-kindergarten through second grade children of all ability levels. |
The Staff: Vivian Morrison holds a BS from
Chicago State University and a MEd from Antioch Graduate School. She
was the reading resource teacher for five years before becoming the
parent resource teacher at Stockton School. |
What You Need: A wide variety of books are
needed, as well as materials for the parent-made books. Education
magazines, books-on-tape, games, and a couch or comfortable chairs add
to the appeal of the family room library. |
Overall Value: Read This... promotes literacy
and strengthens the parent-child bond. Children see their parents as
teachers and books as a source of information and enjoyment. |
Standards: |
Reading Our Way Around the World |
Category: English/Language Arts |
Grades: 5 to 5 |
How It Works: "Reading Our Way Around the
World" is a reading program designed to expose students to aesthetic,
uplifting literature from across the globe. The purpose: to have
students discover that reading is a joy rather than a burden. This
project helps students develop the capacity to enjoy books and give them
the chance to see, hear, and read fine children's literature.
Students,"travel" around the world through children's literature. They
begin by filling out an application and having photos taken
for,"passports". As students,"travel" from one country to another their
passports are stamped showing that they have entered the country, and a
tour guide (the teacher) introduces each region by using selected
resources. The students select, stories from an anthology of regional
children's literature to read each day. Along with this leisure reading
time, there are directed teaching lessons based on regional literature.
For example when,"traveling" to Denmark, students read several of Hans
Christian Andersen's fairy tales and analyze the common elements in
these stories. As a result, the students learn the characteristics of
fairy tales and applying this knowledge, they write their own. As
they,"leave" the country, every student who has read ten or more
regional stories, receives a souvenir (bookmark, a flag, etc.)
representing the country. With each student having his/her own reading
passport, reading is made fun and exciting. This project provides
opportunities to teach skills and concepts in innovative ways. DCPS
Major System Priorities: Achievement, Critical Thinking, Intergroup
Relations, Parental Involvement. The Students: This project was
developed for third-grade students, although it can easily be adapted
to other grade and achievement levels. The size of the group and the
length of the program can vary. |
The Students: |
The Staff: Kay Pardee, one of six finalists
for the 1988-89 Dade County Teacher of the Year, has been awarded three
creative teaching grants from the Dade Public Education Fund and a 1990
Business Week Award for Innovative Teaching. She has been implementing
this project for three years. It's easily managed by the teacher and
needs no assistants. |
What You Need: Material and Facilities:
Public and school libraries have a wonderful selection of books and
films needed for this project. Student passports can be photocopied,
and souvenirs can be made, or purchased at local variety stores. A
camera and, film are needed for the passport photos. Book lists for
countries have been developed for teachers interested in the project.
Outside Resources: Guest speakers who have traveled to the countries
add valuable information. Travel agencies and airlines are a good
resource for information and posters. A field trip to the airport lends
even more interest to the project. |
Overall Value: When children feel excited and
enthusiastic about reading, you know their selected reading program is
effective. Not only do students read at a higher level, but more
importantly, they show a positive attitude about reading. Reading
becomes more than a skill - it is a passport to new worlds. |
Standards: |
Reading Our Way Around the World |
Category: English/Language Arts |
Grades: 5 to 7 |
How It Works: The Project:,"Reading Our Way
Around the World" is a reading program designed to expose students to
aesthetic, uplifting literature from across the globe. The purpose: to
have students discover that reading is a joy rather than a burden. This
project helps students develop the capacity to enjoy books and give
them the chance to see, hear, and read fine children's literature.
Students,"travel" around the world through children's literature. They
begin by filling out an application and having photos taken
for,"passports". As students,"travel" from one country to another their
passports are stamped showing that they have entered the country, and a
tour guide (the teacher) introduces each region by using selected
resources. The students select stories from an anthology of regional
children's literature to read each day. Along with this leisure reading
time, there are directed teaching lessons based on regional literature.
For example when,"traveling" to Denmark, students read several of Hans
Christian Andersen's fairy tales and analyze the common elements in
these stories. As a result, the students learn the characteristics of
fairy tales and applying this knowledge, they write their own. As
they,"leave" the country, every student who has read ten or more
regional stories, receives a souvenir (bookmark, a flag, etc.)
representing the country. With each student having his/her own reading
passport, reading is made fun and exciting. This project provides
opportunities to teach skills and concepts in innovative ways. DCPS
Major System Priorities: Achievement, Critical Thinking, Intergroup
Relations, Parental Involvement. The Students: This project was
developed for third-grade students, although it can easily, be adapted
to other grade and achievement levels. The size of the group and the
length of the program can vary. |
The Students: |
The Staff: Kay Pardee, one of six finalists
for the 1988-89 Dade County Teacher of the Year, has been awarded three
creative teaching grants from the Dade Public Education Fund and a 1990
Business Week Award for Innovative Teaching. She has been implementing
this project for three years. It's easily managed by the teacher and
needs no assistants. |
What You Need: Material and Facilities:
Public and school libraries have a wonderful selection of books and
films needed for this project. Student passports can be photocopied,
and souvenirs can be made, or purchased at local variety stores. A
camera and film are needed for the passport photos. Book lists for
countries have been developed for teachers interested in the project.
Outside Resources: Guest speakers who have traveled to the countries add
valuable information. Travel agencies and airlines are a good resource
for information and posters. A field trip to the airport lends even more
interest to the project. |
Overall Value: When children feel excited and
enthusiastic about reading, you know their selected reading program is
effective. Not only do students read at a higher level, but more
importantly, they show a positive attitude about reading. Reading
becomes more than a skill - it is a passport to new worlds. |
Standards: |
Reading Rainbow to Go |
Category: English/Language Arts |
Grades: 6 to 6 |
How It Works: In our age of Nintendo, compact
discs, television, and more importantly, latch-key kids, teaching
children to be responsible for their own reading at home can be an
enormous challenge. At times it seems almost impossible for teachers
to,"turn on" kids to reading during their own time. Reading Rainbow to
Go does just that and more. This program puts the,"purpose" back into
reading that so many kids desire. Working in pairs, students select two
books which they would like to read orally on tape. The two read the
books several times through to develop inflection and intonation. They
also check unknown vocabulary in the book to perfect pronunciation.
After the pair is comfortable with their narrations of the two stories,
each will select one of the stories and read that story aloud at home on
a cassette tape. The other partner will do the same with the other
story. Essentially the two will create two book-and-tape sets
or,"Reading Rainbow to Go" bags which can be used to help bilingual and
regular first graders learning to read. After the two complete the
cassettes, each must also compose a short biography on the story's
narrator to be included in the,"Reading Rainbow to Go" bag. These two
activities not only develop both reading and writing skills, they
ultimately boost the students' sense of self-worth due to their
increases and their work in helping others. In addition to meeting
specific reading and writing objectives, the children use higher level
thinking skills and, in fact, become teachers themselves. For each
Reading Rainbow to Go bag, the students compose an activity (appropriate
for the reader) to be included. Many have created sequencing cards,
cause and effect games, character puppets, etc. Once the students have
completed their Reading Rainbow to Go bags, they must then determine how
they will,"sell" or market their book. Summarizing certain key points
from the story, the students create an,"info-mercial" about their books.
These have included raps, songs, or,"news-type" spots. These
info-mercials are recorded and shown to the lower grade classes so that
they can select those Reading Rainbow to Go bags which they would like
to check out. The First Grade students are then allowed to check out the
bags and use them at home. In this way they can have someone,"reading"
to them at home, something which is so critical in their reading
development. The Student: Students participating in this program were in
a fourth grade bilingual/ESL class. The program is, however, highly
flexible and can be used in bilingual, regular, or SIGHTS classes at all
elementary levels. |
The Students: |
The Staff: This program was developed and
used by a fourth-grade bilingual teacher. It does require minimal
collaboration with another primary teacher whose students will view the
info-merciless and use the books at home. All program development is
done, however, in the upper level classroom. |
What You Need: Materials: Copies of fiction
and non-fiction works as well as cassette tapes are a must. Art
materials such as paper, felt, posters, popsicle sticks, scissors,
markers, glue, etc. can be provided for the students to construct their
activities to be included in the,"to go" bags. Additionally, the use of
a video recorder for 1-2 days as well as a blank video cassette are
needed for the info-mercials. Outside Resources: No outside resources
are needed. |
Overall Value: Motivating students to take
responsibility for their at-home reading as well as installing a sense
of self-pride in them due to their communicative development in two
languages, the program offers immediate and long-term benefits. Not
only did those participating students take pride in their successes in
reading and writing in their native language, they also served as role
models for students grappling with the difficult challenge of making the
transition into a new, foreign language. Ultimately, the students in
both classes became more active and better readers at home and at
school. Additionally, the fourth graders were reading more and more in
order to find new and interesting books on their own to be taped not
only for younger readers but also for their peers. |
Standards: |
Reading, Writing, And Recorded Books |
Category: English/Language Arts |
Grades: 12 to 13 |
How It Works: This adaptation of Listen, Read
Along, and...Enjoy!!! (see IMPACT II catalog 1992), enables tenth and
eleventh grade students who are at risk or have special needs to,
increase their motivation, self-esteem, auditory and word processing
skills vocabulary, and reading fluency through the use of taped books.
The recorded, books help students create imagery and trigger students'
ability to construct, varied, well-written sentences. The taped books
hook the students on the story, lines and strengthen the pleasure of
reading the written word. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Ready For Take Off! |
Category: Science |
Grades: 5 to 7 |
How It Works: Using Aerospace activities to
help students learn about gravity, air pressure, microgravity,
atmosphere, constellations, astronomy, Newton's Law of Motion,
propulsion, problem-solving, and weather, is an excellent way to capture
student interest in science, math, and technology. This learning
experience involves a culminating activity organizing a Space Week,
filled with projects and activities to be adapted to one classroom,
several classrooms, or the entire school. Each day is spent studying a
different topic related to the preparation and actual take off of a
space shuttle. The students decorate the classroom, hallways, and
bulletin boards, and organize the entire room like the inside of a space
shuttle. On the final day of Space Week, they will do a space shuttle
simulation and spend the entire day inside of a plastic bubble divided
into several crews. They prepare for landing as the day ends. The
students will learn to work in cooperative groups while building 9 foot
hot air balloons, constructing, and launching model rockets. They will
read and study aviation flight concepts and weather conditions necessary
for take-off. They will discuss air pressure and how air expands in the
shuttle cabin. They will study the Solar System, positions of
constellation, astrological zodiacs, and microgravity. Each student is
given an Aerospace Certificate upon completion in a special ceremony in
the school auditorium in the presence of parents and community members. |
The Students: Designed for grades 3-5. Can be adapted for all achievement levels, including bi-lingual and special ed. |
The Staff: Classroom teacher |
What You Need: This learning experience can
be accomplished in a regular classroom and the school playground.
Materials needed for the project are: Estees model rocket kits and
engines; mission patches; aerospace awards; helium tank and balloons;
glue; rocket accessory kit; multi-colored tissue paper for hot air
balloons; hair dryer or hot air popper; Estees catalog; button. Chicago
Space Council, Mission H.O.M.E., NASA Lewis Research Center Resource
Library (also Kennedy or Johnson Space Center Library), Museum of
Science and Industry, Aerospace Education Foundation, National Space
Society, U.S. Space Camp, U.S. Space and Rocket Center, Tuskeegee Airmen
- Young Eagles Program, Spacelink - Online Resource, and NEWEST/NEWMAST
Program for Teachers. maker; templates, various periodicals; and
slides obtained from the Museum of Science and Industry (or any science
museum or space center). |
Overall Value: Students learn to work in
cooperative groups in order to investigate what it is like to be an
astronaut, journeying into space, and having to live there with a
limited amount of space and resources in a closed environment. They
learn problem-solving skills as well as behavioral skills, and research
skills. They learn what happens to the muscles and bones when there is
no gravity, and how important the space shuttle missions are to the
research of modern technology. |
Standards: |
RECORD BREAKING COMPETITION |
Category: Mathematics |
Grades: 7 to 14 |
How It Works: Motivation is key to all
learning and an effective way to provide this is to incorporate
activities into lessons that involve each student's interest. "Record
Breaking Competition" is a Math/Computer/Life Skills project developed
to teach students about rating systems and to build self-esteem.
Students choose an area of personal interest at which they excel and
design a challenge for peer and staff competition. Skills and talents
can include athletic events, culinary concoctions, musical talents,
board game expertise, writing or reciting skills. Students discover
through lecture, small group discussions and hands-on activities how to
develop a rating system to best apply to their personal challenge.
Once rating systems are formulated, computer skills are integrated.
Students use previously learned skills to produce a decorative
presentation which includes a computer enhanced advertisement of their
challenge, criteria for assessment and a scoring sheet for judges to use
the day of the competition. Classroom activities assist students in
learning about rating systems that will eventually effect their own
daily lives, such as job performance evaluations, movie reviews, paying
taxes and understanding polls. Teacher assessment is continuous through
small group discussion, constant questioning, scenario problem-solving,
applied assignments, verbal identification and presentation of
individual rating systems. The two week unit culminates with an exciting
morning of competition where students and staff challenge each other in
competition.
|
The Students: Approximately forty high school
age special education students participate each year. The lesson is
modified for varying ability groups.
|
The Staff: Margaret I. Dawson Gengras Center, Saint Joseph College, West Hartford |
What You Need: Teacher-made handouts
describing rating systems, computers, charts, physical space to hold
various competitions and dry erase board are used.
|
Overall Value: Students learn about rating
systems and how to interpret them. They become aware of how rating
systems will effect their own lives. Through mathematics and computer
skills, students investigate and design rating systems and practice
using previously learned skills. Each student has the opportunity to
choose an event to compete in based on their interests. This involvement
promotes positive self-esteem and motivation to participate. On the
morning of competition students and staff celebrate the success of each
other in a festival like setting.
|
Standards: |
Recycle a Bicycle |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: Recycle a Bicycle is an
interdisciplinary expeditionary learning project that allows students
to study machines as used today and in ancient civilizations. They
tinker with, take apart, and build their own machines, investigating
and discussing questions that come up during their "expe-dition."
Students build a bicycle and create their own accompanying manual.
After researching and discussing their commu-nity, students donate the
bike and manual to someone in need. To help students make sense of
their discoveries as they tinker with bicycles and other machines, we
have outlined many classroom activities. Students work at learning
stations to understand levers, ful-crums, inclined planes, wheels, and
wedges. They discover the advantages of using simple machines,
disassemble a bike and reassemble it using spare parts, and work on
related problems with percent-ages, fractions, ratios, shapes, and
designs. Students survey and graph the use of bicycles in their
community and discuss the use of machines today and in ancient
civilizations. They study videos and draw-ings of Rube Goldberg devices
and make a timeline of world bike use. They also design fantasy
machines, participate in drama games with them, and research bike laws
and statistics. Finally, they study the manuals and write their own
manuals. In the computer lab, students edit, illus-trate, and publish
their bike manual. This includes taking digital pictures of the
recy-cled bikes and scanning and downloading relevant images. They
also use the Internet to research laws, statistics, and resources for
bikers in the New York City area. |
The Students: The focus on reading texts,
doing research, and developing written and oral communica-tion skills
helps English language learne r s reach higher performance criteria.
The hands-on approach allows kinesthetic learners to use their dominant
form of intelligence. Visual learners are surround-ed by relevant
drawings and objects. In addition, the project builds interpersonal
intelligence by providing many opportuni-ties for collaboration and
cooperation. |
The Staff: Lara Goldstone has taught middle
school since 1993. She has presented the R e c y c l e a Bicycle
program with James McNulty for one year and has taught desktop
pub-lishing and computer skills for four years. She is currently the
Humanities depart-ment chairperson at Manhattan Academy of Technology,
participates in District Two's ELA New Standards professional
development conferences, and serves as a NYC Fellow in the National
Teacher Policy Institute. |
What You Need: Students and teachers bring in
discarded bikes and parts that they find around the city. Various
tools (wrenches, vice grips, screwdrivers, hammers, air pumps, etc.)
are needed. Students need classroom and library books on ancient
civilizations, machines, and bicycles as well as Internet access to
research laws that affect bicy-clists, local bike organizations, etc.
We have prepared a list of useful local organi-zations, Web sites,
books, and videos. |
Overall Value: Students' enthusiasm for
tinkering with the bicycles engages them in reading and writing about
biking. Students are excited when they see the working bicycle that
they have created. They learn how to use word-processing software and
hardware, as they edit and compile the bike manual. As students work
collaboratively and coop-eratively, studying their community and the
way that people use bikes, their eyes open to the world around them. |
Standards: |
Recycle Today--Enjoy Tomorow |
Category: Science |
Grades: 6 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials required for the
project include plants, fertilizer, hand tools, books on recycling and
the environment, poster paper, and art supplies. |
Overall Value: Recycle TodayÑEnjoy Tomorrow,
heightens students' awareness of the environment and encourages them to
pass their knowledge along to others. "The interdisciplinary approach
to teaching is exciting because it provides opportunities for hands-on
experiences, decision making, and advocacy," Walton explains. |
Standards: |
REDISCOVERING THE ROSETTA STONE |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: As the school year opens, our
text begins the study of the history of archaeology. The first chapter
discusses one of the greatest archaeological finds of all time, the
Rosetta Stone. The Stone has provided us with the key to Egyptian
hieroglyphics and the mysteries of an ancient Egyptian culture. What
makes such an archaeological find so important? What difficulties do
archaeologists experience when a site is uncovered? How does this
problem affect our knowledge of history? More importantly, how is
archaeology relevant to us? Through simulations of archaeological digs
and a bit of research, students find answers to these questions. This
project uses several learning styles including tactile, visual, and
auditory.
Photographs show the three languages and the accompanying text describes
the amazing story of how the Rosetta Stone provided us with the key to
Egyptian hieroglyphics. The class researches the Rosetta Stone, brings
in flat rocks, paints hieroglyphic symbols on them to create a message,
and buries the rocks on the school grounds for the next year's class to
uncover. We start the project by looking at rubbings of a copy of the
Rosetta Stone, discussing its importance, and familiarizing ourselves
with samples of hieroglyphic language. Next, we dig up the previous
year's rocks using a map that last year's class created. Once we have
translated last year's messages, we return the rocks to their rightful
owners, who are now seventh graders. Then, the students create messages
of their own and bury them for the next sixth grade class to translate.
The difficulties we encounter are compared with those of real
archaeologists. Students realize how complex the discovery of ancient
civilizations must have been and that review is still ongoing.
|
The Students: |
The Staff: Alison Davis Greenberg |
What You Need: Rocks, art supplies, translation sheets and grounds for burial. |
Overall Value: Discovering "Rosetta Stones"
builds enthusiasm for archaeology that cannot be found by reading
textbooks alone. This project increases a sense of community and
continuity. This project embraces the very foundation of history. We
follow in the footsteps of others and leave something behind for those
who come after. Problem solving, reading, and writing are used to find
last year's rocks. Reasoning skills are used to translate the messages
and create new ones. This project is an enjoyable introduction to the
world of archaeology and history.
|
Standards: Reading Writing Reasoning and Problem Solving
|
Remember the Day . . . . |
Category: English/Language Arts |
Grades: 6 to 14 |
How It Works: For the Winter Holiday or
Mother's/Father's Day, students write remembrance/appreciation letters,
make personalized envelopes, and send them to their subjects. The
audience for the letters can be a parent, a friend, a teacher, a
counselor, or a distant relative whom the author hasn't seen for a
while. Senior boy to his sixth grade teacher: |
The Students: |
The Staff: I have taught junior and senior high school English for 41 years. I am a co-director of the South Coast Writing Project. |
What You Need: Facilities/Materials: Students
collect magazine pictures several weeks in advance and need an envelope
pattern, scissors, and paste sticks. Outside Resources: None needed. |
Overall Value: |
Standards: |
REMEMBER WHEN... A MULTICULTURAL, INTERGENERATIONAL,INTERDISCIPLINARY, COMMUNITY SERVICE PROJECT |
Category: Arts |
Grades: 7 to 10 |
How It Works: "Remember When..." involves
students in an interdisciplinary, intergenerational project that focuses
on hurricanes and the Hurricane of '38 in particular. The purpose of
this activity is to have student's work cooperatively to problem solve
and apply information to their final theatrical presentation. Students
are able to work in several disciplines providing them with the
opportunity to see the interconnectedness of subject areas. Students
interview local senior citizens that survived the Hurricane of '38,
study the history and rich language of the period and write an epic
adventure from the stories the seniors relate. The culminating activity
is a theater presentation that combines student actors and marionettes.
Numerous methods of instruction are employed by the staff to meet the
students' needs, taking into consideration their learning styles. They
utilize skills in listening, writing, designing, and performing to
complete the required activities. A theater consultant from EastConn
Project Reach meet with the student directors to refine their script and
assist in the performance component of this project.
Assessment is accomplished in each subject area and depends on the
objectives and activities within that specific class. Some assessment
techniques include paper and pencil tests, journal writing,
observations, self-assessment, completed marionettes, set designs and
participation in the final performance.
|
The Students: This year twenty-six eighth
grade students, basically homogeneously grouped, participated in this
program. Last year we had a heterogeneously grouped class of twenty
seventh graders. This project is adaptable to grades five through eight.
World War II was the topic the first year and the students created a
book of senior citizens recollections, a public TV show, and quilt that
was presented to the seniors.
|
The Staff: Linda Childress, Gina Cohen, Anne Stawiarski, and Julie Wyland Tolland Middle School, Tolland |
What You Need: Art and sewing supplies, sewing machines, multi-media, memorabilia -1930's, senior citizens /parent volunteer. |
Overall Value: This project creates student
enthusiasm, total student participation and involvement of the
community. This project addresses multiple intelligence, and provides
opportunities for growth of the students with active problem solving.
Complete student involvement has fostered the growth of positive
self-concept by providing them a chance to take risks and be successful.
Working with seniors has provided a community service as well a bonding
relationship between two generations. Senior citizens and students have
had continued contacts after the project by phone and in person showing
the long lasting value of this type of project. The theater
presentation was viewed by fourth, fifth, and eighth graders and senior
citizens. A collection of student writings, Hoovervilles and Heartaches-
Tales of Hard Times,was presented to the senior citizens.
|
Standards: Positive Self-Concept Sense of
Community Interpersonal Relations Speaking, Listening, and Viewing
Writing Reasoning and Problem Solving |
RENAISSANCE DAY |
Category: Arts |
Grades: 7 to 10 |
How It Works: Renaissance Day is an immersion
into a significant period of time in history. These culturally
explosive centuries are highlighted through the arts, science,
literature and technology. Each student is able to successfully
participate in activities that stimulate intellectual curiosity, provide
hands-on experiences, and enhance a positive self-concept. The unified
arts teachers provide the academic core teachers with biographical
sketches of significant people of the era. This information is shared
with the students prior to Renaissance Day.
The actual day begins in the auditorium where students are greeted by
teachers and staff attired in period costumes. Journals are distributed
to students and used as a record-keeping tool to document important
information, sketch ideas for hands-on activities, and assess themselves
after each workshop. The unified arts team adapts television game shows
such as Wheel of Fortune, Renaissance Rectangles, and Jeopardy as
vehicles to dispense information and create excitement. In addition, the
students watch a presentation of prominent Renaissance characters
performed by a high school drama club.
|
The Students: All eighth grade participants
move to a wide variety of activity-based workshops such as fresco
painting, sfumato portraitures, invention and technology model building,
food patterns of the period, and journal writing. Culminating
activities include an exciting game of Jeopardy and a Renaissance Feast.
Students are able, through this multi-faceted experience, to direct
their thinking in making connections between the Renaissance Period and
modern day life.
|
The Staff: Patricia Crown, Laurian Cecilio, Maureen DiDomenico, Norman Kaminski and Russell Larson Flood Middle School, Stratford |
What You Need: Art supplies, cooking supplies, wood and metal working supplies,student journals and equipment for game shows.
|
Overall Value: Renaissance Day proves to be
an energized, vital tool for learning a great deal in a short period of
time. Students are bombarded with information in classrooms, on walls,
on bulletin boards, and in teacher presentations. All participants
interact in a wide variety of activities, thus building a strong sense
of self-esteem and an environment where students can develop their
intellectual curiosity. The workshops encourage students to become more
creative, critical thinkers as they design, build, and write their
various projects. This yearly, full day event, bonds many students and
teachers in an exciting fun filled, intellectually stimulating,
memory-provoking way.
|
Standards: Positive Self-Concept Intellectual Curiosity
|
Rethinking Reading and Social Studies |
Category: Social Studies |
Grades: 6 to 6 |
How It Works: Now that social studies
research tasks will be an academic indicator for TAAS, refining
students' research skills should be a part of the everyday schedule for
children in the intermediate grades in Texas. This program combines the
reading and social studies disciplines into one. It employs
independent projects and stresses the need for children to find answers
through research. The idea is to let the children explore the answers
themselves, with the teacher acting as a guide and facilitator instead
of a lecturer. This program poses historical questions to the students
and allows them, with teacher guidance, to explore the answers through
literature and historical non-fiction research. The program is
teacher-generated. The teacher creates the questions, identifies
appropriate novels, activities and research techniques to coincide with
the historical question. Thus, the program is fully adaptable to any
grade level from third through high school. Here is an example of how
the program works. In fourth grade we study exploration and Native
Americans of Texas. As a focus for this four-week theme of study, I
play a taped broadcast of Orson Welles' 1938,"War of the Worlds," which
is available at many area book or record shops. The children listen
intently as the Martian army destroys and conquers Earth. This provides
the basis for our look backwards into the relationship between European
explorers and the Native tribes. Now I would introduce the novel for
this period. The Pushcart War by Jean Merrill is read by the entire
class. This novel looks at two groups of people, the truckers and the
pushcart peddlers, who are at odds, with one group, the truckers,
employing superior technology. As the novel is being read by the class
over a two-week period, the teacher poses the following questions:
Native tribes did not have the technology to produce firearms. The
Europeans had muskets and cannons. Research how the Natives reacted to
these new weapons. Research how often the Europeans used them. Pretend
that the Natives had superior weapons when Columbus landed in 1492,
rewrite the history of America if that were true. This is a good
example of the kind of open-ended, child-centered question the teacher
would ask. Students then need several trips to the library to explore
possibilities. They consult encyclopedia entries on explorers, tribes,
and firearms. They look up non-fiction books on those topics. Again
the teacher is there to assist the children and ask them questions about
their research. The children synthesize this information using a
research log. In their log they record the source, and what they
learned from that source in their own words only. The children use
their log and their imagination to rewrite the history of America. This
allows the students to apply what they have learned through their
listening, reading and researching activities. It is not necessary to
demand more than two or three pages for this activity. Each child will
respond in a different way. Meet with each child as he or she works to
ensure he or she is on the right track. The Student: Fourth grade
students |
The Students: |
The Staff: Although no outside staff is
necessary, it is a great idea to involve the librarian so that
appropriate books will be identified, ordered, and made available to the
class. Also, this kind of program works best when other educators are
involved to provide ideas for new research questions. |
What You Need: Materials: Blank maps of North
America, markers, crayons, and butcher paper are needed. Outside
Resources: For the example given, a tape of,"War of the Worlds" a class
set of The Pushcart War by Jean Merrill, and several trips to the
school library. |
Overall Value: This program has created an
exciting learning atmosphere in the classroom for teachers and students
alike. Discovery through reading and research activities allows
students to feel that they actually own what they are learning. The
children find answers for themselves, an outcome which will be measured
by TAAS next year. |
Standards: |
RIGHTS AND RESPONSIBILITIES: AN INTERDISCIPLINARY UNIT |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: In "Rights and
Responsibilities", four disciplines connect at least twice a week to
examine the concept of rights and responsibilities from a variety of
perspectives. Students learn about the history and progression of human
rights and their responsibilities as citizens and as members of our
society. Guiding questions used to focus student learning: What are
human rights? What are my rights and responsibilities as a member of
this society? How far can I take my rights before they infringe upon the
rights of others? How do my rights compare with those of my
counterparts in other countries and/or other time periods? The specific
areas studied include civil rights, legal rights, women's rights, and
animal rights. While exploring these questions, students utilize a
variety of learning styles: auditory, visual, kinesthetic and tactile.
They read, write, compute, draw, act, listen, view, and speak. In
addition to content area learning in the four disciplines, an important
goal is to build a sense of school community and to raise the students'
personal accountability as members of a team and of our society.
Methods of instruction include traditional large and small group
instruction, team-teaching, discussions, collaborative learning, oral
presentations, and independent research projects. Materials include
primary sources, fiction, non-fiction, pamphlets, speeches, graphs,
charts, and political cartoons. Students write in journals, prepare
persuasive essays, design posters for ads, compile surveys, gather and
analyze data, create graphs and charts, and act in skits. They become
critical viewers of videos and several guest speakers. The culminating
activity involves preparing interview questions to interview a person
involved in a struggle to win personal rights or who works to protect
the rights of others. Teachers measure student performance by classroom
observation, journals, portfolios, and scoring rubrics. |
The Students: Students use self-assessment
instruments to track individual progress over the ten-week period, and
complete a final unit assessment The unit involve heterogenously grouped
students and is appropriate for middle or high school.
|
The Staff: Alyce Loesch, Christine Radler, Trema Voytek Westhill High School, Stamford |
What You Need: Universal Declaration of Human
Rights, the United States Bill of Rights, books and videos on civil,
legal, women's, and animal rights and speakers from the local community.
|
Overall Value: This project provides
opportunities for students to grow as active learners, moving them
beyond personal and emotional reactions to issues, and helping them to
form opinions based on facts as they read and do research. They make
connections between history, literature, current issues in politics and
science and their own lives. They use creativity as they complete their
posters and graphs and act in their skits. They interact with adults
outside the family and school as they listen to guest speakers,
formulate questions and contact and meet people for the interview. The
ethical issues help students to grow, academically and personally, and
help to increase their sense of responsibility and self-esteem.
|
Standards: Responsibility & Self-Reliance Moral & Ethical Values Speaking, Listening & Viewing
|
Rise and Shine |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Risky Business |
Category: Classroom Management/Intergroup |
Grades: 9 to 9 |
How It Works: Risky Business is a middle
school interdisciplinary unit that embraces risk taking historically,
mathematically, and personally. Visual, auditory, kinesthetic, and
tactile activities allow students to appreciate positive risk taking,
apply mathematical reasoning, examine space and shape, and express
problems related to business and personal risk with language of algebra
and quantitative literacy. Students communicate frequency data with
linker-cubes, design models with pattern blocks, represent numerical
operations algebraically, and simulate business situations with
technology and drama. They view risk as the catalyst for American
exploration, invention, innovation, and enterprise. Participants apply
technology in communicating data on risk and business and use math
manipulatives to facilitate problem solving. The Students: One
hundred thirty-five seventh graders meet for ten consecutive
instructional days working independently, in pairs, and in cooperative
groups to complete this program. |
The Students: |
The Staff: A history teacher, a math teacher,
and a guidance counselor developed and implement the program. All
teachers on a core team could incorporate the program in their
curriculum. |
What You Need: Vintage Sears catalogs
(1902-1920), software (Sunburst's,"Whatsit Corporation"), and a
calculator wall organizer are used for this program. Within the
classroom, furniture should be easy to move for group activities.
Students need access to Macintosh computers to use the software.
Research activities require the use of library facilities. Community
business owners provide the best outside help for this unit. Their
personal experiences enable students to learn first-hand about risk
taking in American business. The local Chamber of Commerce or Small
Business Administration provides valuable information and speakers.
Field trips to the Smithsonian Castle and its American Centennial
Exhibition, the American History Museum, and the Air and Space Museum
offer many risk-taking investigations. The United States Department of
Commerce has much information available. Parents also contribute their
personal experiences. |
Overall Value: Risky Business provides a
framework for examining risks historically and mathematically. Through
an active learning environment, students perceive risks and apply new
understandings to problem-solving situations and opportunities for
creative expression. This integrated approach capitalizes on
adolescents' natural propensity to be risk takers. |
Standards: |
Rock Creek Flood |
Category: Science |
Grades: 11 to 14 |
How It Works: The Rock Creek Flood project
was developed to show students how various sciences interact in the real
world. By the end of a stream analysis problem, students will be able
to see than an effect in one science are usually affects other sciences
as well. Students begin the unit by brainstorming about the effects of
flooding on ecosystems-their own as well as other areas. Students then
"apply" for a job on an analysis team, signing up to be a geologist,
ecologist, biologist, or chemist. Teams are put together with each
science area being represented. From this point, students spend time
analyzing creek water for microorganisms, macroinvertebrates, chemical
content of water, chemical content of the stream bed, erosion of the
creek bed, sources of runoff, etc.
After completing all tests and observations, each team authors a report
on the "state" of Rock Creek since flooding occurred the previous year.
Besides a description of the tests completed and results obtained, teams
also draw conclusions regarding Rock Creek's health based on their
collected data. Besides the team report, other assessment tools include a
daily lab journal, peer and self evaluations, and a written test which
included knowledge of basic concepts covered. |
The Students: This integrated learning
experience is developed for students in grades 3-5. This LE has been
successfully implemented in both third grade and fourth grade with
students ranging from learning disabled to gifted. Lessons can be
modified and differentiated to meet the needs of various learners. |
The Staff: Classroom teacher |
What You Need: All the materials needed for
this unit are either contained within the unit or are readily available
in the classroom, such as construction paper, maps, and globes. A list
of literature for the unit is also included within the unit. |
Overall Value: This learning experience
allowed for high interest which stimulated and challenged the upper
level student, but at the same time, provided accessible success for the
average to low ability student. It utilized both "hands-on" and
"problem-based" learning which allowed for enough diversity that even
the apathetic student participated. During the unit, there were fewer
discipline and attendance problems, as well as a higher level of
achievement from all ability levels. By deciding the "whats" and "hows"
and "whys," students felt more ownership and pride in their work. And,
as predicted, students began to see the connection between various
sciences. |
Standards: |
Rockets Are A Blast! |
Category: Science |
Grades: 11 to 14 |
How It Works: The lessons consist of five
different areas of curriculum, which allow students to explore writing,
research, creativity, gravity, acceleration, altitude, friction and
motion. The principals of technology class will experiment with rocket
stability by using a wind tunnel. The Algebra II students will measure
the rockets trajectory and calculate distances that are not directly
measurable. The English students will read the Estes Educator and
observe the rocket launch. They will then do an expository writing
experience. The Social Studies class will research the space program
development and view the stability test and rocket launch. The Physical
Science students will study Newton's Laws of Motion as applied to
rocketry. They will build and launch the rockets. |
The Students: The lesson was written for 9-12
grade classes but can be adapted for elementary classes. The lesson has
also been used with below average students |
The Staff: Classroom Teachers |
What You Need: Estes Rockets, motors, launch
pad, igniter, launch area, yard or meter sticks, protractors, string,
tape, scientific calculators, windtunnel, wind speed indicator, and
rocket suspension system. Library, NASA, Video Tapes, Internet, Estes
Educator Teachers Guide and Estes Educator Students Book. |
Overall Value: The students are able to
discover fundamental principals of nature for themselves: Helping them
in their academic progress by sparking critical thinking skills and
better research and observation techniques. They will have their
curiosity and creativity ignited through interactive exploration using
model rockets as a focus. |
Standards: |
Romare Bearden And Us |
Category: Arts |
Grades: 2 to 10 |
How It Works: Who is Romare Bearden?,
Children trace the history of this twentieth-century African-American
artist who created powerful collages of urban life, then share their
knowledge with the rest of the school. Students are involved as they:
study and discuss slides of Bearden's work gather materials for
collages, work in groups of four (two 7th graders and two 3rd graders)
to sketch a collage design in Bearden's style, create the collage as
pasting begins Students go on to incorporate Bearden's ideas, methods
and content areas in narrative stories, poems and interviews. They
create collage self-portraits. Finally students' work is displayed
throughout the school against the colors of the African flag during
Black History Month. Students: A seventh grade and a third grade
class collaborated on this program, meeting twice a week for forty
minutes, over a two month period. The program is readily adaptable for
other ages and a broad range of abilities. |
The Students: |
The Staff: Susan Grant has taught in the
Chicago Public Schools for fourteen years. She holds a BS in Education,
an Art Certificate for grammar and high school and an MA in
Interdisciplinary Art Education. For the past two summers she has
developed and taught integrated art curricula for high school students
at Gallery 37. |
What You Need: Materials needed include:
poster board, collage materials (photos, magazines, newspapers, fabric)
scissors, rulers and rubber cement. A slide projector is necessary for
viewing examples of Bearden's work. Outside Resources: Students
use reference books, art literature, slides and museum pamphlets for
their research. Trips to The Museum of Contemporary Art and The Art
Institute add immensely to the program. |
Overall Value: Students become familiar with
the wonderful world of Romare Bearden and increase their ability to
express themselves orally, visually and with the written word. |
Standards: |
S.I.M.P.L.E. SCIENCE BY INTEROFFICE MAIL PREPARING LEARNING EXPERIENCES |
Category: Science |
Grades: 2 to 14 |
How It Works: Magazine and newspaper articles
warn that America is losing its edge in science innovation and
invention. If students are to keep pace, they must form positive
attitudes toward science and mathematics. Naturally, young people do
best the things they enjoy most. Because everyone loves to get mail,
particularly personal letters, a Science-By-Mail Service was established
between a high school and an elementary school.
The purpose of this project is to stimulate students' interest in
science, mathematics, reading, and writing by creating a very
personalized and intimate learning partnership, something which is often
lost in full class instruction. High school science and math students
work in cooperative groups to design and prepare science kits for
elementary students. Kits, which are sent via interoffice mail, include
experiment materials, background information, and step-by-step
procedures. The high school students send letters to elementary students
introducing both the project and themselves. The elementary students
respond and an immediate bond is created. Throughout the project, both
groups keep journals and copies of their correspondence.
A brainstorming session generates the idea of plant study. Problem
solving, critical thinking, and interdisciplinary studies develop as
students test soil, graph data, compute statistics, test hypotheses,
write personal and technical notes, and design journal cover artwork. At
the conclusion of the project, plants are planted around the school
thus recycling a personal learning experience into a community benefit.
|
The Students: |
The Staff: Carol Pekar & Dorothy A. Volo
|
What You Need: Computers.
|
Overall Value: Nurturing experiments from
conception to conclusion leads to increased feelings of confidence,
self-esteem, and pride. The students are empowered and motivated by the
realization that work and patience produce concrete, satisfying results.
Science-by-Mail provides an opportunity for cross-aged students to
cooperate, solve problems, and share the fruits of their labor. As the
skills of problem-solving and cooperation are so tenuous globally, this
experience is a critical one for future leaders and citizens. The skills
learned in this project, once acquired, can be lifelong companions.
These experiences lay the groundwork for making responsible choices.
Science-by-Mail enlivens learning by offering a hands-on approach to
seeking information and to learning skills and concepts. Students become
observers, questioners, doers, and problem solvers. This experiment is a
springboard for teaching reading, social studies, and art.
|
Standards: Positive Self-Concept Motivation and Persistence Writing Learning Skills Reasoning and Problem Solving
|
S.O.S.: SHARING OUR SWEATERS |
Category: Special Education |
Grades: 7 to 10 |
How It Works: Using a multidisciplinary
approach to learning, seventh graders collect, sort, graph, and tag over
200 sweaters with bilingual messages of hope and friendship for
distribution at a Bridgeport soup kitchen. While the focus of the unit
is community outreach as inspired by the Character Education initiative,
the project is designed to give students ample multidisciplinary
educational experiences in academic areas including foreign language.
Meeting the individual learning style needs of a mainstreamed student
population, "S.O.S." allows all 110 students an opportunity to
participate. Severely learning disabled students on the team with grade 1
and 2 reading abilities are able to collect, sort, tag, and distribute
the donated sweaters, giving them an increased sense of accomplishment.
The more academically talented students are able to write prolifically,
graph with precision, and gather accurate scientific data about the
sweaters before composing bilingual messages to hang from the sweaters
on distribution day. All students, regardless of ability, are able to
make comparisons between the real world need of those who would receive
the sweaters and characters about whom they are reading in their
language arts and reading classes. Discussed and written, these
comparisons helped characters take on a shape and clarity not always
evident to the middle school student.
The real magic in the project, however, comes on the day the sweaters are handed out at the soup kitchen dinner.
The positive impact of "Sharing Our Sweaters" with those less fortunate
and in true need continues to be felt by all. The designers of the
project have seen an increase in sensitivity and compassion among the
students who worked with love and diligence to procure and distribute
200+ sweaters to those in need.
|
The Students: |
The Staff: Patricia A. Kurowski, Rosemary
Martin, Susan Nicolini-Saylor, Christopher Pulito, and Francine Sinay
Flood Middle School, Stratford |
What You Need: A soup kitchen or other
community support center where people in need gather, such as a homeless
shelter, donated sweaters, science equipment (beakers, thermometers,
and a source of hot water), tags and yarn and a speaker from a community
outreach/service program were used.
|
Overall Value: The students who participated
in this unique project gain a great deal both academically and socially.
The ability to see, understand and respond generously and willingly to a
need in the larger community is the unique and important feature of the
project. It is this lesson of sharing and caring as a lifelong
commitment to society that the creators of the unit envisioned as they
designed, refined, and implemented this experience for their students.
|
Standards: |
Santa Barbara County Trek |
Category: English/Language Arts |
Grades: 4 to 8 |
How It Works: Santa Barbara County Trek is a
fun and challenging game that expands knowledge of Santa Barbara County
and increases study skills while students race to see how many treks
through the county they can complete. Each child selects a partner and
progresses along a developed route. The children acquire travel dots
through collaborative learning activities that include map reading and
county history, county government and locales.They use dice to "travel
roll," seeing the effect of weather changes and drawing "fortune cards"
with incidents that affect their travel. The game board remains on the
wall, visible throughout the unit. Success is measured through weekly
advancements and imrovements in their game standing on the game board.
The energy level is extremely high when the students tally their
individual score sheets, which encourages precise mathematical and
recording skills, and move their markers on the game board. Students
congratulate each other on their successes. Individual and collaborative
activities include creative writing assignments such as writing their
own Chumash Indian legends, worksheets that demand synthesizing skills
and art projects such as designing "rancho" brands. The parents
comment that their children are more aware of their county and talk
about it at home. Many parents come weekly to observe the progress of
their children on the classroom game board and take pre-planned family
trips around the county to share their children's new interest. While
the game is based on specially designed lessons, individual teachers can
easily adapt the game to their teaching style and desired emphasis in
California History, U.S. History, ancient civilizations or the
community. This game was adapted from various interactive simulations.
It integrates history/social science with math, visual arts and study
skills while providing motivation for students to learn county history
and facts. Expectations are clear and the students learn to fine-tune
their work. One major outcome of this game is that students become
self-directed, independent workers who take guardianship of their work.
Students are more willing to complete activities that include higher
level thinking skills due to the positive and safe environment of the
game. State Framework: This idea supports the History/Social Science
Framework, which emphasizes the importance of understanding the
community in which the students live. Foremost is the importance of an
integrated curriculum. The Students: In 1992-93, this idea was used
with 48 students in two third grade classrooms. Students with limited
English abilities and learning disabilities found success due to the
collaborative nature of the game. |
The Students: |
The Staff: Arlene has taught for 35 years,
primarily in grades K-4. She was a reading specialist in Colorado. Nancy
has taught for 19 years in grades K-6. She served as a desegregation
specialist in the Brawley School District in Imperial County. They have
been team teaching third graders for five years. |
What You Need: Facilities and Materials: A
collection of suggested lesson plans with activities, game rules, a game
board example, score sheets, travel roll guidelines and fortune cards,
and bibliography is available upon request. Many of the lessons were
developed from Santa Barbara Mentor Teacher Doris Hill's materials, and
are available through the County Education Office. Outside Resources:
Outside resources are not needed. We have developed a list of possible
field trips, speakers and additional resource materials that can be
found at the local library. |
Overall Value: |
Standards: |
SATISFACTION, GUARANTEED! WRITING FOR RESPECT, RESTITUTION, AND REFUND |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: During the American Puritan
period, 1620-1699, letter-writing was not only the chief means of
communication but also an art form in itself. The "Puritan Letters"
assignment asks students to create and adopt a Puritan identity, compose
letters detailing the character's experiences, and exchange letters
with another Puritan pen pal. The purpose of the assignment is to give
students a creative and personal means of demonstrating their
understanding of life in the American Puritan community. The letters tap
several areas of knowledge and skill: research of all areas of the
period, including historical, geographical, social, moral,
psychological, and gender roles; inclusion of a variety of rhetorical
modes, including prose, poetry, and journal writing; research into and
replication of the letters of the period in terms of physical
appearance, structure, diction, syntax, and style; application and
integration of Puritan literature (both poetry and prose) into the
letters; use of problem-solving skills appropriate to the period; use of
computer technology; and integration of artistic and intellectual
creativity.
The teacher's role is to ensure that students are familiar with all
aspects of the period. Instructional options include independent
research, lecture, integration with other departments such as history,
art, and technology, outside speakers, videos, and field trips. In
language arts, students read the letters and/or works of Puritan writers
or writers whose work reflects the Puritan era: William Bradford, Anne
Bradstreet, Edward Taylor, Cotton Mather, Nathaniel Hawthorne, Arthur
Miller, Roger Williams, and Jonathan Edwards. Assessment of the project
is done through a portfolio and teacher-devised rubrics that measure the
degree to which the letters' content, style, and form accurately
reflect the period. The innovative features of the assignment are the
adaptability to other historical periods, possibilities for
inter-departmental instruction, and opportunity it allows for teacher
involvement.
|
The Students: |
The Staff: Nina Fournier |
What You Need: A wordprocessor, calligraphy and quill pens. |
Overall Value: In addition to providing
students with a creative, personal outlet to demonstrate their
understanding of the period, the assignment allows for
inter-disciplinary study; integrates literary and historical study;
improves students' reading, writing, and problem-solving skills;
promotes independent thought, responsibility and intellectual curiosity;
helps students recognize the values that affect choices in a particular
society; requires students to make critical judgments about written
work; asks students to apply selected literary works; and allows
students to have fun while they learn.
|
Standards: Positive Self-Concept Moral and Ethical Values Reading Writing
|
Save It Before It's Too Late! |
Category: Science |
Grades: 6 to 8 |
How It Works: Using creative, dramatic
expression, this interdisciplinary cooperative project starts with an
introduction to the tropical rain forest. Language Arts curriculum
includes poetry, letter and persuasive writing, riddles, debates,
discussion, oral presentation and research procedures. To build Math
skills, students perform an energy survey of their homes, tabulate and
graph the results and present their data to, the class. Social Studies
involve researching and illustrating different rain forest tribes. The
Science unit includes a hands-on experiment testing the air.
Students: One hundred twenty-three sixth grade students participated
in this project daily for three weeks. The program can be adapted for
different ages, abilities and class sizes. |
The Students: |
The Staff: Carol Schmitz is a graduate of
Northeastern Illinois University. She has taught for five years and has
received several grants. Herbert Kirshner, an experienced teacher,
holds a BA from Roosevelt University and a MA from DePaul. Eileen
Daquilante holds a BA from Mundelein University and an MA from the Adler
School of Professional Psychology. She has taught middle grades for
fifteen years. |
What You Need: Materials And Facilities: A
large open space is needed for the dramatic component. A variety of
basic classroom materials were used. Outside Resources: Two
professional actresses co-taught the dramatic component of the unit.
The Field Museum's Rain Forest Discovery Box, Brookfield Zoo's Tropic
World, water areas, recycling centers and a water filtration plant
contribute to the success of the project. The Chicago Park District can
provide speakers familiar with some of the topics. |
Overall Value: Not only do students gain
knowledge of the tropical rain forests, environmental issues and
conservation, they also develop a conscience and a desire to save the
world. |
Standards: |
Saving Our Earth: A Call to Action |
Category: Science |
Grades: 9 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The project is simple to
implement; teachers need only review the lessons and follow the outline.
A copying machine is necessary to duplicate lessons for students. A
list of environmental advocacy groups and other resources is included in
the curriculum. Any computer with a word processing project can be
used for writing letters and other activities, though this is optional. |
Overall Value: "Through their involvement in
the project, students have truly internalized an environmental
perspective," says Blyth. "I have observed students picking bottles and
cans out of the trash and delivering them to the recycling bin.
Students bring in brochures and articles they find on their own to share
with me and their classmates. They have come up with original ideas
for saving energy and eliminating waste," he says. |
Standards: |
SCHOOL TO CAREER INITIATIVE |
Category: Special Education |
Grades: 7 to 10 |
How It Works: Self and career awareness are
the two main objectives of the "School to Career Initiative." Through
lecture, large and small group discussions, games, videos and career
assessment instruments students identify individual strengths,
weaknesses, aptitudes and interests, personality types and traits,
learning and thinking styles, and work values. They become aware of self
and how to relate this information to careers and career goals. They
are also exposed to decision making, goal setting, and time management
as important processes in future career choices. The relationship
between self, school subjects, and programs of study for a variety of
careers is emphasized.
|
The Students: Students use a variety of
resources, (e.g. books, videos, newspapers, radio, Internet, television,
and guest speakers) and are encouraged to interview people in various
jobs/professions. Job requirements and employment methods and job
retention are explored. Each student develops an individual Career
Action Plan using a variety of Internet, self-assessment and career
resources.
|
The Staff: Linda Carlson, Linda Cimadon, and John Peters Vernon Center Middle School, Vernon |
What You Need: Access to the Internet,
overhead projector, video equipment, videos, newspaper classified
advertisements, career information books, and various personal
assessments are used.
|
Overall Value: Collaboration between business
and education communities provides students with opportunities to
connect educational experience to employment, to make informed career
decisions.
One of the goals of education is to prepare students to successfully
enter the work force either immediately after high school or after
attending a post-secondary program. Students benefit from participation
in educational programs, which provide a combination of academic
learning and career exploration.
The "School to Career Initiative" is unique because it is a component of
the exploratory Unified Arts block in grade eight enabling all 325
regular and special education students to be involved in heterogeneously
grouped classes of approximately 18 students. The materials are
adaptable to ability levels and many learning styles are addressed.
Through the entire "School to Career Initiative," students develop
positive attitudes and a healthy respect for diversity, and begin
preparation for adulthood and lifelong learning.
|
Standards: |
Science is a Verb |
Category: Science |
Grades: 7 to 14 |
How It Works: Fifth graders study
environmental and solar energy modules in their science curriculum; each
study lasts nine weeks. This learning experience was created to apply
and expand the curriculum in a real life setting. Teachers group the
fifth graders with senior biology students and take a field trip to
Washington Park, where they bring the lessons to life. Various
activities (water temperature and acidity testing, soil testing, oxygen
testing, and solar leaf prints) take the students beyond the four walls
of the classroom and immerse them in the environment. Students use
science and mathematics to discover relationships in wood and water
environments, which develops an awareness and appreciation of nature.
More importantly, students gain an understanding of the impact that they
have on their environment and how pollution can effect all of us. They
test soil for nitrogen, potassium, and phosphorous levels, and then link
their results with students from around the world who have conducted
the same experiments. The Internet makes this comparison possible. This
leads to researching, high-level self-questioning, and reflection. The
arts are integrated through poetry, leaf rubbings, solar prints, and
folk songs. The students work collaboratively and are engaged in their
learning. |
The Students: Designed for grades 5 & 12, average ability students; although used with ld students also. |
The Staff: Classroom teachers |
What You Need: Classroom, park, testing equipment. |
Overall Value: This learning experience
focused on problem-solving and real world applications. Providing small
group instruction by the high school seniors allowed each of the
students to be an interactive learner. It also caused the high school
students to thoroughly master the information they taught. The students
apply what they learn in a real-life environment. |
Standards: |
Science Magic! |
Category: Science |
Grades: 14 to 14 |
How It Works: "Science Magic!" brings high
school students to elementary and middle schools for an afternoon of
science whimsy and learning. The high school students present science
concepts as,"magic" to be deciphered by the audience. The,"Magicians"
prepare their routines with fun as well as learning in mind, and in the
process participate themselves in an exciting learning experience.
Presenting science as an enjoyable intellectual enterprise in which they
and their audience can take part. The purposes of the project are to
achieve a clearer understanding of the role of basic concepts in
everyday life, and the development of verbal, social, and artistic
skills. Additionally, by permitting them to explore alternative answers
and to carry out the same experiments in their own home, students
understand science concepts as fun and develop a healthy skepticism for
claims of,"real magic". Experiments are classified by scientific
categories and by materials involved. Presentations can be tailored to
the type of concepts which the teacher is emphasizing at the time. Once
students feel confident enough, they can be used as a resource within
their own school, as entertaining presenters of new concepts. DCPS
Major System Priorities: Graduation Rate, Achievement, Critical
Thinking, Intergroup Relations. The Students: Science Magic was used
with 12th-grade inner-city students but is easily adaptable to any
secondary school and the neighboring elementary schools within its
feeder pattern. |
The Students: |
The Staff: Lydia Fonseca is a physics teacher
who completed her undergraduate and graduate work in Puerto Rico. Her
six years of teaching experience includes such diverse locales as
Buffalo, New York and San Juan, Puerto Rico. |
What You Need: Materials and Facilities:
Laboratory items such as beakers and magnets are utilized as well as
household objects such as balloons and ice. Humorous items add to the
presentation. (We even used a rubber chicken!), Outside Resources:
Students use the school and public libraries as resources. Educational
videos are also used. |
Overall Value: Cross-age tutoring has proven
effective in many disciplines. Students experience a sense of pride in
daring to go before other students and TEACH. By presenting science as a
magic show, both the presenters and the audience win. This project
develops a resource bank of,"Science Magic!" experiments that can be
disseminated and incorporated into the classroom as interestbuilders and
introductions to topics in science. |
Standards: |
SCIENCE MISSION POSSIBLE |
Category: Science |
Grades: 2 to 8 |
How It Works: Science Mission Possible is a
hands-on cooperative learning program in which teams of two or three
students solve "real-life" scenarios for "clients," use experimental
design, and come up with a "scientific rule" that they use to write a
recommendation for their "client" to solve his or her problem. The
program integrates critical-thinking skills, math problem-solving
skills, experimental design, and the use of science trade books to
discover the solutions to the scenarios. Writing and language skills
are also involved because the children must be clear in their letters of
recommendation to their "clients." Working in cooperative groups,
students are asked to solve 12 real-life scenarios using only the
materials given or listed. First, students decide what the problem is.
After brainstorming, they use the format of experimental design to go
about finding a solution to their scenario. Each team has to form a
hypothesis, carry out the experiments by following their own decided
directions, record the results, and come to conclusions based on their
results. They then write a recommendation to their "client" in the form
of a letter, address, and "mail" it. Groups may do further research
after they have solved their initial problem which allows for further
scientific investigation. Students Eighty third grade students from
the base school and the gifted and talented center participate in this
program. Students either work as individual cooperative pairs during
their own free time or as a class with teachers directing the activity.
This program is easily adapted to any middle or upper elementary grade
level by choosing appropriate scenarios. |
The Students: |
The Staff: The science lead teacher and a third grade teacher developed this program along with the rest of the third grade team. |
What You Need: The old library card catalogs
house the scenarios and equipment, such as beakers, magnets, funnels,
tubing, and thermometers. Small cardboard containers such as shoe boxes
can also be used. The card catalog is in a central location in the
third grade pod area so all classes will have easy access to the
program. Outside Resources No additional resources are needed to
implement this program. |
Overall Value: Science Mission Possible
allows students to experiment with scientific apparatus in a more
divergent format than regular science lessons. Each of the scenarios
gives the students the opportunity to solve 24 different scientific
investigations in a wide variety of scientific strands. This program
provides the students with concrete reasons for learning scientific
principles, integrates practical writing skills, and gives students a
reason for accuracy in their writing. |
Standards: |
SCIENCE SAFARI |
Category: Science |
Grades: 2 to 10 |
How It Works: Passports in hand, the eager
first, second, and third grade students follow George Washington Carver,
Marie Curie, and other science greats through nine different classrooms
where fourth, fifth, and sixth graders are waiting to facilitate
hands-on experiments chosen from the curriculum. Each of the first
through sixth graders are actively involved in the teaching and learning
process. The intermediate grade teachers have helped their classes to
choose and set up one simple experiment using inexpensive, readily
available materials at six different stations in the room. Today, these
instructors can watch their pupils as they share their knowledge with
the travelers on the "Science Safari."
Although hands-on science is the major thrust of the safari, the project
taps into every learning style and involves multiple disciplines.
Working in cooperative groups of four, the sixth graders are in charge
of logistics- planning the schedule and preparing a building road map;
coordinating the pace; and setting up Travelers' Aid stations to handle
medical problems, lavatory needs, and lost students.
Teams of fifth graders handle the public relations aspects and design
and make passports for each student going on safari. Groups of fourth
graders search through books to locate the names of famous scientists
and inventors from different racial and ethnic backgrounds.
Sixth grade ambassadors, dressed as scientists who have made major
contributions to the area of the experiment being demonstrated, greet
travelers at the door to each classroom and give a brief overview of the
topic. Sixth grade photographers, reporters, and videographers are on
hand to record the event and to interview participants. Customs
officials are stationed at the door of each room to stamp passports.
|
The Students: Five hundred and six 1first through sixth grade students of all ability levels participated in this project.
|
The Staff: Dr. Judith S. Gross Ridgefield Public Schools |
What You Need: Art supplies, research
material, inexpensive supplies for experiments selected from the science
curriculum, camera, and camcorder.
|
Overall Value: Younger travelers have the
chance to sample some of the exciting topics that will be covered in the
fourth through sixth grade science curriculum. A spirit of community
and caring is created as older students learn the joy of doing something
meaningful for others. Both cognitive and affective skills are
strengthened by students working together to plan an event that touches
on every academic discipline in an integrated, realistic, fun fashion.
Learning is constructivist and problem-based. The organizational and
interpersonal skills gained in planning the safari will prove useful
throughout the students' lives.
|
Standards: |
Science Workshop: Investigating Student Questions in a Field Trip Format |
Category: Mathematics |
Grades: 5 to 8 |
How It Works: Guiding Principles: #1
Students understand the nature of mathematics and science #2 Students
communicate effectively in mathematics and science #7 Students
attain and apply essential knowledge and skills of mathematics and
science
Content Standards 1A: Students use scientific inquiry to provide
insight into and comprehension of the world around them. P1 Make
accurate observations using appropriate tools and units of measure. P2
Ask questions and propose strategies and materials to use in seeking
answers to questions. 2F: Individually and collaboratively, students
use effective communication techniques. P2 Interact in groups of
various sizes. P3 Listen carefully to each other. 7.1C: Students
understand and apply concepts of data analysis. P1 Formulate and solve
problems by collecting, arranging and interpreting data. 7.2A: Students
understand that there are similarities within the diversity of all
living things. I3 Describe the different living things within a given
habitat. 7.2B: Students understand how living things depend on one
another and non-living aspects of the environment. I4 Investigate
the connection between major living and non-living components of a local
ecosystem. 7.2D: Students understand the basis for life and that all
living things change over time. P2 Identify characteristics that
organisms them live in their environment. I3 Explain how adaptations,
in response to change over time, may increase a species' chance of
survival.
The Approach During two or more visits to a field site (in this case
the intertidal zone) students use the transect method of sampling to
research a teacher posed question, then ask their own question and
design and conduct investigations to discover answers. Students record
plant life, animal life, and geology in five meter sections. Student
questions that come up during the trip are encouraged and noted.
Students combine their records to create a classroom model of the
seashore. Next, students pose their original research questions. Each
student prepares a lab report which includes the question, procedure to
be followed, equipment needed and a prediction. The teacher demonstrates
the use of equipment that might be used. Students, working alone or
with partners, return to the site prepared to investigate their
questions. Through this approach, students come to understand and
apply concepts of data analysis. Back in the classroom students
construct a mural that displays the data they collect. The mural
demonstrates students understanding of the habitat, and how the living
and nonliving elements within it interact. Project assessment includes
responses to written questions, performance tasks, observation of
advance preparations and time on shore, and final project. The kinds of
questions they ask and the investigations they design can be evaluated
to document their progress in thinking as a scientist. Students set
standards and assess their own and their peers' products using these
standards. Accuracy of the transect data in class offers the first
opportunity for assessment. Assessing the accuracy of seashore data
itself is difficult, but students' consistency between the mural and the
data can be evaluated. Teachers check and record experimental designs. A
rubric based on standards set jointly by teacher and students provides
the basis for peer and self assessment. |
The Students: |
The Staff: |
What You Need: The most essential resources
to this project are personnel: a teacher willing to take risks and
parents and an administrator with supportive attitudes. Making repeated
visits to a field site takes time and often requires transportation.
Managing numerous student posed investigations can be tricky. Volunteers
provide needed help at strategic times. Necessary tools and equipment
(such as transect lines and quadrants made from PVC pipes and dental
floss) can be created by students from common classroom materials. A
few thermometers, stopwatches and rulers are also basic. Water quality
equipment would add value with older students but is not essential.
Other needed tools depend on the questions that students pose to
investigate. In the past, students have used thermometers, hydrometers,
rulers, stopwatches, scales, and quadrants. Other helpful materials
include books to provide background for students and teacher. In
addition to the two trips to the field site, this project requires
approximately two periods of preparation before the first trip, one to
two periods for the mural, three to five days before the second trip to
refine questions and prepare for the second investigation, and four to
five periods after the second trip to complete the reports, posters,
assessments and sharing. |
Overall Value: This kind of science is
atypical in early elementary grades. It is rigorously scientific in
process and the level of performance expected of students. The two-trip
intertidal study also promotes content learning for students, including
field guide use, intertidal zonation, and organism adaptations. This
project brings the students' own questions about their environment to
center stage. They are encouraged to think, explore, and grow as
independent learners. The scientific process of inquiry becomes a tool
for them as they set out to make discoveries, rather than a topic about
which to learn. Once teachers have experienced this project they will
see that this process is transferable to the ecology of the pond, river,
lake, estuary or any site that contains a transition between two
habitats. Beyond that, teachers will see that the student-posed question
can be the central focus of scientific inquiry in physical science and
earth science, as well as the life sciences. |
Standards: |
Science, Life, & Learning |
Category: Mathematics |
Grades: 8 to 14 |
How It Works: Learners must connect science
and mathematics to other academic areas and to real life. Four
laboratory experiences and one discussion reading help students explore
helpful and harmful microorganisms associated with food. Aseptic food
handling techniques are emphasized and public health topics are
addressed.
Observation, measurement, predicting, and modeling are processes that
are practiced. Students become more skillful in handling
microorganisms and use of thermometers, volumetric measuring devices,
and simple chemical indicators, more safely. In addition, growth in
vocabulary, cooperation, and teamwork skills were observed in our
classrooms. Many students were interested in the yogurt making
activity and most were amazed at how many microorganisms were on
their "just washed" hands! |
The Students: Used for a general
population
including
"mainstreamed" students in
grades 9-12, the materials
would
also be useful for 6-8 students.
The activities are inherently
simple, but the report
preparations may be adjusted
for the
sophistication and ability
of students. Because these are
team-based, large class sizes do
not present insurmountable
difficulties. |
The Staff: Classroom teachers |
What You Need: A full
scale science lab is
unnecessary. Budget for 50
student groups is about $120.
Most
items are available at your
local grocer (except nutrient
agar
plates for the handwashing
assessment lab). |
Overall Value: Our integration approach
encourages students to use mathematics and social skills in science,
enhanced the science component of our vocational classes, and brought a
real historical event to English class. By linking a historical story
to practical sanitation activities, basic English and "dry"
microbiology labs, students of all abilities took more interest in these
classes. Direct confrontation with personal safety issues
surrounding food handling and preparation helped make these topics
come alive for students in a variety of academic classes. The
integrated team approach is highly recommended for using this program in
other institutions. By collaborating, teachers learn new tricks from
each other! |
Standards: |
SCREAM-- Science Combining Research and Endangered Animal Mural |
Category: Science |
Grades: 5 to 5 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: SCREAM requires one classroom
teacher and, if possible, an art teacher. For younger children a
paraprofessional may be used. Basic art materials are paper, markers,
crayons, scissors, felt, burlap, glue, and oaktag. |
Overall Value: "Young children have a natural
interest in animals and their care. The fact that the children were
eager to learn from each other is one of the most exciting and
successful aspects of the project," says Linker. They enjoyed all
project activitiesÑcreating the mural, animal research, making the tee
shirts, and sharing with each other. Not only do they become familiar
with research skills and resources, but they devlop a positive attitude
about learning science. As the mural was being assembled, one student
exclaimed,,"This is the best science project I ever did!" |
Standards: |
Sea World and Beyond |
Category: Science |
Grades: 6 to 7 |
How It Works: Two fifth grade science classes
were taken to Sea World to attend one of the "In Depth Studies" classes
in order to provide an enthusiastic, imaginative and intellectually
stimulating atmosphere. This helped the students develop a lifelong
appreciation and understanding for marine and aquatic resources. The
students explored Sea World's website using the discovery page. The
"touch pool" and Dolphin's Cove were a favorite place for the class. |
The Students: Thirty-seven fifth grade students took part in this project. There were three adults; two teachers and a DARE officer. |
The Staff: Katherine Devus has taught for six years and has done this project for two years. |
What You Need: Sea World willing sent out
brochures that described their facilities. The classes cost between $5 -
$8 per student. Admission and transportation costs must be considered
Sea World had a complete brochure on available classes plus a website.
A discovery page was also available. A map of Sea World was used to
enhance map skills and for reading time schedules for math. |
Overall Value: What better way for students
to understand an ecosystem than to experience one? These students got
to touch a dolphin in Dolphin's Cove. They wrote about that and other
experiences for weeks after the trip. This is a great way to integrate
the curriculums of science, language arts, social studies and math. |
Standards: |
SECRET STUDENT LETTER WRITING PROJECT |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: The "Secret Student Letter
Writing Project" involves students who are transitioning between school
buildings within the same system and the adults who work in the "new"
building. The project enables interaction between the two groups and
fosters positive and supportive relationships that last for years.
Students select two adults in the building (e.g. teachers, support
staff, administration, Central Office staff, or the Superintendent) to
write to and ask questions regarding their work, interests, family, and
personal accomplishments. Students provide clues as to their actual
identities and sign the letter using a code name. Staff are requested to
respond to the questions shortly after receiving the student's letters
and are encouraged to visit the classroom to seek-out their "Secret
Student" based on information provided in the letter. Students again
write and personally deliver the letter to their "pen pal." This
informal face-to-face meeting is often the first time the student and
staff actually meet which fosters a more comfortable school environment
for both.
|
The Students: In phase two students, as a
class, generate a myriad of in-depth interview questions for their
correspondents. Students select eight to ten questions from the list so
that each interview will be unique. Students are charged with "tracking
down" the adults assigned to them and making appointments for
interviews. Upon completion of the interview, the student types a brief
biography of the adult. After the biography is printed, it is laminated
to small construction paper along with a photograph of the staff member
involved in an academic activity of which he/she is proud. The
collection of biographies and pictures is then displayed on a bulletin
board in a public area of the school thereby creating a directory of the
school's personnel for the students and visitors.
|
The Staff: Christopher J. Stupak Litchfield Intermediate School, Litchfield |
What You Need: Computer with printer, laminator, bulletin board
|
Overall Value: This project generates
increased contact between the students and the faculty, staff, and
administration helping all students adjust to their new school building.
The letter exchange and interviews allow the students to get a better
feel for what they can expect as they progress through the grades. The
letter writing project reinforces skills in both formal and informal
letters and the interviews encourage students to meet openly with
adults. The final product, combining the typed biographies of the adults
in the school along with photographs depicting "proud of education"
moments, is a tribute bestowed upon the adults from the students.
|
Standards: Interpersonal Relations Writing |
See Me, Hear Me, Touch Me |
Category: Global Education |
Grades: 11 to 14 |
How It Works: Students from an English, a
Spanish, and an Art class explore the nature of alienation, its causes,
and its effects on individuals. In English students study Franz Kafka's
The Metamorphosis; in Spanish students study Osvaldo Dragun's,,"Hisoria
del hombre que se convirtio en perro" (The story of the man who changed
himself into a dog); in art students study several paintings of Edward
Hopper and Edgar Degas. Students then investigate the concept of
metamorphosis as seen in the art of M.C. Escher and in both works of
literature. After sharing information from the three disciplines,
students work in small interdisciplinary groups to create an original
project (skit, pantomime, poem, dance, collage, etc.) which demonstrates
their understanding of the two concepts; alienation and metamorphosis.
The culminating activity is the presentation of these projects before
the entire group. Throughout, students are challenged to look at these
concepts as they are expressed verbally and nonverbally and to apply
them to their own experiences. THE STUDENTS: This unit can be
used with students from advanced level Spanish and English classes and
any level art class. Students are grouped into interdisciplinary units
of six to eight persons. The unit takes eight class days. |
The Students: |
The Staff: Two or three classroom teachers
can teach this unit, ideally one from each discipline (English, Spanish,
art). However, it can be adapted and implemented by one teacher using
resources. |
What You Need: Franz Kafka's The
Metamorphosis, Osvaldo Dragun's,"Historia del hombre que se convirtio en
perro" Edward Hopper's,"Nighthawks" Edgar Degas"s,"Absinthe" and
selected art by M.C. Escher; standard classroom art supplies (VCR and
camcorder are optional); classroom large enough to accomodate combined
classes, (library, etc.), |
Overall Value: The purpose is to show
students that the concepts of alienation and metamorphosis are expressed
differently by writers and artists but with underlying connectedness,
and to allow students to relate their study to their own personal
experiences. Students experience a variety of activities which
challenge all learner types. Students are empowered to share, explore,
and create across three disciplines. |
Standards: |
See The World |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: This interdisciplinary program
encourages students to look beyond their communities to develop an
understanding and respect for the similarities and differences of other
countries and peoples. See the World combines creative writing,
reading, geography, social studies, history, science, and art. Each
student prepares a guidebook for the country studied. They get involved
in the learning process by: reviewing map and globe skills to get a
perspective of the world, designing posters about our planet, choosing a
country and reading about it in a variety of resources, making dioramas
using shoeboxes and pictures cut out of magazines such as National
Geographic As students learn more about each country, they fill blank
books with magazine pictures, their own illustrations, stories about
daily life and culture, postcards, letters, etc. Other activities
include making indigenous items such as food and jewelry. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
SEEING IS BELIEVING-THE ART OF BIOGRAPHY |
Category: Arts |
Grades: 7 to 10 |
How It Works: "Seeing is Believing--The Art
of Biography" takes students on a literary and artistic journey that
challenges them to choose, explore, create, and become their
biographical subjects. Reading, writing, and creative activities in both
English and Spanish lead to the creation of clay shoes that reflect the
people they choose to study and to performances that reflect the people
themselves.
Language arts students select a biography based on interest; Spanish
students are encouraged to select a Hispanic biography. A variety of
activities are offered as students research and process information
about their subjects. Spanish students read about their subjects in
Spanish and English, write about the people in Spanish, orally present
subjects to the class, and draw a portrait In language arts, students
explore their person's life using graphic organizers and writing (to
include poetry and song lyrics). They create scrapbooks, time wheels,
biography blocks, and give impromptu speeches and book talks. They
prepare performances in which they may sing, demonstrate a skill or
sport pertaining to the person, act out a scene from the person's life,
or participate in a rehearsed interview. All activities are designed to
tap into students' varied intellectual strengths. While acquiring
knowledge about their biographical subjects in language arts and
Spanish, in art, students are posed with the problem of creating a clay
shoe to fit the person they are studying. The shoe reflects the main
characteristics of that person. A history of shoes is presented through
slides, videos, pictures and past-student-created shoes. This unit
culminates with a display of artwork, written work, and a performance by
each student.
|
The Students: All eighth grade students
participate in this project, and it is appropriate for all middle level
students. Assessment is performance-based using rubrics, and students
use self-assessment and peer consultation as a means of monitoring their
progress and achievement.
|
The Staff: Joyce Mikulski, Ellen Stankevich, and Kathleen Sulots Cromwell Middle School, Cromwell |
What You Need: A selection of biographies,
Spanish-English dictionaries, visuals of shoe through history,standard
classroom art supplies, and sculpting supplies. |
Overall Value: This project challenges
students to delve into the life of a person using an interdisciplinary
and multifaceted approach. Students learn more about themselves while
studying other people. They develop proficiency in verbal and artistic
expression using the Common Core of Learning goals of listening,
speaking, and viewing. Students also utilize multiple intelligences:
reading and writing in both Spanish and English (verbal/linguistic), as
well as examining and synthesizing information (logical/mathematical)
lead to the creation of clay shoes that represent the individuals
(visual/spatial) and to visual performances (body/kinesthetic and
musical/rhythmic). The display of shoes and the performances give
students a sense of pride in their bilingual and creative endeavors.
Biography subjects come to life in this unique opportunity to explore
human nature in a literary and artistic format. "Seeing is Believing!"
|
Standards: Speaking, Listening, Viewing, Reasoning and Problem Solving
|
SELL ME A STORY |
Category: English/Language Arts |
Grades: 2 to 6 |
How It Works: Young children become selective
consumers and develop their literary and writing skills as they read,
advertise, and write in this multifaceted club environment. Initially,
students submit letters for membership in the "Read My Book Club." At
this time each child receives a membership card, reading passport with
photograph, and transport bag for books. Students are introduced to the
concept of advertising in a discussion of techniques which appeal to
their target market, their classmates. Each child chooses a book, reads
it, and responds to it with an advertisement to entice others to read
it. As the students continue to read and trade books, the advertising
becomes more sophisticated. Excitement mounts as students prepare and
present book jackets, posters, radio spots, and video commercials.
At club meetings, students trade books, update passports, and prepare a
classroom publication evaluating and rating books. Math lessons are
integrated through graphing activities indicating books most often read
and categorizing by genre and literary type. As students become more
experienced in advertising, they become more aware of "what sells." It
is at this midpoint that thinking skills are integrated into the
project. Increased emphasis on writing directs the students to
experiment with various types of literature. Students prepare their own
stories and creative publications guided by their reading and
advertising experiences. Having been exposed through trading and
advertising, students are more cognizant and critical of writing that
interests their peers. The culminating activity for the project is a
Writers' Convention, a celebration which includes displays of
advertisements, class publications, and student books, as well as
acknowledging the books most read during the project.
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The Students: |
The Staff: Margaret E. Cunningham and Carol Halfpenny
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What You Need: Newspaper, magazine ads,tape recorder & camcorder.
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Overall Value: Young children are energetic
and enthusiastic consumers. They are surrounded by advertising, and they
are very conscious of what they want and "what sells." By capitalizing
on their creativity and combining pleasure with learning and
experimentation, the children build their self-esteem as competent
learners and become better thinkers and more active learners in reading
and writing. Developing these skills in young children is vital to their
success in school and, later, their entry into society. Only when
children can communicate effectively will they be prepared for the
complex careers of the twenty-first century.
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Standards: Responsibility and Self-Reliance Reading Speaking, Listening and Viewing
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Senior Retrospective |
Category: English/Language Arts |
Grades: 14 to 14 |
How It Works: Senior Retrospective: Forging an Identity and Developing a Code
is a two-month-long project that reflects the person the student has
becomeintellectually, emotionally, creatively, socially and
spirituallyover his/her high school career. Beginning with reading and analyzing three core literary works (Bless Me, Ultima by Rudolfo Anaya, The Catcher in the Rye, by J.D. Salinger, and The Sun Also Rises,
by Ernest Hemingway), the student spends several weeks writing a
lengthy illustrated journal that includes his/her thoughts about life,
death, love, family, friends, education and moments of epiphany. Like
the characters in the three novels, students are on a quest to figure
out their identities, their beliefs, codes of conduct and the
justifications for them. The character Antonio from Bless Me, Ultima provides
a living example of a young man's struggle to figure out who he is and
his relationship to the larger world. The infamous Holden Caulfield,
from The Catcher in the Rye, offers the student a view of how
another seventeen-year-old copes with the problems of the adult world,
while Hemingway's code of conduct, as expressed through his character,
Jake Barnes, in The Sun Also Rises, provides a paradigm of how
one needs to have an established code or core beliefs. Students must
then come up with a creative component that reflects who they are.
Projects have included a video and musical retrospective, an original
dance production, a screenplay, a three-dimensional model or blueprint
reflecting the student's life, a display of original photographs, and a
quilt with designs illustrating the student's life. The project
culminates with a ten-minute presentation of the creative project to
the class. Comments from parents and students last year included "One of
the most meaningful projects my child did in high school" and "It
helped me put my life in perspective before I take off for college." Sources
that stimulated this idea's development include Howard Gardner's work
in the multiple intelligences (linguistic, mathematic, spatial,
kinesthetic, musical, interpersonal, intrapersonal) and Roger Taylor's
work in cross-curricular education. |
The Students: |
The Staff: Tory has taught high school
English for eight years, following eight years of college teaching. She
has been a Mentor for two years. |
What You Need: Class sets for the three
novels are required, as are student-selected journal notebooks.
Depending on the projects produced, resources may include a VCR, boom
box, wall space for displays and a theatre stage. |
Overall Value: The specific instructional
value of this idea is that students read core works (including Anaya's
multi-cultural perspective), connect literature to their own lives,
engage in thoughtful self-examination, write at length, develop a
product, and present it to a large audience. It encourages reflection
and high-level critical thinking, working particularly well with
students who are at a point in their lives where they may want to look
back before moving on. The students developed considerable skill in
writing personal, reflective narrativea switch from the emphasis on
expository prose seen in college prep classes. |
Standards: |
Senior Service Project |
Category: Special Education |
Grades: 13 to 14 |
How It Works: Senior Service Project is a
student-generated activity that maximizes student, participation by
allowing students to develop programs that match their skills and,
interests while reaching course objectives. The individual service
project is, expanded by including cooperative projects in the school and
community. Through town meetings and various service projects, the
students gain, responsibility and a better understanding of active
citizenship. At the beginning of the project, students answer the
question,,"What is the role of, the citizen in the community?" They
keep journals during the project. At the end, of the project, they
answer the initial question again and self-evaluate their growth, based
on criteria that they generate. Activities for service to school and,
community will depend on the outcome of town meetings planned and
conducted, by the students who will then be responsible for the
implementation of the, projects. All seniors, including the
learning disabled, participate in the program because it is, structured
for success of all groups. The program is administered daily through,
government classes and can be adapted to other age groups. |
The Students: |
The Staff: Government teachers implement the program, but the prime responsibility lies with, the students. |
What You Need: , The school auditorium is
necessary for the town meetings. The remaining needs, depend upon the
projects chosen. Parents and community organizations participate
in the town meetings and the, implementation phase. The school's
business partners serve as mentors. |
Overall Value: The desired outcomes of the
student-generated project are to increase student, responsibilities, to
develop positive attitudes about themselves as citizens of their,
community, and to acquire skills in group dynamics, decision making, and
problem, solving. The program is designed to be effective because it
is a student-generated, project that maximizes student participation by
matching student skills with their, interests. |
Standards: |
Sensible Sensations |
Category: Special Education |
Grades: 2 to 14 |
How It Works: Sensible Sensations is a
multi-sensory program that provides students who have sensory processing
deficits an opportunity to develop skills needed to process and
organize information needed for learning. By developing these skills,
the sensory-impaired student can perform many simple or complex tasks
that are necessary for learning and functioning in today's society.
Each student participates in a variety of tactile, visual, vestibular,
and auditory activities on a daily basis. Each activity touches two or
more senses. For example, a tactile art activity may be paired with the
playing soft music. During physical education, a gross motor activity
might be paired with a tactile or vestibular activity. By incorporating
these activities in a controlled manner, students develop adaptive
skills. Development of these skills can lead to effective sensory
processing skills, increased alertness and attention span, a significant
increase in learning retention, and development of appropriate social
behaviors. |
The Students: Students ranging in ages from 5
to 21 years with autism and moderate to severe disabilities participate
in this program. These students are both verbal and nonverbal and
represent various levels of learning. |
The Staff: The classroom teacher and
therapists are responsible for identifying and developing each activity.
The program is then introduced to the physical education and art
teachers, assistants, and parents |
What You Need: Materials needed are different
lights such as bubble light columns and lava lamps, various cause and
effect toys, music tapes, sensory stimulation kits, aroma fans, and any
equipment that touches on one or more of the senses. The program uses
the classroom and specific areas in the school.Parents receive daily
progress reports and are invited to observe the program and learn the
new techniques developed. They are encouraged to help their children
practice the techniques at home, thereby providing for them an
opportunity to generalize, refine, and expand the new skills they have
learned. |
Overall Value: Sensible Sensations gives
sensory impaired students opportunities to develop skills needed to
function successfully in today's society. Their success builds
self-esteem, confidence, and increased incidents of learning. |
Standards: |
SENSORY EXPERIENCES FOR THE MIND & BODY |
Category: Special Education |
Grades: 2 to 14 |
How It Works: This study will examine what
happens to the overall temperament of students when they are able to
participate in sensory experiences on a consistent basis. The research
team will compare before and after observations of students as
individuals to determine the overall effect of the experiences. Parent
input will be encouraged to also assist in determining the overall
changes that students may exhibit. The research team anticipates some of
the following outcomes: increased expressive behavioral responses,
increased tolerance to environmental stimuli, increased overall
temperament, and decreased behavioral challenges. |
The Students: This study will target at least
30 students with disabilities that may include: Moderate Retardation,
Severe Disabilities, Autism, Physical Disabilities, and or Other Health
Impairments. The students involved have been observed as having possible
sensory deficits. Additional students may also be identified and
tracked for results of these sensory experiences. |
The Staff: Two classroom teachers, an adapted
physical education teacher, and a public health training assistant will
help implement and monitor the program. The Behavior Resource
Specialist will assist in obtaining additional materials and summarizing
data results. Additional resources may include: parents, physical
therapists, speech/language clinicians, occupational therapists, hearing
itinerant teachers, vision itinerant teachers, social worker, school
psychologist, principal, and assistant principal, and other county staff
members. |
What You Need: Existing facilities will be
utilized, including the following areas: gymnasium, hydrotherapy pool,
occupational/physical therapy room, and classrooms. Additional sensory
related materials will be purchased with the grants funds, including:
manuals, videos, and materials that include auditory, olfactory,
tactile, proprioceptive, vestibular, and visually related items.
Specific examples may include: platform swings, switch activated
materials, sound or musically enhanced products, objects that shake or
vibrate, seasonings or food products, and mirrors.Parents will be
invited to observe the sensory related sessions to facilitate repetition
at home. Continued support from various county resources, current
trends via internet sites, and conferences will also be utilized. |
Overall Value: Results from previous
observations indicate positive results will result from implementing
this study. The team desires additional information on which specific
activities would be most beneficial to the students. The team expects
the students to enjoy these sensory experiences and also expects fewer
behavioral challenges as a result. The overall effect on the temperament
of most students will generally be: a better ability to regulate one's
own central nervous system to the environment, more compliance to staff
requests, less self-abusive behaviors, and a more relaxed, calm demeanor
throughout the day |
Standards: |
Sequence Me, Question Me |
Category: English/Language Arts |
Grades: to |
How It Works: Sequence Me, Question Me adapts
One, Two, Three...Smile (See IMPACT II catalog 1990-1991) by using
classroom photographs of recent activities to enhance verbal sequencing
and question-answering skills. Children are shown pictures of
themselves and classmates engaged in activities and asked to sequence
the pictures according to beginning, middle, and end of the activities.
The pictures generate a variety of question forms. The photographs can
be used with individual children or in a group. Students can use the
photos to question each other. Carryover of language from one day to
another can be evaluated using the pictures for several days. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Seven Wonders of the World |
Category: Social Studies |
Grades: 2 to 3 |
How It Works: Students engage in hands-on
investigations of the customs, traditions, folk tales, music, costumes,
and food of different countries around the world. Their "world tour"
culminates with an International Day celebration. Children prepare
posters and artwork for the event, dress in costume, serve authentic
food, and sing songs to celebrate the unique features of the world's
wonderfully different cultures. |
The Students: A first grade class of 26 six
and seven-year-olds participated in this project. It is adaptable for
different ages and abilities. |
The Staff: Gina Catalano has taught for four
years. Her undergraduate degree is from Elmhurst College; she also
holds a master's degree.
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What You Need: This project requires the
following items: books and videos about selected countries, ordinary
classroom and art supplies, a camera and film, a large table on which to
display books and other material. |
Overall Value: Children develop an awareness
of their own heritage as well as an appreciation of the customs and
contributions of people from all over the world. They learn that while
each culture has unique features that set it apart, people everywhere
have the same basic needs and aspirations. |
Standards: This project addresses the following Illinois State Goals and Chicago Academic Standards (CAS): Goal #18, CAS A, CFS 1. |
Seven Wonders of the World |
Category: Social Studies |
Grades: 1 to 3 |
How It Works: Students engage in hands-on
investigations of the customs, traditions, folk tales, music, costumes,
and food of different countries around the world. Their "world tour"
culminates with an International Day celebration. Children prepare
posters and artwork for the event, dress in costume, serve authentic
food, and sing songs to celebrate the unique features of the world's
wonderfully different cultures.
|
The Students: A first grade class of 26 six
and seven-year-olds participated in this project. It is adaptable for
different ages and abilities. |
The Staff: Gina Catalano has taught for four years. Her undergraduate degree is from Elmhurst College; she also holds a master's degree. |
What You Need: This project requires the
following items: books and videos about selected countries, ordinary
classroom and art supplies, a camera and film, a large table on which to
display books and other material. |
Overall Value: Children develop an awareness
of their own heritage as well as an appreciation of the customs and
contributions of people from all over the world. They learn that while
each culture has unique features that set it apart, people everywhere
have the same basic needs and aspirations.
|
Standards: This project addresses the following Illinois State Goals and Chicago Academic Standards (CAS): Goal #18, CAS A, CFS 1. |
Shake, Rattle, and Roll |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
SHARE THE WORLD |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: Multicultural students bring
with them a rich blend of prior knowledge from their own background,
making various learning styles quite evident. To show respect and mutual
understanding for each other and to capture the essence of these
cultures, students and parents are active participants in our "Share the
World" initiative.
Each night, with great anticipation, a different student from each
classroom carries home a fun-filled tote bag. It includes a
multicultural book, an authentic artifact and a journal, which is to be
shared with a parent or special person. The selected books are part of
the media center's collection which allows the students easy access to
them. It also allows the teachers to monitor the circulation of the
books. The planned activities encompass many facets of the spoken and
written language, enabling the students to become active
communicators--both at home and at school. An appreciation of the arts
is also enhanced as students and adults discuss the vivid illustrations
of the literature books and the uniqueness of the various artifacts. The
method of instruction begins with a relaxed, shared reading with a
special person, followed by the partners responding to a
thought-provoking, value-based prompt. The response may be either
written or illustrated, as geared to the specific literature book. The
next morning the student shares the journal entries with his/her
classmates, which leads to an entire class discussion. Assessment is
measured by the effectiveness of the students' responses, along with the
increased willingness of parental involvement.
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The Students: Approximately five hundred
students of all ability levels simultaneously participate in this
project. It is appropriate for grades K-5.
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The Staff: MaryAnn Cobb and Sharon D. Maignan Newfield Elementary School, Stamford |
What You Need: Journals, authentic artifacts, tote bags & multicultural books
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Overall Value: "Share the World" is an
outstanding, empowering project that fosters the opening of
communication lines between children and the special partners. Students,
parents, and teachers are offered opportunities in the school to
participate in a cultural celebration of shared new knowledge when
journal entries are read and artifacts are displayed among others. In
addition to their school participation, they are sharing knowledge about
another culture for a half hour at home and understanding that it is
only natural and right to "Share the World" with others.
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Standards: Sense of Community Moral and Ethical Values Reading Speaking, Listening & Viewing Writing
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Sharing Earth's Space with Others |
Category: Social Studies |
Grades: 5 to 8 |
How It Works: The students explore and
compare the interdependency of people and groups in Europe, emphasizing
similarities and differences of lifestyles, physical characteristics,
technology, occupations, family traditions, history and community
institutions. This promotes better awareness of global interaction.
Students are tourists on a guided trip to Europe, beginning with lessons
on obtaining and producing passports, making original travel brochures
and posters, and learning foreign phrases. Working in committees
students make European flags, research and write reports about countries
to be visited, and build paper mache replicas of important landmark
structures. Discussion follows comparing the countries unique
traditions, customs, music, art and literature. The culminating activity
highlights,"A Feast of Foreign Foods" with children in costumes, a fair
exhibiting students' work, and folk music from various European
countries. This interdisciplinary approach uses team teaching, small
group activities, cooperative learning, critical thinking,
and,"hands-on" activities. Students uncover concepts creatively through
discovery and participation. DCPS Major System Priorities:
Achievement, Standard English, Critical Thinking, Intergroup Relations.
The Students: This project has been implemented in five third grade
classes of diverse ethnic makeup and achievement levels. This project
may, easily be adapted to many settings and grade levels. |
The Students: |
The Staff: Harriet Field has been teaching
for 19 years. She is the Team Leader in Level Three and has taught
grade levels K-6. Ms. Field is the math resource teacher in the school
and she is the computer specialist for her team. Sherryl Zigler has been
teaching for 16 years. She helped restructure her grade level's social
studies curriculum to an interdisciplinary approach facilitating
instruction in an open pod environment. She was selected to participate
in a special Dade County program to obtain certification to teach
gifted students. |
What You Need: Materials and Facilities: A
classroom with area appropriate for working in small groups is
desirable. Materials and equipment for implementing this program include
an overhead projector, filmstrip projector, record player, tape
recorder, computer, video cassette recorder, pull down maps, globes,
camera, poster board, postcards, posters and travel brochures. Outside
Resources: Resources to enhance classroom activities may include visits
to a travel agency, the local airport, and European restaurants,
speakers from the U.S. Passport Agency and from European countries, and
the help of the school art teacher and Media Specialist. |
Overall Value: By investigating and comparing
the interdependency of people in Europe and America, students realize
that,"It's a Small World After All". This project involves a
stimulating interdisciplinary approach for students working creatively
at various ability levels. |
Standards: |
Sharing Literature and Staging Life |
Category: English/Language Arts |
Grades: 12 to 14 |
How It Works: To encourage multicultural
awareness, students, research, write, and perform a multi-media, Readers
Theater piece for their school on a chosen culture. For example a
project can be created on, the African American achievements of 20th
century. Before starting the process, students are instructed on the
fundamentals of Readers Theater. To start, the project, students
are, taken to the, school library for two class periods to find anything
on the on the chosen topic. . They are instructed to find poetry,
narratives, historical accounts, photographs, music, and/or anything
related to the chosen culture. After two days, students regroup in the
class to share their information. The teacher leads focused discussion
in usefulness of materials. Student then brainstorm to determine the
scope, of their project and the items the project will use. Next,
the teacher breaks students, who found similar information, into groups
of three or four. For example, students who found information on Martin
Luther King, Jr. would, be grouped together while students who found
information on the Harlem Renaissance would be found in another group.
In these groups, students are then instructed to begin writing pieces of
the script in a readers Theater format. For example, one group may
have information on Rosa Park's, bus incident and this can be turned
into a monologue. Another group may have found poem by Langston Hughes
and they determine, how to bring pieces, of his poetry to, life. Still,
yet another group, may have historical information which they turn into
narration for the framework of the presentation. Each group group is
then responsible for writing one section of the presentation. Finally,
one student or the teacher pastes all the information into a coherent
script. The final script works best if it incorporates several
narrators, poetry, monologue, skits, music, and visuals. Students
should be allowed to be as creative as possible with their presentation
format. Once the final script is drafted, students chose parts to
play to play. The piece is rehearsed for several days then presented
for the audience. After the, performance, students discuss the
effectiveness of their performance. THE STUDENTS: This activity, is
designed to be used with a heterogeneous grouped theater arts class
(grades 10-12). However, this activity can he used in any high school
english, social studies, or music/art class. Since it takes several
weeks, it is advisable that students work on, on this project each day.
Depending on the scope, this project can be adapted for any grade
level-class or grouping, . |
The Students: |
The Staff: The classroom teacher on can
superivise this project entirely. However, it is helpful to have,
assistance of the school librarian for the research phase of this
project. Additionally, the art teacher, music teacher, the media
teacher and their students, can also be included to, create, a more
visual/auditory experience. |
What You Need: The only necessary item is the
School library for the research phase.To create, a, more powerful
presentation, transparencies/slides and music can be used which would
require a tape player and an over-head projector and slide preojector .
The project is most effective if, it is presetned in the school
auditorium using appropriate lighting but it an also be presented in a
large classroom, cafeteria, or gymnasium. |
Overall Value: This project. requires
students to become researchers, writers, and communicators.
Additionally, students learn cooperation and teamwork skills. It
uniquely, involves them in a creative process from inception taken to
the completion. This project also cuts across class or grouping,
disciplines and can become an interdisciplinary project of English,
social studies, art, music, and theater. Through this project, students
are empowered: They gain confidence and learn an enormous amount of
information about a particular culture, and, through their performance,
act as educators to the rest of their school. They never forget, this
project. |
Standards: |
Ships Ahoy! The Santa Barbara Harbor |
Category: Social Studies |
Grades: 4 to 5 |
How It Works: As part of a multi-disciplinary
unit, students create a, 3-dimensional model of the Santa Barbara
Harbor. Our second grade teacher team decided to make our
cross-school, marine/oceanography focus the Santa Barbara Harbor. The
unit, builds on marine science knowledge gained in kindergarten and,
first grade about beaches, tidepools, ocean habitats, local, sealife,
plants and animals. This is a project which encourages, collaborative
learning by students. We begin by assessing students' knowledge about
the harbor as we ask "What do you know about the Santa Barbara Harbor?"
Next accompanied by parents, we take a field trip to the harbor and
videotape it for future reference in the classroom. With firsthand
knowledge of the harbor fresh in our minds, we develop our
three-dimensional model. For example, stittle flags for the flagpoles
and bring realia to place on the Wharf Sea Landing and in their boats.
on the Wharf, Sea Landing and in their boats. The highlight of the
entire project is making the boats for the marina slips and other harbor
areas. We study the types of boats, in the harbor by looking at our
video. We use school lunch milk, cartons cut in half, painted and
decorated to look like boats. The end product is the harbor model, one
in which the class takes, great pride. Students gain valuable knowledge
about an important, part of their community. Our students are tour
guides for other, classes, including our Big Buddies, on a trip through
our model, harbor. There are many concurrent activities with this
unit: research, reports on a particular harbor-related topic, interviews
with, harbor officials, and map making. Many students return to the,
harbor after the first field trip to interview harbor personnel, for
their reports. We conclude the unit with another field trip, to the
harbor to see how our model looks compared to the real, thing. The
highlight is a trip around the harbor on the tour, boat, the Harbor
Queen. The boat trip gives a very different, perspective, as this view
is from the water. Mathematics Framework: real world application of math
processes measurement; English/Language Arts Framework: writing. The
project incorporates the History/Social Science Framework's idea,
encouraging students to become involved in their community and to, look
at a local area historically. Ninety second grade students participated
in the overall harbor unit 29 in the harbor model-building project. As
in any school the population represents a wide range of learning needs
from disadvantaged less prepared or ESL children to the gifted. All were
able to participate successfully. |
The Students: |
The Staff: I have taught elementary school
for 12 years, grade 2 for two, years. I am a South Coast Writing Project
Literature Institute fellow CSIN participant and I am currently science
Mentor with an interest in technology. I was an AB 1470 Grant Lead
Teacher and GATE teacher. |
What You Need: A video camera, VCR, and
television are required. See my teacher, materials for details on usual
classroom supplies and "found" items. Teachers can contact the
Harbormaster's Office, the Waterfront, Office, Sea Landing, Coast Guard,
and Coast Guard Auxiliary for, speakers and/or tours. |
Overall Value: |
Standards: |
Shop 2000 |
Category: English/Language Arts |
Grades: 5 to 10 |
How It Works: There's a lot more to shopping
than just walking into the store to buy a loaf of bread. In this
shopping project, students learn to: -make change more accurately,
-budget their money, -make wise decisions when shopping, -practice
courtesy in speaking and listening, -read for important information when
shopping Prior to shopping day, students bring in pictures of items
they want to purchase, such as clothes or groceries. Prices and quality
are discussed. On,"shopping day" students make their purchases using
the pictured items with prices attached. Each student takes a turn
being a shopper, cashier, and sales clerk. Everyone in the group
develops basic skills when they learn to: effectively add and
subtract to make change, multiply and divide to find the per-item costs,
read and write dollar amounts, select items by determining the better
buy, and use a calculator to total amounts Students learn the value
of money, the four basic math operations, problem solving skills, and
critical thinking. They also begin to realize why courtesy in speaking
and listening is so important. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Should the California Missions Be Closed? |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: Should the California Missions
Be Closed? is a series of interactive lessons, culminating in a mock
hearing of a historic controversy over mission secularization that began
with Mexican Independence in 1821 and was resolved in 1834. Whether a
native, priest, rancher, outside observer, judicial committee member or
journalist, each student's role has a bias, revealing the different
layers of history, culture, and world views that ultimately prompted the
secularization question.
To start the unit, students review the positive and negative aspects
of daily life of the missions, the impact of the transfer of power from
Spanish to Mexican government, and cultural differences among Spanish,
Mexican, and native Californians. After selecting roles by lottery,
students conduct a "silent debate" (on paper) on the merits of the
mission system from their character's point of view. They then form
teams to gather evidence and predict counter arguments. Using primary
source material such as period artwork, excerpts from letters, journals,
and testimonials, students develop a case for the hearing. Each student
also develops an identityeither historic or fictitioususing a character
development guide. During the team research period, journalists
interview various participants in character. Panelist teams present
their testimony, and are questioned by the judicial committee, which
ultimately makes the decision as to whether the missions should continue
or be secularized. Journalists either publish a newpaper or present a
"live broadcast" of the hearing proceedings. Afterward, the teacher
leads the class in a debriefing to reflect on the experience and examine
results of the actual decision. |
The Students: 1997-98: 180 heterogeneous (GATE, resource and ESL) and ethnically diverse grade 10 World History and Humanities students. |
The Staff: Melanie has taught for 10 years,
primarily World History and Humanities. She is a California
History/Social Science Project fellow and teacher facilitator. |
What You Need: Teacher packet, which has
student research packet, role cards, transparencies, handouts, and a
complete bibliography; visuals of various groups represented, costumes,
props. Field trips add to the drama of the unit. |
Overall Value: Because this simulation
involves cooperative interaction and role playing, students learn to
empathize with those who grappled with this historic controversy. They
experience the complexity of human conflict first-hand. Further,
students demonstrate the democratic process during the hearing, and
explore civil rights and responsibilities. Students earn points for
preparation, quality of presentation, adherence to character and bias,
references to primary documents and active participation in the hearing.
A scoring rubric is given to students at the start of the unit. The
unit reinforces the California History/Social Science Framework's
suggestion to review the rise of democratic ideas and to highlight cases
involving colonialism and nationalism. |
Standards: |
Silence: The Great Equalizer |
Category: Foreign Language |
Grades: 7 to 14 |
How It Works: Silence: The Great Equalizer
gives students who speak English as a second language (ESL) an
opportunity to communicate nonverbally with mainstream students through
the production of a readers' theater mime show. With the help of a
professional mime, students free themselves of inhibitions and cross the
bridge to making first contacts with students outside ESL classes.
Focusing on the dramatic arts, this project encourages teamwork and
interdisciplinary collaboration. In preparation for the mime's
performance, participating teachers involve students in activities in
which they receive nonverbal instructions to perform tasks, such as
folding origami, doing the wave, or sewing on buttons. Following these
activities, students view and participate in the mime performance and
add new skills to their repertoire. After viewing the mime, ESL and
mainstream drama students form groups to produce their own mime shows
based on folktales. Without words students communicate the actions and
emotions of the multicultural tales. The performances are videotaped so
that students can share the performances with their families. The
Students: Twenty-five drama students and a core group of 25 ESL
students participate, and another 75 ESL students act as observers. The
program is especially effective with limited English proficiency
students and hearing impaired students. |
The Students: |
The Staff: The ESL and drama teachers developed and implement the program. |
What You Need: Books of folktales and video
supplies are necessary for the program. A drama room or performance
area is required. The services of a professional mime are essential to
the success of the program. |
Overall Value: Silence: The Great Equalizer
enables ESL students to become more confident of their ability to
communicate. As they become more animated and open and willing to
express their feelings in other than verbal ways, they integrate into
the mainstream. Everyone loves theater and entertainment, and
everyone wants to be part of the magic. A lively involvement with
folktales creates a stimulating multicultural experience from which true
friendship can result. |
Standards: |
SIMPLE MACHINES |
Category: Science |
Grades: 2 to 10 |
How It Works: Sounds of excitement fill the
playground. "Look, there's a gear, in the middle is an incline plane,
over there is a lever." This is not your normal third grade Playscape
vocabulary. Out on the playground, groups of third grade students work
cooperatively to physically create a Complex Machine by acting out
movements resembling gears, wedges, levers, screws, incline planes, and
pulleys. The creation of a Complex Machine is the culminating activity
of a two-week study on Simple Machines, during which each Simple Machine
is physically reenacted. The students actually experience the meshing
of gears, balancing upon a fulcrum, and sliding down an incline plane.
This exploration allows the students to be actively engaged in their own
learning. While participating in this motivating activity, students
develop and actively construct an understanding of basic principles of
Simple Machines. Once each machine has been reenacted, the students
proceed to the culminating activity - designing a Complex Human Machine
of their own.
This culmination activity asks the students to use different levels of
the playscape and their knowledge of Simple Machines to plan out and
construct a Complex Human Machine. The physical education teacher and
classroom teacher guide the students through the planning process of
this activity. Students again will duplicate the movement of Simple
Machine actions like a rotating gear or rising levers, then slowly build
upon each Simple Machine to create their own Complex Human Machine.
With a flip of a pretend power switch, the human machine is turned on.
Gears turn, levers rise, and wedges split as students work together as a
team. If the machine does not operate properly, it stops. Using
critical thinking skills, the students need to identify the problem and
work cooperatively to formulate a solution. With another flip of a
switch, the new solution is tried. With hard work and persistence, the
students continue problem solving. The final goal is for the students to
work together to create a Complex Human Machine that runs smoothly. As
this occurs, students feel a strong sense of teamwork, pride, and
accomplishment resulting in shouts of joy echoing throughout the
playground. "We did it! Our machine works!"
|
The Students: |
The Staff: Rachael Manzer and Walter Moore Ann Antolini Elementary School, New Hartford |
What You Need: Playground or Playscape, pulley, beach ball, pretend power switch, pinnies or T-shirts of two different colors. |
Overall Value: Through an interdisciplinary
approach, students actually become Simple Machines. The physical
education teacher and the classroom teacher work together with the
students in the creation of both a Simple and Complex Machine. This
program strengthens the students' understanding of the concepts and
applications of Simple Machines in Physics. As the children construct a
Complex Machine, they are able to identify and design techniques for
recognizing and solving problems in science. Through persistence, risk
taking, and working cooperatively, students make the Complex Machine run
smoothly. The children feel tremendous pride in their accomplishment
and gain an awareness and understanding of how Simple and Complex
Machines work. This is "hands-on" science at its best!
|
Standards: |
SINGING HEROES |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Singing Heroes is a schoolwide
program that encourages students to identify character traits and to
select people in their lives, historical figures, or modern-day
individuals who exhibit these traits. Research, interviewing, writing,
and musical composition skills are employed to develop a culminating
musical performance. In addition, students nominate and write about
people they know who have exhibited admirable character traits. The
compositions are read on the school news and displayed on a designated
school bulletin board. Implementing a conflict resolution program is an
objective in our school plan. This program, which integrates language
arts, guidance lessons, and the music program, raises students'
awareness about the qualities that enable individuals, including
themselves, to contribute peacefully and productively to their
environment. Students The entire student body participates. All
students, including learning disabled, gifted and talented, and
emotionally disabled as well as students for whom English is a second
language, meet for formal presentations with the counselor and daily
with the classroom teacher. Students meet regularly with the music
teacher. |
The Students: |
The Staff: The music teacher and guidance
counselor along with the teachers and parents on the conflict resolution
subcommittee initiated the program. The music teacher and the guidance
counselor, with the support of all classroom teachers, implement the
program. The art teacher provides help for schoolwide displays. |
What You Need: Art supplies such as
laminating materials, markers, and tape are needed for publicity and the
bulletin board. The culminating musical program requires costumes and
decorations. Other resources include videotapes, photographic slide
tapes, and the CD-ROMs Great Composers, Heroes, and Experience Divine.
Outside Resources School, professional, and community libraries provide
excellent resources for students and staff members. The Fairfax County
Police and Fire Departments and the Northern Virginia Mediation Service
are community resources for students and staff members. |
Overall Value: The goal of the conflict
resolution objective is to empower students to use peaceful solutions to
solve everyday disagreements. Singing Heroes facilitates that goal.
Individuals who exemplify positive character traits serve as models for
the children to emulate. The program offers opportunities to strengthen
written and creative skills. The program has an impact on the
students' academic and creative development and most significantly on
their individual character development. Character education helps
ensure desirable behavior in school and in society. |
Standards: |
Sixteen Sensational Ideas (That Really Work) |
Category: Classroom Management/Intergroup |
Grades: 7 to 7 |
How It Works: SIXTEEN SENSATIONAL IDEAS is a
potpourri of teaching tricks that will surely get the attention of any
student. They are studentcentered activities that develop responsible
behavior patterns in classwork, participation in discussions, homework
completion, timeon task, conflict resolution, and improved self-esteem.
The teacher uses these techniques while the regular lessons are in
progress. They enhance the objectives being taught and can be used with
most curriculum subjects.
Some of these sixteen ideas include Ponder Pad, IBM Style, Daring Dice,
Business Card Capsule, Lavish Lexicon, Minute Mini-Books and many more!
Very little teacher preparation time is required. Yet, these ideas will
provide a teacher with methods for creating free pads and student
brainstorming, increased parent involvement, a six page book with just
one sheet of paper, total student participation when a question is
asked, and more. The benefits are bountiful for the teacher. But the
best benefit of all is the gleam in the students' eyes as each of these
sixteen sensational ideas (that really work!) is tried. DCPS MAJOR
SYSTEM PRIORITIES, Achievement, Critical Thinking, BLUEPRINT 2000 GOALS,
Student Performance, Learning Environment, THE STUDENTS, Approximately
35 fifth-grade students have participated in these activities. All
elementary and middle school students would benefit from this project,
which is adaptable across all curriculum areas. |
The Students: |
The Staff: Linda Askari Blanchfield has been
teaching for almost 20 years in Dade County Public Schools. She has a
master's degree from Florida International University and has received
numerous grants. Through these grants and on her own, she has developed
many successful programs. These include Nurturing Novels for Kids! Big
Mouth Books, Big and Little Buddies, Square Dance and Song, and
Books-RUs. She has presented these ideas at many local, state and
national conferences. |
What You Need: THE MATERIALS, Supplies are
very simple and can be found in most classrooms. Patterns, worksheets
and samples can be obtained in the Idea Packet for SIXTEEN SENSATIONAL
IDEAS (THAT REALLY WORK). OUTSIDE RESOURCES, Outside resources are not
necessary but can be helpful with some of the ideas. These resources
include the P.T.A. Good Time Attractions and Oriental Trading Company. |
Overall Value: Students will love these
sixteen sensational ideas and you will too. These methods are so easy to
implement, and, at the same time, are powerful tools for increasing
achievement through enthusiasm for your existing lessons. These little
tricks make a positive difference in the classroom. Send for the
free Idea Packet and get started this week! |
Standards: |
SLAVES, MASTERS, AND CONNECTICUT YANKEES |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: "Slaves, Masters, and
Connecticut Yankees" reveals the complexity of moral decision making and
action. Students write first person accounts of slavery from different
points of view; slaves, masters, and visitors from Connecticut to
southern plantations. They work in small groups and realize some of the
reasons for actions which do not seem to make sense: Why didn't more
slaves try to escape? Why didn't masters free their slaves? Why didn't
visitors act to end slavery? Students use reasoning and problem
solving skills to choose dates for their individual accounts, usually
between 1830 - 1865, and the gender, age, and background experiences of
their characters. They each create plots and write stories using
literary forms such as letters and diary entries which allow them to
speculate about the emotions and thoughts of slaves, masters, and
visitors. Each group uses the same historical setting, usually a
specific southern plantation, to learn that different points of view may
be held by individuals confronting similar situations. The challenge
continues as students pore over historical documents searching for facts
they can use in their accounts.
Planned activities accommodate a variety of learning styles. Students
examine an antebellum newspaper which displays slavery as a part of
everyday life. The learning can be enhanced by adding visual,
kinesthetic, and auditory material, such as illustrated books from the
school's library on slavery, the underground railway, the Civil War, and
nineteenth century coins, stamps, clothing, and transportation.
Materials on The Amistad Revolt available from The Connecticut
Historical Society provide powerful background information.
Assessment is ongoing and individual. The teacher measures each
student's learning by noting diligence in gathering information, the
level of cooperation within each group, and the quality of each
student's individual research and written work.
|
The Students: Eleventh grade students in
honors level American History classes have completed this project. It is
appropriate for all ability levels at the upper elementary, middle, and
high school grades and can easily be adapted to various English and
social studies courses.
|
The Staff: James W. D'Acosta Fairfield High School, Fairfield |
What You Need: A photocopy for each student
of an antebellum newspaper with slavery items and tourist brochures or
other images of surviving plantation homes are essential materials for
this project.
|
Overall Value: This project gives students
the historical analogy of American slavery to understand the difficulty
of moral action by people in any age. Students learn that victims often
have limited power, knowledge, and resources; that oppressors often
weigh questions of morality against ones of tradition, social standing,
and the economic well being of their families; and that outsiders often
take refuge in the idea that change is not their responsibility. Moral
action requires courage and sacrifice
|
Standards: Moral & Ethical Values Reasoning & Problem Solving |
Snack Attack Café |
Category: Mathematics |
Grades: 5 to 8 |
How It Works: Snack Attack Café, a classroom
restaurant run by third and fourth grade students and open to other
school members, is the culminating activity for our study of money. Our
unit on money also includes review of the dollar sign and decimal point,
counting money, and practice in making change. We go on an imaginary
shopping trip by selecting items from newspaper ads with a limit of
$10.00 to spend. A major emphasis in grades 3 and 4 is practice in
counting back change.
Preparation for opening day includes deciding on a name, the amount
each customer can spend and menu items, making menus, scheduling jobs,
learning how to write customer checks, shopping for and preparing food.
Students then rearrange the classroom to create a restaurant ambience.
We practice without food to understand the process and eliminate
problems. Students are invited to donate "Specials of the Day" and the
teacher solicits donations and purchases other foodmost are healthy
snacks. Our customers include principals, staff members, special
education students, third and fourth graders. We are open three mornings
from 8:35 to 9:30; each customer is given $5.00 play money to spend.
Menu prices are odd amounts to make it more difficult. Cashiers require
food servers to complete their calculations and check for accuracy
before they give change, and customers from other math groups
double-check totals. The cost for running a three-day restaurant, which
served 85 people, was approximately $25 for food and paper goods, with
several students supplementing our supplies. |
The Students: 1997-98: 80 third and fourth graders at two school sites, including gifted, ESL and a wide range of instructional levels. |
The Staff: Judy has taught for 14 years, is a
South Coast Writing Project (SCWriP) fellow, and former science mentor.
Barbara has taught for nine years, is a UCSB Science Project fellow,
and former science mentor. Linda has been teaching for 29 years, is a
SCWriP and the Tri-Counties Math Project fellow, and has been a mentor
teacher for core literature and science. |
What You Need: Menus, art supplies,
decorations, tape or CD player for background music, paper products,
guest checks, play money, cash drawer, teacher packet. |
Overall Value: This is a highly motivating
activity because students see relationships between school and work and a
purpose for correct computations and accurate change. Students who run
the café learn attractive food presentation, menu design, a polite and
welcoming attitude, teamwork, restaurant bill writing, accurate
computation, and how to make change. Customers learn restaurant
etiquette and strengthen conversational skills, including learning
English. By observing and checking students' math, teachers found at
least 80% of the children successfully handled money math. |
Standards: |
Sociology: A World of Similarities and Differences |
Category: Global Education |
Grades: 9 to 10 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Basic materials include books
and other resource materials on various cultures, notebooks for student
journals, and materials for art projects. Community resources, such as
museums, theaters, and restaurants, enrich children's experiences. |
Overall Value: The project motivates students
by allowing them to find out about their own family history and
heritage. Students have been particularly excited about going on field
trips and about displaying their work. At the same time, they have
become more cooperative and are better able to work in groups. "They
find that they have more freedom to learn from one another and ask
questions about one another's backgrounds," say Zaret and Cooper. |
Standards: |
Soda Bottle City in the Year 2000 |
Category: Science |
Grades: 8 to 8 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Encourage students to bring in
recyclable materials such as: two- or three-liter pre-cut soda bottles,
(parents cut off the bottoms for safety), cardboard, styrofoam, egg
cartons. Other items include: index cards, scissors, glue, Model Magic
by Crayola, tape, popsicle sticks, straws, markers, colored pencils,
graph paper, rubber bands, and paper clips. (Batteries, wiring, and
switching to make models operational are optional.) |
Overall Value: "I believe that this project
works because the students are enthusiastic about the work on the
project," says project creator Manette B. Gampel. "The finished
products reflect creativity and informed choices. When students from
other classes see these mini-cities, they too are curious and want to
know more about these models." |
Standards: |
Solar System Museum |
Category: Science |
Grades: 5 to 8 |
How It Works: Creating and operating a
classroom solar system museum provides students with a highly motivating
opportunity to become experts on planets, and to learn from other
students' work. Students must work cooperatively to access
information from a variety of sources, write clearly, correctly, and for
an audience, use their artistic talents, and do oral presentations to
create a successful museum. Students research and present
information about the solar system in five four-person teams,
heterogeneously grouped by ability level and primary language. Four
groups are assigned two planets and one group gets one planet plus the
sun. Students research using books about the solar system in English
and Spanish, CD-ROMs, the Internet and bilingual laserdiscs. Research
and note-taking is guided by student-chosen "important facts" which
are included in the displays, e.g. planet size, distance and order from
the sun, average temperature, length of revolution and rotation,
number of moons and rings. Each group adds other interesting facts about
its planet. Each set of facts is then converted into text during
Writers' Workshop. Students are assigned different parts to prepare
for final copy of the museum display. Each group's work is done in
English and Spanish. The displays use painted cardboard
boxes, with planets made from clay, styrofoam balls or papier maché,
depending on size. The nine-foot sun is made with bulletin board
paper, painted and hung on the wall. We add name signs and solar system
map and arrange displays in order around the room. We practice being
docents, then invite other third grade classes, first grade little
buddies and administrators to tour our museum. |
The Students: |
The Staff: Matt has taught grade 3 for two
years. He's received two Community as Classroom grants. In summer 1997,
he studied Spanish for a month in Guatemala. |
What You Need: Cardboard boxes, tagboard and
various craft supplies for museum construction, and varied sources for
student research (books, videos, laserdisc, CD-ROMs, the Internet,
etc.). A field trip to the Museum of Natural History and planetarium
helps set the mood. It is helpful to have real docents discuss what is
important when leading tours. |
Overall Value: Creating a museum provides
motivation for students to study, write correctly, and speak clearly.
They are assessed on three parts of the project: text produced during
Writers' Workshop; teamwork and participation during display
construction; and oral presentation skills during tours. Students are
rated using the following scale, used regularly in all subject areas and
modified for special needs students: 1) Does not clearly communicate
ideas or knowledge/poor participation. 2) Satisfactorily communicates
most ideas and knowledge/satisfactory participation. 3) Communicates
ideas and knowledge very effectively/good participation. 4) Work is
above and beyond teacher expectations. All students are familiar with
this four-point scale, and we post the scoring criteria for each
activity, often with examples of various scores. All of my students
participated in the project: 60 percent received a total score of 4;
30 percent received a 3; and 10 percent received a 2. |
Standards: |
SOLAR SYSTEM SPECTACULAR! |
Category: Science |
Grades: 3 to 4 |
How It Works: Students become "space experts"
as they expand their knowledge of our solar system. Using a wide range
of space literature, children collect, compare, and contrast data about
the sun, planets, and their moons by using semantic webs and Venn
diagrams. They work together to create class books and sharpen their
understanding of the scientific explanation for such things as gravity
and what causes day and night.
Children read "solar poetry," write stories about where they would like
to go in space, sing the song The Family of the Sun, make constellation
viewers, and even come to school dressed to represent their favorite
planet. Eventually, the classroom is transformed with displayed student
work, and a once humdrum space becomes a place of wonder. |
The Students: This project was initially
created for a first grade class of 24 students. It is adaptable for
other ages, ability levels, and group sizes. Implementation on a daily
basis is most effective. |
The Staff: Marcy Ring holds a BA from the
University of Iowa, where she majored in elementary education and
minored in theater arts. She has taught at Suder School for four years.
|
What You Need: The following materials are
needed: teacher trade books/guides; paper (construction, writing and
chart); sentence strips; pens, markers, etc; poster of the solar system.
|
Overall Value: As they investigate the
planets and beyond, students gain an appreciation and understanding of
the beauty of the abstract concept solar system. |
Standards: |
SOLDIERS BY DAY |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: The daily regimen of a Civil
War soldier comes to life for fifth grade students as they participate
in an encampment on the school grounds. This innovative activity is the
culminating event of a six week elementary unit on the Civil War. It
brings history to life as the students demonstrate leadership and their
knowledge of soldiers during the Civil War.
Fifth grade students design and wear their own Union and Confederate
uniforms. The soldiers carry their belongings in a rucksack with
bedroll, march to the beat of drums to their campsite. Flags, designed
and painted by each regiment, are carried and displayed in front of
their tents. Camp is soon set up and the day's activities begin.
Soldiers participate in marching drills, mend socks, write letters home
and play games of chance. As costumed parents prepare lunch over
campfires, students participate in a question-answer session with a
Civil War soldier (a member of a community reenactment group). The
soldiers sing songs and play team sports, regiment against regiment.
Before breaking up camp and marching home, soldiers complete entries in
their handmade journals.
Throughout this unit on the Civil War, reading, writing, listening, and
problem solving are continually developed in anticipation of the one day
encampment.
|
The Students: The students are assessed on
their knowledge, through successful participation in the encampment,
journal entries, a research report on the Civil War, and group projects
in conjunction with the novel, The Boys' War by Jim Murphy.
|
The Staff: Carol Hemp Philip R. Smith School, South Windsor |
What You Need: Muslin tents, sturdy branches, campfires, material and paints for flags, drums and trumpets, iron skillets.
|
Overall Value: This cross-disciplinary and
multi-sensory approach to the subject is a unique and exciting way to
bring the Civil War soldiers and their camp experiences to life. The
students' motivation and positive self- image are evident in the way
they conduct the day's activities. The enthusiasm for this historical
period and the excitement for the encampment are vividly displayed in
the journal writing.
|
Standards: |
Solve It! Write It! Read All About It! |
Category: English/Language Arts |
Grades: 8 to 8 |
How It Works: In Solve It! Write It! Read All
About It! students work cooperatively to create their own math
magazines with great motivation and enthusiasm. At the same time,
students exercise their math and writing skills, creativity and
artistry. This project meets competency based curriculum standards,
demonstrates writing across the curriculum and focuses on
interdisciplinary instruction. Students are placed in groups. Each
group decides on a magazine title. The magazine they create must have a
cover page, table of contents, an article on a famous person, puzzles,
word searches, brainteasers, riddles, charts, graphs and a credits page.
Every section of the magazine must demonstrate math and critical
thinking skills. When the magazines are completed, they are published.
Students enjoy reading and working on other magazines and taking home
copies to share with their families. DCPS Major System Priorities,
Achievement, Standard English, Critical Thinking, Intergroup Relations,
Blueprint 2000 Goals, Student Performance, Learning Environment, The
Students: This project has been successful with sixth-grade gifted and
advanced students. Approximately 150 sixth-grade students participated
in the project. This project can be adapted easily for any grade level
and ability group. |
The Students: |
The Staff: Robert Canal has been teaching
math and science for 10 years and presently teaches sixth-grade students
at Miami Lakes Middle School. He was the 1991-1992 Teacher of the Year
at his school. Martha Pijuan has been teaching in DCPS for 13 years and
presently teaches sixth-grade students at Miami Lakes Middle School.
She was the 1989-1990 DCPS Middle School Math Teacher of the Year and is
the recipient of a Chapter II grant. |
What You Need: Materials And Facilities: The
classroom should be set up in stations (4 desks/station) for each group
of students. A large supply table where students may get blank paper,
scissors, rulers, glue, markers and colored pencils is very helpful.
Outside Resources: Samples of magazines such as DYNAMATH and SCHOLASTIC
MATH give students ideas. A field trip to a local magazine publishing
company would be an added benefit. A guest speaker can be invited to
discuss the process of putting together a magazine layout. Students may
want to use the,"News Room" software program to give their articles and
stories a professional look. |
Overall Value: Creating math magazines is an
enriching experience for all. Students get to keep copies of the
magazines they create and share their magazines and find out what was
unique about each one. It is truly rewarding to see how proud the
students are of their magazine. Besides being lots of fun and laughs,
this program ensures that learning is taking place! |
Standards: |
SPACES AND PLACES |
Category: Social Studies |
Grades: 5 to 6 |
How It Works: This project introduces
students to atlases and how they are used. Through hands-on
activities, children come to understand how atlases help in the
exploration of climate, landforms, vegetation and natural resources. To
learn about different types of maps, children build landform maps with
Play-Doh, construct vegetation maps using dry beans and rice, create
highway maps with yarn and use crayons and colored pencils to make
precipitation maps.
Children's vocabulary of "map words" expands as they are called upon to
explain the uses of different kinds of maps. As a final project,
students conduct research and then make their own colorful Illinois
atlases, identifying landforms, waterways, natural resources, and
rainfall. |
The Students: The project was developed with 30 third grade students and is easily adapted for other ages and ability levels. |
The Staff: Teresa F. Huggins teaches third
grade at Edwards School. She has taught in grades K-6 for over 10 years
in New York City and Chicago public schools. She holds a BA from
Western Illinois University and a masters degree from City College of
New York. |
What You Need: The following are needed:
crayons; construction paper; yarn; dry beans and rice; colored pencils;
glue; materials for binding atlases. A collection of various maps
(e.g. highway, CTA, state, county, and city) are also needed. An
overhead projector is an optional tool. |
Overall Value: Students' ability to analyze
the spatial organization of people, places and environments on the
earth's surface is enhanced. Children become confident of their ability
to navigate the world using maps. |
Standards: |
Spanish Speaks Art.Art Speaks Spanish |
Category: Foreign Language |
Grades: 8 to 10 |
How It Works: : Students from a sixth grade
advanced Spanish class and an eighth grade art class collaborated on an
interdisciplinary project. The Spanish students researched Aztec, Inca,
and Mayan Indians. From their research, they created and illustrated
an ABC book about their tribe that they read to the eighth grade art
students. This led to dialogue between the two classes about how to
best incorporate the cultural concepts into their cooperative masks.
The students then viewed a demonstration and slide show of masks and
mask making techniques. Students began preliminary sketches for masks
representing their selected tribe that integrated the concepts in their
ABC book. Next, the actual mask making process took place with the
transference of ancient history into modern materials and techniques.
Finally, students were videotaped and photographed working on their
projects. |
The Students: There were 40 students ranging
in age from 11 to 14 years old in grades six through eight. These were
general art students and advanced Spanish students that met for 40
minutes daily for four weeks. This project was easily adapted to all
levels.
|
The Staff: Alisha Bretzfelder and Maria Newman have a combined teaching career of 28 years. They have received past grants. |
What You Need: The Learning Resource
Center,art supplies and multimedia presentation were utilized. It was
necessary to use a large room to accommodate both classes. The
materials needed for the masks included: drawing paper, scissors,
markers, Rigid Wrap, mask forms, iridescent and matte acrylic paints,
brushes, water containers, raffia, sequins, glitter, fathers and glue.
Optional materials included: video, digital camera, CD-ROM,
Hyperstudio - Avid Cinema Presentation. |
Overall Value: Integrating Art and Spanish
goes hand in hand as the disciplines complement one another. The
cooperative project functioned as an interdisciplinary and multi-aged
approach to mask making. Students were fully engaged in this hands-on
event. Not only was the project fun, but also it was a memorable
learning experience for both students and teachers. |
Standards: |
SPLISH, SPLASH! EXPLORING MATH! |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: As the excitement of the
approaching warm weather begins to permeate the classroom environment,
math students start to prepare by selecting a swimming pool for their
backyard! Their enthusiasm for the season is strategically directed into
their math studies through a project that relates area, perimeter, and
volume to the thrill of having a pool. Given a list of dimensions and
material costs for three possible pool sizes and shapes from the Philip
A. Poole (fill up a pool) Company, the students work with a partner to
eventually calculate their most cost effective, practical, and desirable
pool.
The next phase of the project involves referring to the completed paper
models in order to calculate how much material is needed for each pool.
Geometry formulas facilitate us in determining the length of metal
needed for the rim around the pools (perimeter), the amount of vinyl
lining needed for the pools (surface area), and how much chlorinated
water we will need to fill each pool (volume). This visually aided
process leads the students to detecting, for the first time, the idea of
surface area and the logic behind the volume formula. The scale models
give the students an accurate and familiar manipulative to assist them
in working through the complex multi-step calculations of the costs for
all three pools. Each student must show every step of his/her work on
the "Calculations Sheet" so that they can receive credit for their
thought process and mathematical reasoning. The logical and higher order
thinking that is achieved throughout this project is far greater than
any problem-solving worksheet could ever solicit! It's fun, too!
|
The Students: |
The Staff: Sharon V. Meyers |
What You Need: Calculators, graph paper, price lists and calculation sheets |
Overall Value: This project brings the area,
perimeter, and volume formulas to a tangible reality through a topic
that is exciting and motivational for the students. The young
mathematicians engage in tasks that effectively lead them, with much
determination, to complex reasoning and meaningful mathematical
discoveries. "Splish, Splash" builds self-esteem and conveys the idea
that even the fun of swimming pools becomes available to students
through the application of math!
|
Standards: Motivation and Persistence Reasoning and Problem Solving
|
Sports Card Blowout |
Category: Technology |
Grades: 5 to 10 |
How It Works: Sports Card Blowout taps
students' natural interest in sports to teach them how a data base is
formulated and used. In this program high technology meets the playing
field. The program begins with each student selecting ten sports cards
from a large stack and listing the kinds of information given on the
cards. They learn that each card is basically a filing system: a data
base. Students choose fields for their own data base, copy this data on
their papers, and exchange cards and papers to proofread the results.
Using an LCD panel, the teacher demonstrates how records are entered
into the computer so that students can then enter their own information.
Students generate search instructions, pull particular facts from
their data base, and print out the records in several ways. As students
discuss problems they have encountered, they learn to refine their
computer skills and knowledge of databases. The Students: This
five-hour activity originally involved fourth and fifth grade students
heterogeneously grouped, but it could easily be used in grades 3-8 with
slight modifications. |
The Students: |
The Staff: |
What You Need: Materials Needed: This project
requires sports cards, a computer (Apple IIGS), data base software like
AppleWorks, and an LCD panel (optional). A sports card collector or
dealer makes a great speaker to help introduce the lesson. Overall
Value: While the main goal of this program is to introduce students to a
data base and its uses, there are several other outcomes. Students
recognize the need for keyboarding skills and for accuracy when entering
the data. They learn different ways of computing averages and discuss
the geographic locations of the various sports teams. They become as
excited about the computer as they are about their favorite teams and
players. If a class is not particularly sports oriented, other kinds of
cards exist that would serve the same purposes. |
Overall Value: |
Standards: |
Spyglass Tours...Up Close And Personal |
Category: Global Education |
Grades: 6 to 6 |
How It Works: Using the book, STRINGBEAN'S
TRIP TO THE SHINING SEA, the students leap into their own fictitious
journeys by designing and writing postcards to send home to the folks
that depict important information about the area(s) visited. A group
discussion on postcard format results in a class generated rubric for
the design. Using the rubric and a location familiar to the students,
the teachers model the process of creating both the text and the visual
portions of a sample postcard. The children then prepare for their
travels by obtaining information from library sources and by writing and
phoning travel and tourist bureaus. During this time the students
construct a bulletin board collage of postcards they have requested and
received from friends and relatives around the country. As the
information arrives, the children enthusiastically pour over their
brochures and literature sharing and talking with each other about the
contents. The class discusses and creates a graphic organizer for use
during their research. They map out a travel route and begin collecting
the needed information. Using the spyglass approach to focus in on
various aspects of each location visited, the students construct
postcards. Topics may include points of interest as well as historical,
economic, geographical, and environmental information. Students use
the postcards to teach about their topics by designing a picture on one
side and by writing a caption and a letter style narrative on the other.
In addition to the teaching portion, each card contains a personal
P.S. message to the family. Throughout the children's travels, the
postcards are collected and organized into a binder which chronicles
their learning. The completed binders then provide a portfolio of work
from which the students engage in various self-assessment activities.
As the children share their collections of finished postcards with
peers, parents, and the principal, they are as awe-inspired as their
audience in realizing the scope of their efforts. Pride, enthusiasm,
and positive self-esteem are at an all time high. This project provides
an exciting and challenging vehicle for examining regions of the
country while integrating curriculum areas. The Students: This project
was designed for a class of 4th grade students but it is easily adapted
for students in grades 3 through 8. Children of all ability levels are
mainstreamed together to work in flexible groups for whole class,
cooperative, and individual activities. |
The Students: |
The Staff: A classroom teacher and a special
education teacher apply a team approach to the teaching and supervising
of the project activities. An art teacher could be a valuable resource
as well. |
What You Need: The activities can be
completed within the classroom with access to the school library.
Materials received from state or local tourist agencies also provides
valuable and interesting information. Standard classroom supplies are
used. Other materials include binders and a laminating machine. |
Overall Value: This cross-disciplinary
project integrates curriculum areas while accommodating for a range of
student needs. The collaboration and team teaching between the regular
and special educators enhances the self-esteem of all the children,
fosters an appreciation of every student's individual talents, and
addresses a variety of learning styles. Utilizing cooperative group
activities encourages and promotes a positive peer support network for
the high achievement of each individual. The project creates an
authentic learning environment where the students have many chances to
apply and practice important academic and life skills as they research,
write, and design travel postcards which demonstrate their newly
acquired knowledge. The art and text format of a postcard affords
students, the opportunity to develop and express their ideas in ways
that are unique to their ability levels and interests. Collecting the
finished postcards in a book chronicles their journeys of learning with a
tangible product that is proudly shared with others at school and at
home. |
Standards: |
Square Dance + Song = Incredible Learn-A-Long! |
Category: English/Language Arts |
Grades: 7 to 8 |
How It Works: Can you imagine elementary
students following the rapid pace of a, square dance caller?, Would you
expect fifth-grade students to be, turned-on to children's nursery
songs? Square dancing is made up of basic steps that are simple for
all, ages. The snappy dance music is very contagious. The challenge
is, keeping up with the caller to follow dance set instructions.
Singing is the universal way of expressing ourselves, relieving, stress
and a surefire way to change a gloomy mood into a cheerful, one.
There are hundreds of songs to choose from, some favorites are the,
early childhood golden oldies --,"Little White Duck Sitting on the,
Water,","Eensy Weensy Spider,","Ants Come Marching,","Frere, Jacques"
and,"Kookaburra!" Copies of lyrics are distributed in, class and with
no accompaniment the angelic voices make beautiful, music. Square
dancing and singing can make a difference! DCPS Major System
Priorities: Achievement, Intergroup Relations Blueprint 2000
Goals: Student Performance, Learning Environment The Students:
Over the past six years, square dancing and singing have been used,
successfully with fifth- and sixth-grade students. They are easily,
incorporated into other subject areas such as Social Studies Physical
Fitness, Guidance, Whole Language and Literature whether, used for
reinforcement, enrichment or culmination. This project is, adaptable to
all ages and grade levels. |
The Students: |
The Staff: Linda Askari-Blanchfield has been a
Dade County classroom teacher, since 1975. She has several master's
degrees from Florida, International University. Mrs. Blanchfield has
spoken at many, local and state reading conferences about her many
exciting and, innovative teaching ideas. She has received grants from
the, Citibank Success Fund, the IMPACT II program and the Teacher Mini-,
Grants program. She has been an adjunct professor at Florida,
International University and has worked with parents from her, school
who would like to learn English. |
What You Need: Materials and Facilities To
square dance all you need is a record and a few desks moved, aside.
For singing, the teacher can duplicate the lyrics into a, booklet for
each student. Outside Resources A local square dance club member
could come to your class as a, guest speaker. A field trip to your
local middle or high school to, watch the chorus perform would be
interesting. |
Overall Value: Cooperative learning: Square
dancing requires eight children to, work together. Everyone makes and
accepts mistakes. Children, learn to be risk-takers in new learning
situations. Listening: The, square dance caller does not repeat his
calls so you have to be a, good listener. Reading: The lyrics to songs
provide a "fun-tastic" way to practice reading words and developing new
vocabulary. Self-, esteem: Children encourage one another to succeed.
They give each, other support and friendship which in turn builds their
own self, image and respect. Motivation: Use square dancing and
singing as, a reward for completing assigned classwork. For
example,,"When we, finish today's lesson, we'll take a break and square
dance or, sing." Breaks through ethnic barriers: Children from all,
backgrounds love dancing and singing. This project improves class,
morale and provides opportunities to relieve stress. Square dancing, and
singing are non-competitive activities. Everyone wins. |
Standards: |
STAND BY ME: REVERSE INCLUSION |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: "Stand By Me: Reverse
Inclusion" is a yearlong program that invites groups of student
volunteers to engage in structured activities with disabled peers.
Integrating special needs students into the regular classroom is a
challenge when the severely cognitively disabled adolescent reaches
secondary school. Reversing the inclusion meets that challenge. As
typical students acquire firsthand knowledge about disabilities, related
behavior, adaptive equipment, and alternative communication, their fear
and negativism is replaced by positive attitudes. They develop respect
for individual differences and accept these students as members of the
school community. The disabled students are provided with a stimulating
environment which diminishes isolation and builds functional life
skills.
Several groups of students are scheduled to attend daily on a monthly
calendar. Teacher directed activities are designed to facilitate comfort
around disabled peers. Sign language is incorporated into all aspects
of the curriculum. Sixth graders complete a cooking routine together
with the disabled students. Seventh and eighth graders read stories,
guide students in turn-taking games, and are instructed in using
scripted conversation. An inclusive music program teaches sign language
while providing modeling cues and relaxation for the disabled students.
In addition, a school store managed by both groups of students is
another avenue of integration and skill building. Each special education
student's progress is monitored on individualized task analysis charts.
The regular education students complete a questionnaire which will
assess attitudinal changes. Culminating activities include presenting
songs in sign language to the school and a reception in which volunteers
receive certificates of recognition and letters of community service.
At this year-end reception the Special Friends present to each disabled
student and his family an artistically designed mural.
|
The Students: All middle school students can
enroll in the program. Sixth graders volunteer in the cooking program,
while seventh and eight graders can sign-up as a Special Friend.
|
The Staff: Janet Roman Irving A. Robbins Middle School, Farmington |
What You Need: Administrative and faculty
support, along with a schedule of room availability (cooking, gym) is
needed for effective programming. Materials vary for each specific
activity.
|
Overall Value: Through reverse inclusion,
over two hundred volunteers develop an awareness of diversity as it
relates to the disabled in society. As students interact alongside
disabled peers, their sensitivity to individual differences is apparent
by involvement in community service, continuation in the program, and
researching career opportunities. Being a Special Friend enhances
self-esteem, evident in improved school performance by many work-study
students. The disabled students increase their ability to socialize at
school, home and in the local community as a direct result of having
friends to "Stand By Them"!
|
Standards: |
Starship Delta 4 |
Category: Science |
Grades: 5 to 10 |
How It Works: Starship Delta 4 Is a
comprehensive, hands-on science unit designed to promote an interactive
learning experience, challenge multiple intelligences, and address a
variety of learning styles in the context of space exploration.
Step-by-step lesson instruction provides an easy and organized way to
present a fact-filled learning experience. This learning experience is
divided into six individual sections. Each section focuses on one
specific topic. Topics covered include: The Moon, The Sun, The Solar
System, The Stars, and People in Space. Each section includes Mission
Data Information, Command Control Activities, Shooting Star Questions,
and Starfleet Exercises. Teachers have the option to pick and choose
which activities best suit their students. As the students master each
section, they move up in rank from Cadet to Admiral. |
The Students: Designed for grades 3 - 8. Can be used for all achievement levels in large and small groups. |
The Staff: Classroom Teacher |
What You Need: No special facilities are
required other than the availability of a learning resource room.
Computers are very helpful for researching and preparing projects, but
are not required. Commercial and teacher-made videos can also enhance
and stimulate student's thought processes. NASA is also an excellent
resource for teachers. A copy of Starship Delta 4 will be gladly
provided upon request. The program includes: teacher information,
student worksheets, certificates, quizzes, learning experience ideas,
and additional resources. |
Overall Value: This learning experience
encourages students to research information and use available
technology. It also has a global thrust of encouraging students to
explore scientific concepts, processes, and knowledge in hopes that a
strong foundation in these competencies can be attained, and later,
transferred into life-long interest. Starship Delta 4 challenges the
critical and creative processes of stttdents. Even though the work is
considerably greater and more challenging than other science units,
students maintain a high level of enthusiasm and high work output. |
Standards: |
START WITH SUCCESS: AN EMERGENT LITERACY INITIATIVE |
Category: Instructional Inquiry |
Grades: 2 to 8 |
How It Works: This study will examine what
happens to the reading and writing behaviors of at-risk kindergartners
when they are provided with small group instruction focusing on early
literacy skills. To identify the at-risk students, kindergartners will
be evaluated at the beginning of the school year and again at the end of
each grading period using the Early Childhood Assessment Package
(ECAP). Based on their scores at the end of the second grading period
and an evaluation by the kindergarten teacher, students will be selected
to participate in the study.
Once students are placed in the program, parents will fill out a brief
questionnaire providing additional insights about their child's
literacy. Students' reading and writing behaviors and growth will be
noted daily on lesson records. Student scores on the ECAP at the end of
the year will measure the effectiveness of the small group instruction.
Students Ten selected at-risk kindergarten students, five within each
group, receive instruction from a reading teacher in the kindergarten
classroom for 30 minutes each day. |
The Students: |
The Staff: The Title I teacher, the reading
teacher, the kindergarten teacher, and an instructional assistant will
implement the program. |
What You Need: The existing facilities will
be used. Materials include emergent level reading book sets,
book-making materials, saddle stapler, dry-erase magnetic easel,
students' dry-erase magnetic boards, and lower-case magnetic letters.
Outside Resources Parents will be invited to observe the small group sessions to get ideas for home literacy support. |
Overall Value: The team expects that the
at-risk students will make strong gains on the ECAP and that some of the
students may no longer need Title I services in the fall of first
grade. Most importantly, they hope to get the students off to a good
start by creating an atmosphere and attitude of success in reading and
writing. |
Standards: |
State Strut |
Category: Social Studies |
Grades: 7 to 7 |
How It Works: Social studies at the fifth
grade level focuses on the development of and discussion about the
United States. This program allows students to work individually and
cooperatively as they learn about the U.S.A. Early in the year,
students send letters to both state tourism offices and anonymous fifth
graders (addressed to,"Any Fifth Grade Student") in a state they choose.
While waiting for responses, students complete a research project
about their state. Parts of these projects are done cooperatively and
each student completes an individual report. Toward the end of the
year, students combine all information about their state, including
answers to their letters and research reports, into a state display.
Students have created state murals, jigsaw puzzles, and slide
presentations in the past. Through cooperative learning, all students,
regardless of language or ability levels, have created wonderful
displays. Each student then presents his or her project to the class,
and teaches a mini-lesson to the class. Students prepare a brief quiz
for their classmates and all students are given a culminating exam based
on individual quizzes. Each student is graded on: a) completed
research report, b) completed project, c) presentation d)
culminating exam, and e) student self-assessment. The Student: Fifth
grade students of all ability levels complete this project. Doing this
project with another class ensures that all states are studied, and a
magnificent hall display can be used for non-participating students to
be a part of the project. |
The Students: |
The Staff: The classroom teacher, librarian, and ancillary staff all assist in the success of this program. |
What You Need: Materials for these projects
include: stamps, envelopes, addresses for state tourism offices, a U.S.
zip code directory (available at the post office), poster boards or
display boards, state information books, and art materials. Outside
Resources: No outside facilities are required, but floor space is a
must. Friends or colleagues from various states are invaluable if they
are willing to share time or information about their states, but there
are no required outside resources. |
Overall Value: This project encompasses all
areas of the curriculum and offers success to all students. It allows
students from diverse cultural backgrounds an opportunity to learn about
their country. It is a motivating project leading to total student
success. |
Standards: |
States and Traits |
Category: Social Studies |
Grades: 7 to 7 |
How It Works: "States and Traits" was
designed to motivate fifth grade students to learn about the states that
make up the United States of America. This project also reinforces
skills taught in the computer lab with the academics taught in the
regular classroom. The,"States and Traits" project incorporates fifth
grade social studies skills which are directly related to the TAAS
objectives. The TAAS objectives on which it focuses are: 1) Objective 3
Ñ Historical data about Texas, the United States and the world. The
students will be provided opportunities to describe major historical
events in the development of the United States. 2) Objective 5 Ñ Local,
state, national, and other political systems. The students shall be
provided opportunities to: locate major geographical features on maps
and globes. 3) Objective 7 Ñ Social studies skills. The students shall
be provided opportunities to: locate information in reference works
(atlas, almanac, encyclopedia, etc.), This project lasted nine weeks,
with the students meeting once a week for 45 minutes. Once the students
had completed all of the activities, their work was compiled in a large
three-ring notebook and entered in Sutton's Technology Fair in which it
won first place in the group-project division. The Student: Fifty-four,
fifth grade students, participated in this project. The students were
given the option to work alone, in pairs, or in small groups
participating in the following activities: Locating the 50 states in
the United States using a computer program; identifying the regions in
which particular states are located; using a computer-drawing program to
draw an outline of the students' selected state(s); researching and
creating a data base of the 50 states in the United States (identifying
the capital, date entered the Union, ranking in Union, square miles, and
population of the state); typing individual state's data using a word
processor. |
The Students: |
The Staff: Two fifth grade classroom teachers
and one computer technologist were involved with the success of this
project. Together, these teachers collaborated on the skills that were
to be the focus of,"States and Traits." It was agreed that the
classroom teachers would deliver the necessary information to the
children and that the computer technologist would create enrichment-type
activities supporting the same TAAS objectives via a hands-on approach
with the computer. The three teachers met at least once a week in order
to keep each other abreast on student achievement. |
What You Need: Materials: Materials needed
are: computers Ñ the type of computer is not as important as the memory
capacity. Computers must be able to support an integrated software
package (i.e. one software package that offers a word processor, a
database, and a spreadsheet all in one); Printers Ñ Imagewriter II is
preferred as it has color capabilities however, older Epson or other
printers printing only with black ink would work well too; Software
Requirements Ñ Claris Works (Mac), The New Print Shop (Apple IIe),
States and Traits (Apple IIe), Print Shop (Mac), Delta Drawing (Apple
IIe); Other Materials Ñ Printer paper, black printer ribbons, reference
books (encyclopedias, almanacs, etc.), United States maps outlined
worksheet, data disks (5-1/2" 3-1/2"), color printer ribbons, USA map
puzzle. Outside Resources: No outside resources are required, although
certificates and ribbons and other print media can be used to further
motivate students. |
Overall Value: The overall value of this
project is that the children were challenged and were actively involved
in the learning process. The students worked hard; and the harder they
worked, the more motivated and interested they became. I now have
several file folders of articles and tidbits of information that
students voluntarily brought to school pertaining to many of our 50
states. The students had a lot of fun learning about the states in the
United States and at the same time, learned word-processing skills and
how to create and read a database . |
Standards: |
STEER Students to Read |
Category: Global Education |
Grades: 8 to 10 |
How It Works: STEER Students to Read is a
highly versatile reading unit that builds on student choice, allows for
teacher flexibility, makes expectations explicit, and teaches reading
response. Students in a class read the same or different novels that
address a selected theme. Themes are suggested by social studies or
science topics and serve to link curriculum areas. Some featured themes
have been Choices, Prejudice, Change, Survival, and Family Roles,
Relationships, and Communication. Students complete one of 5-10
activities of their choice from an "activities menu." They might write a
letter to a character in the story, illustrate a picture of a scene in
the story and explain it, compose a poem or song, or write and perform a
Reader's Theater scene, or pretend they are a character in the story
and write a journal entry. A reading response rubric guides evaluation
of student responses. Work is compiled in a folder which students
assemble and decorate to present upon completion. The STEER Students to
Read folder makes a significant contribution to a student's portfolio as
it shows breadth and depth of learning. |
The Students: |
The Staff: Classroom teachers have been implementing and modifying STEER Students to Read for five years. |
What You Need: STEER Students to Read has
been used in English, Social Studies and Science classes for sixth,
seventh, and eighth grades. It can be adapted to grades 4 and 5 as well
as to high school classes. |
Overall Value: STEER Students to Read
balances structure and student choice so that there is a great deal of
flexibility within a focused framework. It integrates curriculum, can be
tailored to address the immediate needs of students, includes a reading
response rubric for student and teacher evaluation and addresses
multiple intelligences. Learning is both social and independent and
students learn to read purposefully and critically. The product is an
organized and attractive compilation of student work, perfect for a
portfolio. |
Standards: |
Stepping Stones to Building Good Character |
Category: Relations |
Grades: 6 to 8 |
How It Works: The objective of Stepping
Stones is to establish a work ethic based on a "no excuse" concept. The
program encourages students to accept responsibility for their work and
actions. The only requirement to participate is a decision to take
control of their work and actions. Their commitment is represented by a
blue bead on their "badge of honor" and becomes the springboard for
developing these desirable character traits in this order: courage,
honesty, perseverance, patience, humility, and faithfulness. Developing
these traits ultimately leads to each participant's understanding,
exercising, and honoring the concept of commitment.
Each character trait has its own "rite of passage" (a fun and unusual
event to celebrate its achievement), its own color bead, and its own
tasty reward. For example, when the requirements for courage are
satisfied, a yellow bead is awarded. To show courage, the children give
"no excuses" for sucking a lemon during their class meeting. This
"citrus sucker" is a big hit because a soft peppermint stick is inserted
into the lemon for a succulent treat! The candidates thus learn the
valuable lesson that "when life serves you a lemon, learn to make
lemonade."
Stepping Stones is incorporated into the citizenship objective of the
school plan. It is a valuable component in building character and
reinforcing students' awareness of positive character traits. |
The Students: Fourth and fifth grade students
are successfully using this program. The children are encouraged to
participate, but participation must be self-motivated |
The Staff: Six classroom teachers are
implementing the program with their students. In addition, school staff
members, including secretaries, administrators, and specialists, are
working on their personal character development within this program. |
What You Need: A leather strip, colored
beads, and a metal clip are the materials necessary for the "character
badges." Treats for the rites of passage include licorice, red hots,
lemons, and peppermint sticks. The program and celebrations take place
during class meetings or any class setting during the day. |
Overall Value: When students make the
decision to claim ownership of their work, remarkable results occur.
They gain an understanding of their potential for failure or success,
academically and socially. An awareness of what it means to make excuses
is developed and work becomes meaningful. Absenteeism and tardiness
decrease. Being on the honor roll becomes obtainable for the first time
for some. Many students continue to work on character steps even as they
move on to higher grades. Stepping Stones to Building Good Character is
a program that has an impact on student behavior and carries lasting
effects. |
Standards: |
Sticks And Stones - Fun And Bones |
Category: Social Studies |
Grades: 2 to 10 |
How It Works: This project examines how two
different cultures commemorate their dead. The traditional Mexican Day
of the Dead is explored through stories, songs and children's written
stories. A Day of the Dead altar is constructed and decorated by the
children and their parents. On November 2, the Day of Dead, children
eat pan dulce. Children then learn about ancient Egyptian customs
dealing with the dead. They build their own pyramids
containing,"ancient artifacts" and make mummies. They visit the Chicago
Field Museum's Inside Ancient Egypt to compare their classroom
creations with the museum's exhibit. Students: This program has
been used with children ages 3-14 years. Currently bilingual 6th
graders are teamed with 3-6 year old special education students. |
The Students: |
The Staff: Eileen Day, who received her BA
and MA from Roosevelt University, is currently working on her PhD, She
has been developing multicultural curriculum for the last five years and
has taught in the Chicago public schools for nineteen years. |
What You Need: Materials And Resources:
The program uses classroom materials for artwork and stories. Children
construct pyramids in a classroom sandbox. Outside Resources:
Parents contribute handmade paper flowers and photos of deceased family
members to decorate the Day of the Dead altar. Pan dulce (a Mexican
sweet bread) in special shapes was purchased at an ethnic bakery and
shared with the class. The class visited the Chicago Field Museum of
Natural History, the Mexican Fine Arts Museum and a neighborhood
gallery. |
Overall Value: Children are engaged and
motivated to learn more about other cultures through science, art,
music, oral and written story telling and social studies. They realize
that cultures in various times and places deal with basic human events
in different ways. |
Standards: |
Stone Container Project |
Category: Mathematics |
Grades: 8 to 8 |
How It Works: The Stone Container Project was
an interdisciplinary unit involving the process of creating and
recycling corrugated board and designing corrugated boxes to product
specifications. The project was developed to link business partnerships
with the school district. The businesses agreed to educate the entire
sixth grade class in the process of recycling and product development of
corrugated board. A lab technician from Stone Container Corporation
visited, the science classes, and had students create paper with a
blender, measure products used in corrugated board production, and
examine paper products with a microscope. The students participated in
field trips to a local hardware store and grocery store to observe
different collection methods for recycling paper products. Students
toured the Stone Container Corporation of Montville, Connecticut to
investigate industrial recycling of corrugated board, followed by a
visit to the Stone Container facility of Portland, Connecticut which
oversees the design and production of corrugated boxes. After the
tours, student teams were developed to address a variety of educational
objectives. Students did a cost analysis of the grocery store and
hardware store's recycling methods and made recommendations about the
companies' recycling processes.Teams designed and created a corrugated
box that would hold 24 five ounce boxes of Jello which included
specifications for the job such as convenience in handling and ease of
shipment. The skills the students had observed during the project were
applied as they created their shipping boxes. The,"contract" for the
shipping box was awarded at a student assembly held to recognize the
student projects. The ceremony was attended by the involved
corporations. THE STUDENTS: The project involved sixth graders but
could be used from fourth grade through tenth by varying the parameters
of the project. |
The Students: |
The Staff: The classroom teachers and the
math specialist developed the project. During trips to the facilities,
teachers, parents, and support staff were used to ensure an
adult/student ratio of one to six. |
What You Need: The businesses provided the
supplies needed to tour their facilities. Teachers supplied tracing
wheels, craft knives, isometric dot paper, scissors, rulers, oak tag,
graph paper, Jello boxes, and pencils. The box production was done in
the cafeteria, but could be done in the classroom. |
Overall Value: The project allowed the
students to study the entire process of recycling corrugated boxes to
the creation of a new corrugated box. The math and science skills were
related to real world experiences. The classroom activities were
designed to connect student levels of understanding to the business
world experiences. Students observed the importance of technology in
industry today. Each project section was exciting and stimulating for
the students. |
Standards: |
STONE FOX AND THE IDITAROD, THE LAST GREAT RACE |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: It is winter, and many can hear
the excited howls of the sled dogs in their anticipation to run. How
could students in Connecticut know what that is like? In the month of
February, students read Stone Fox, by John Reynolds Gardiner. Using this
story as a common thread of background knowledge and a springboard for
activities and lessons to follow, students experience the thrill and
excitement of the Iditarod.
This four to five week unit combines the literature of Gardiner with
geography, history, math, meteorology, writing, and technology to form a
unique experience for students. In order to explore themes such as
responsibility, problem solving, survival, and courage, the class reads
Stone Fox. The students expand their learning about dog sledding -- its
purposes, how it continues to be used in the present, care for the
animals, and how it is not just a hobby, but a way of life for many who
live north of the 'lower 48'. Using writing to learn strategies,
students research and discuss aspects of life in the state of Alaska
such as climate, natural features, transportation, economy, schools, and
population. This information also provides students expository writing
opportunities to compare and contrast specific aspects of Alaska and
Connecticut.
|
The Students: Using the students' new
knowledge of Alaska and sled dog racing, the class follows the annual
running of the Iditarod. Students view footage of past races and
interviews with mushers, veterinarians, and Trail Committee members to
learn about the race and its strategies. To follow the tradition of how
the race order is determined, students choose names of two mushers from a
muckluck. They will follow these mushers throughout the race. By
accessing the race statistics from the Internet on a daily basis,
students receive location, checkpoint times, standings, travel
distances, and dog team size information. Students view brief daily
video updates on the race. The excitement builds each day as the race
moves on, and the class plots where the mushers are on a trail map as
they move through the checkpoints to the finish. When the race is over,
students are then able to write letters to the mushers they followed
throughout the race. Assessment is continuous and is geared to many
different learning styles. Student musher journals are assessed through
the use of a teacher-created rubric, as well as a student
self-evaluation. Student comprehension of Stone Fox is measured in a
variety of ways as the novel is read, with a final assessment at its
completion.
|
The Staff: Jane Carriera Servidio North Stonington Elementary School, North Stonington |
What You Need: Copies of Stone Fox for all
students and participating staff, teacher packet from the Iditarod Trail
Committee for musher list, trail information and other background facts
on the race, access to online site.
|
Overall Value: This project allows students
to connect a piece of literature with a real-life experience. It gives
students a firsthand look at how technology is utilized to obtain
current information. Writing to learn strategies reinforce student
expository writing. The project provides them with time to discuss and
question new ideas and observations about life and its traditions in
another part of our country. They 'live' the personal commitment,
perseverance, and responsibility required of an Iditarod musher, and
connect these attributes to other personal experiences - past, present,
and future.
|
Standards: Responsibility & Self-Reliance Motivation & Persistence Reading, Writing Reasoning & Problem Solving
|
Stories from the Heart |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: This activity engages students
and their parents in an exciting, time of sharing,"stories from the
heart" as the parent tells, her/his child a story from her/his past. a
tape recorder is, provided so that the excitement and emotion of the
moment is, captured on a cassette for the child to listen to, share and,
enjoy time after time. Once the child returns to school with the
story in hand, he/she, eagerly presents the parent's story orally with a
partner, then a, small group, and finally to the whole class. Once the
student has, a good grasp of the story structure and sequence, the
student, writes his/her version of the story. A cross-age tutor then,
assists in transferring the story into the computer. They work, together
to publish this,"story from the heart." Illustrations, are added to the
text by the student. The story is once again, shared with the whole
class in its final book form. Each student in my class completes a
Story From the Heart book by, the end of the school year. A "Stories
From the Heart" book fair, is held for families at the end of the school
year or earlier. All the steps in this activity have great
instructional value in, acquiring language arts academic skills.
Storytelling fosters the, development of listening and speaking skills
while writing it, down develops reading and writing skills. By using
stories from, their parents' past, students learn about their cultural,
heritage. Pride and self-esteem are very obvious as each child, shares
his or her Story From the Heart. All students and all, parents are able
to successfully participate in this activity, regardless of education,
primary language or level of literacy. Parents eagerly share with me
the positive experiences they have, with their children during this
project. this has begun a, frequent sharing of stories in the homes of
my students. Students, are constantly sharing other,"stories from the
heart" with me and, with their peers. this provides perfect
opportunities for, encouraging the development of language skills,
cultural, literacy, positive family relationships and self-esteem.
Cross-age tutors are also sharpening their language skills as, they
assist my students. Their self-esteem is greatly enhances as, they
realize the important role they play in my students', learning. They
demonstrate a unique sense of caring and patience, in helping others.
This idea can be used by any teacher in any, classroom setting. The idea
is especially helpful in dealing with, students who are learning
English as a second language and their, families. Students who lack
language and social skills find this, to be a non-threatening activity
with built-in success. Everyone, can be successful when using Stories
From the Heart! This idea supports the English/Language Arts Framework
and the, History/Social Science Framework by integrating activities
that, develop cultural literacy (through storytelling) and listening
speaking, writing and reading skills. This idea was used with 29
students in a second grade bilingual, class. Cross-age tutors were from a
5th-6th grade combination, bilingual class. children at all academic
and language levels, were successful in this fun and exciting project. |
The Students: |
The Staff: I have taught bilingual 1st and
2nd graders for four years. Previously, I worked in the Santa
Maria-Bonita District as a, certificated tutor for eight years. I am a
South Coast Writing, Project and Project Santa Barbara fellow. I am a
social studies, thematic Mentor Teacher. |
What You Need: Portable tape recorders,
cassettes, and access to a computer are, needed. Directions and ideas to
guide parents and tutors are, available in English and Spanish.
Outside Resources: Parents or guardians |
Overall Value: |
Standards: |
Storyboard To Computer |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
STUDENT ELECTRONIC PORTFOLIO |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Student Electronic Portfolio
program allows students to learn and use computer skills to design
portfolio pages, to create and maintain reading logs, to assess their
own work, and to choose representative work products from all areas of
the curriculum. The student portfolio is a source of pride for each
student and is easily shared at home, in school, and in future classes
because it is truly a work in progress.
The program makes use of the software HyperStudio. The first card has
individual digital images of the entire class. Each face is a button
that takes you to an "All About Me" page about the student. From that
next page, a click of the button leads to a child's electronic
portfolio. Each portfolio includes a reading log, a writing sample, a
math journal entry, a reading response, student art, and a student
choice page. As the portfolio evolves, the students participate in
hands-on experiences that help them meet the Virginia technology
standards.
Students A heterogeneous group of 25 third grade students participated
in the project. The product will continue with the students as they
progress through their elementary grades |
The Students: |
The Staff: The technology teacher and the
classroom teacher work together to plan the portfolio criteria. The
technology teacher coaches the children in the use of HyperStudio. |
What You Need: Materials needed to implement
the program include a Macintosh computer, HyperStudio, a QuickTake
digital camera, and zip drives.
Outside Resources No outside resources are necessary. |
Overall Value: Each Student Electronic
Portfolio is designed by the student from the title and table of
contents pages to the last page. The content of the portfolio is chosen
by each student as he or she assesses the work. The end result is a
unique product that demonstrates the process of learning for each
individual student. |
Standards: |
Student Honor Patrol |
Category: Classroom Management/Intergroup |
Grades: 9 to 10 |
How It Works: The middle school years are a
time of questioning for young adolescents. They have questions about
their own feelings and their relationship to others. They are at a time
in their lives where they are raising issues concerning morals, ethics,
and values. This time of life is especially difficult for the,"at
risk" student. The environment they are growing up in offers very
little time for self-reflection. A very large majority of these
students have not had a great deal of success in school. School becomes
one more negative in their lives. The program have developed allows
these students to take ownership in their school. Upon the
recommendation of their teachers, students participate in this program
in lieu of their elective classes, and they are placed on the Honor
Patrol. Their responsibility is to be the eyes and ears of the school.
They patrol the halls, ensuring that all students are in class. They
help with crowd control during assemblies and after-school activities.
They are equipped with two-way radios, which are used to report
strangers on campus. The students are trained to never approach a
stranger. They are strictly used for visual security. The students
wear bright blue vests, which have become an object of respect, that
allows them to stand out in a crowd. The members of the patrol have
been recommended for a variety of reasons but each one has shown some
leadership ability. Oftentimes, the difference between being and not
being a school leader is opportunity. The word,"Honor" in our name does
not refer to academics but to the inner commitment of the student. I
teach the members to honor their school, community, family, and, most
important, themselves. My kids are not all successful students and many
have been disciplinary problems in the past. This program is an
attempt to provide motivation for them to stay in school and be
productive. The Student: Seventh and eighth grade,"at risk" students
participated in this program. |
The Students: |
The Staff: The classroom teacher is the facilitator of this program. |
What You Need: Materials: Bright blue vests and two-way radios. Money to purchase incentives for the members. Outside Resources: None |
Overall Value: This program is an attempt to
provide motivation for students to stay in school and be productive.
Since 1992, 58 students have been members of my patrol. Today, all of
them are still in school and trying to be productive. A key fact is
that none of the students has been arrested. Considering the home,
environment of many of these, students, this is an outstanding
accomplishment. Students who don't find support at school may find it
in the gangs. This program has been profiled in the Houston Chronicle
and has been spot-lighted on Channel 13. This is the type of program
that should be supported. I would like to use this grant to further
develop this program. I am attempting to provide the type of support
that they should be getting at home but oftentimes are not. |
Standards: |
Student Investors: Corporate America Comes to School |
Category: Mathematics |
Grades: 7 to 8 |
How It Works: "Student Investors: Corporate
America Comes to School" is an exciting program that touches on the use
of mathematics in the financial world and emphasizes the application of
mathematical skills in everyday life. Its theme: we need to be stronger
competitors in a global economy. Students understand how investors and
corporations increase their investments and understand how economic
conditions affect the stock market and the,"American Way of Life". They
apply the mathematical skills of fractions, decimals, profit and loss,
and problem-solving, and experience the risk of investing and the
volatility of the marketplace. Participating students engage in
activities like computing the cost of the investment, recording and
keeping a weekly price chart of a stock, and determining the weekly
change and the profit or loss of the investment. The participants may
compile a practical research report on a multinational corporation,
create a product sheet, and use a world map to locate corporate sites.
In groups they may create and play a stock market game. Students read
the stock market page and the business section of the newspaper daily to
find current information about their corporations. DCPS Major System
Priorities: Achievement, Critical Thinking, Job Preparedness,
Intergroup Relations. The Students: A minimum of nine consecutive
weeks should be planned for the project. This program was used in a
fifth and sixth grade math class of about 35, students. It may be used
in a middle and senior high school setting. |
The Students: |
The Staff: Now teaching in the Dade County
Public Schools for 29 years Marilyn Melrose, has instructed in the
regular and gifted programs. She has a Master's Degree in Elementary
Education from Nova University. Ms. Melrose was selected Teacher of the
Year at Ojus Elementary School, where she has directed and published an
anthology of students' creative poems, and has designed numerous
creative lessons. |
What You Need: Materials and Facilities:
Financial magazines, newspapers, and reports from Standard and Poor's
are utilized. Research reports are provided by a brokerage firm for the
students. Outside Resources: Students can view the Financial News
Network (FNN) on cable television. A field trip to a brokerage company
can be arranged to help students experience the excitement and
volatility of the stock market. A stockbroker can be a guest speaker. |
Overall Value: By studying and examining the
fluctuations of the stock market and applying mathematic skills to
investing, students become aware of the risk of investing, and how and
why investments increase and decrease. They learn the importance of
perfecting products competitive in the global market, and the importance
of math skills in one's life. Students are intrigued and interested to
learn how business and economics affect their lives as well as the
corporate world's. |
Standards: |
Student of the Week |
Category: Classroom Management/Intergroup |
Grades: 3 to 5 |
How It Works: Each week a Student of the Week
is chosen from each of the three homerooms. To qualify, the student
must have an E in conduct that week, and all work must be completed.
The students then take home a packet explaining what they need to do.
They write a narrative story about themselves, fill out an All About Me
sheet and a Vital Statistics sheet. On Monday, all of these items are
displayed on a bulletin board, along with positive statements written
about them by their classmates and teachers. They may also bring in
pictures to be displayed, along with pictures of them taken in the
classroom. Their names are announced by the principal over the PA
system. The Students of the Week are allowed special privileges at the
discretion of their teachers. At the end of the week, the bulletin
board is taken down and a book is made for each of the three students
to take home. The Student: This program has been implemented with
first, second and third grade minority students for the past two years.
It can be adapted to any grade level. |
The Students: |
The Staff: This program was implemented by
three teachers. Each teacher is responsible for her own homeroom class.
Support was given by the office staff and ancillary teachers who also
gave praise and small privileges to the Student of the Week. |
What You Need: Materials: Materials needed
are: camera and, film, index paper, plain paper stickers and
access to laminating (optional) and binding. Outside Resources: The
Houston Independent School District Media Center has been an invaluable
resource in making the books and bulletin boards bright and attractive. |
Overall Value: This has been the second year
for this program and it is highly successful in promoting self-esteem,
improving conduct, and developing writing skills. During the 1992-1993
school year, every student had an opportunity to be the Student of the
Week. It has had the added benefit of increasing parental involvement
as many family members come to view the bulletin boards and stayed to
help in the classrooms. |
Standards: |
Student Stars! |
Category: Classroom Management/Intergroup |
Grades: 8 to 10 |
How It Works: "Student Stars!" is a method of
motivating students by recognizing and rewarding their achievements.
Students earn points each day by demonstrating selected classroom
behaviors. Points are recorded daily in the teacher's grade book. In
addition, bonus points can be earned for assisting other students or by
completing extra- credit work or projects. At the end of the week, all
of the students who have earned a designated number of points are
named,"Students of the Week" and their names are displayed in the room.
These students receive a reward and a congratulatory note to take home.
A contest is held each month throughout the school year and the winners
are named,"Students of the Month". Their pictures are hung on
the,"Hall of Fame" wall and they receive a specially designed t-shirt,
an award certificate and a button to wear. In addition, they
participate in special activities and field trips. The students who
place second and third in the monthly contests are similarly honored.
DCPS Major System Priorities: Graduation Rate, Intergroup Relations.
The Students: This incentive/reward program has been used for the past
three years in sixth, seventh, and eighth grade science classes in an
opportunity school setting. Class sizes vary throughout the year, from
ten to as many as 30 students per class. Many of the students have low
level academic skills, yet students with high stanines also do very well
in this program. Because the desired behaviors and rewards are
determined by the teacher and students, the program is appropriate for
any level student and any size class. |
The Students: |
The Staff: Linda Pickett is currently in her
17th year of teaching. She has taught at the high school and middle
school levels in both traditional and alternative school settings.
Linda has received three mini-grants from the Dade Public Education Fund
and another from the Citibank Success Fund. Linda was twice selected as
J.R.E. Lee Opportunity School's Teacher of the Year, and has been
active in alternative education projects at the county and state levels.
|
What You Need: Materials and Facilities: An
entire wall in the classroom is used as the,"Hall of Fame" and display
space must be available for posting the names of the various award and
contest winners. Awards and certificates should be designed for each of
the award or contest areas. Buttons are optional, but are very
popular. Outside Resources: It is helpful to secure donations and
discounts from area merchants for the rewards and parties for the
students. Field trips are alternated with movie parties and trips to
local restaurants are arranged twice each year. The school's art and
computer education departments can provide invaluable assistance for
T-shirts and certificate design. |
Overall Value: The greatest value of,"Student
Stars!" is that it works!, It has consistently helped to motivate a
very difficult student population and turn these kids into enthusiastic
learners who are proud of themselves and have more confidence in their
abilities. This program is especially effective with students who have
experienced little success in school and are considered to be,"at-risk".
However,,"Student Stars!" can be adapted to fit the needs of any
teacher and groups of students, or by an entire school. |
Standards: |
STUDENT-PRODUCED HISTORY MULTIMEDIA PRESENTATIONS |
Category: Instructional Inquiry |
Grades: 11 to 14 |
How It Works: Prior research by R. Lehrer
indicates that eighth grade students learn history better when they
create their own history multimedia presentations. This research team
is attempting to verify this research by asking two questions: When
students research, script, produce, and present their own multimedia
history presentations, do they learn more effectively than when they
research and write papers and essays? Do students enjoy this form of
instruction more than research papers and essays?
Students working in groups of three were assigned history multimedia
presentation projects. The students then observed a demonstration in
the library on how to research, script, and produce a multimedia
presentation. They used multimedia production stations in the library
to create their presentations.
After completing the projects, teachers surveyed the students to find
out if they learned more, enjoyed the work more, and remembered more
than they did through other forms of instruction. The teachers also
compared the grades that students received on their multimedia
presentations with the grades on their research papers. |
The Students: |
The Staff: The program is designed for high
school social studies students. It could be adapted to other
disciplines or grade levels.
Two library media specialists, the world studies teacher, and a library instructional aide implement the project. |
What You Need: Powerpoint software from
Microsoft Office creates titles and charts. Images from the American
History, World History, and Western Civilization video discs from the
Instructional Resources Corporation and clip art from Corel's Gallery2
are also used. The completed presentation combines these images with
camera shots and narration from a microphone on a VHS video-tape.
The project takes place in the library media center.
The following businesses and institutions donated much of the equipment:
the Internal Revenue Service, the U.S. Army, Defense Information
Systems Agency in conjunction with the U.S. Marines, STX Hughes
Corporation, IBM Corporation, and Mitre Corporation. |
Overall Value: Preliminary results indicate a
positive response to both research questions. Student scores on the
multimedia presentations were higher than the scores on their research
papers. The majority of students indicated on the survey that they
learned more as a result of the preparation for the multimedia
presentation, they enjoyed it more, and they remembered more from it.
The most significant effect of the program can be seen in the skills
acquired by the students--skills they will need to compete in the
business world. |
Standards: |
Students Read To Succeed |
Category: Foreign Language |
Grades: 11 to 14 |
How It Works: Using the whole language
approach, this activity enables students who speak English as a second
language (ESL) to improve their reading, writing, and speaking skills.
Students develop these skills by completing a series of innovative book
presentations that are of increasing difficulty. The program begins
by giving those students who possess limited English language skills the
opportunity to use art to illustrate their level of understanding.
Book presentations at this stage include picture dictionaries and
dioramas. After several months, students begin to write traditional
book reports. Writing skills, including summarizing, finding the main
idea, and editing for grammatical and spelling errors, are emphasized.
Video presentations improve students' oral skills and stress
pronunciation and projection. The Students, Students: in grades 9
through 12 who have entered the school system with little or no
knowledge of English participate monthly in these activities. The
program can be readily adapted for use with upper elementary through
secondary students in both large and small groups. The presentations
include techniques that focus on a variety of learning styles and
proficiency levels; consequently, they could also be used in learning
disabilities and remedial reading classes. |
The Students: |
The Staff: The ESL teacher and the librarian implement the program. |
What You Need: "Storybook Weaver," a computer
software program that enables students to create their own stories with
pictures, sounds, and songs, is used to facilitate this program. The
availability of a library is essential; a video studio is necessary for
the video component of the program. No outside resources are needed. |
Overall Value: ESL Students Read to Succeed
gives ESL students confidence in giving oral presentations. It also
develops the reading and writing skills necessary for passing the
Virginia Literacy Test. The students show a marked improvement in their
ability to summarize a story, at first simply copying the text and
later re-telling the story in their own words. A comparison of first
and second video presentations revealed improved diction and confidence.
Because students are required to present work based on their
understanding of the story, they are motivated to read for meaning.
They enjoy the creative challenge and are enthusiastic at using the
computer and video camera. The students come away from the activities
feeling pride in their accomplishments. |
Standards: |
STUDY BUDDY |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Study Buddy is designed to
increase academic success for students who would benefit from individual
help. The students receive weekly one-on-one tutoring from community
volunteers, parents, and school staff members in the evening. The
teachers identify the students and provide individual work that the
students complete with their tutors. The tutors give the teachers
written feedback. Parents are responsible for transportation and on-time
arrival in the designated classroom. A five-minute break provides
time for a enjoying a snack and for awarding a door prize. Parents and
tutors discuss the children's performances after the tutoring session.
An initial orientation gives volunteers a chance to share the necessary
information for a successful program. A booklet with tips on how to be a
successful tutor and a schedule with phone numbers is distributed at
this meeting. Students In 1996-1997, 15 students in grades two
through six received one hour of weekly tutoring. The program can be
adapted for any size group as long as space and volunteers are
available. |
The Students: |
The Staff: The school counselor is responsible for obtaining volunteers and coordinating the weekly tutoring program. |
What You Need: Instructional materials such
as flash cards, math games, books, and other language arts materials are
provided by the individual classroom teachers and are tailored to the
students' needs. Tutoring sessions are held in rooms within the school
building that are conveniently located for parents, volunteers, and
students.
Outside Resources Individuals who are willing to give their time to tutor are essential to the program. |
Overall Value: The program encourages
students to be responsible for attending both school and the tutoring
program and for completing homework and class assignments. As a result,
academic achievement improves and self-esteem is enhanced. |
Standards: |
Success - At-Risk Readers And Perceptual Development |
Category: English/Language Arts |
Grades: 6 to 10 |
How It Works: This perceptual development
program helps at-risk readers to find better ways to learn. They are
shown that, compared to walking and talking, reading is not naturally
acquired. This program focuses their attention and builds perceptual
skills. Several times a week, students closely observe while a large
abstract picture is drawn on the blackboard before them. Then they try
to copy it to the best of their ability on paper or on small
chalkboards. Three drawings are presented and copied at each session.
Students start by studying about how the eye works. Then they are
told that they can improve their perception by using their eyes to
figure out the patterns in letters, words and sentences. Gradually they
begin to read more easily. Students: Classroom sessions last from
fifteen to thirty minutes. All grades benefit from the program, but it
is most effective with non-reading intermediate and upper grade
students. |
The Students: |
The Staff: Michael Brownstein has taught
intermediate and upper grades in the Chicago schools for twenty years.
He holds a BA from Northern Illinois University and a Masters from
National Lewis University. In addition to working with adults and
after-school programs, he has received numerous grants and honors for
his reading and science programs. |
What You Need: Materials And Facilities:
Classroom facilities work well if students have clear views of the
drawings on the board. It is easier for students to use small slates
and chalk with plenty of erasers to correct drawings. Pencil and paper
drawings work well, too. Outside Resources: Students need to have a
great variety of high-interest reading materials at all levels
available as they begin to decipher and read better. They gain from
field trips where they are expected to observe and discover answers to
structured questions. |
Overall Value: Materials And Facilities:
Classroom facilities work well if students have clear views of the
drawings on the board. It is easier for students to use small slates
and chalk with plenty of erasers to correct drawings. Pencil and paper
drawings work well, too. Outside Resources: Students need to have a
great variety of high-interest reading materials at all levels
available as they begin to decipher and read better. They gain from
field trips where they are expected to observe and discover answers to
structured questions. |
Standards: |
SUMMER SUCCESS: BOOKS JUST RIGHT FOR READING |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: During the school year, first
grade students are given many opportunities to read appropriate books.
The classroom teachers and the reading teacher monitor the progress of
each student carefully. Those students who need a boost are paired with
an adult tutor and a fifth grade reading buddy, and appropriate books
are sent home regularly. Toward the end of the school year, students
who are not yet reading at or above grade level are invited to join a
summer reading program--Summer Success: Books Just Right for Reading.The
reading teacher contacts the parents or guardians of the students
through telephone calls and an information letter. Students and parents
are invited to come to the school during the summer months to select
packets of books at the appropriate level. Students are asked to
complete a response for each book read and to return the book responses
and their packets to the school when completed. Students then exchange
one packet for another and pick up additional response sheets.The
principal and her secretary monitor the program during the summer,
directing the parents and students to the Summer Success corner. The
reading teacher reviews the log and the reading response sheets at the
end of the summer.StudentAll rising second grade students who will
benefit from the program are invited to join. |
The Students: |
The Staff: The reading teacher and the first
grade teachers invite students to participate in the program. The
reading teacher and an instructional assistant make the packet of books
and develop the reading response sheet. The principal and the school
office manager monitor the program during the summer. The reading
teacher collects the data at the end of the summer. |
What You Need: Books at the first grade
reading level are necessary for the program. Outside Resources A grant
from the Southland Corporation was used to purchase some of the books
for the program |
Overall Value: Reading builds upon itself.
When students are given the opportunity to read appropriate books, they
become better readers. Summer Success gives students appropriate books
to continue their journey toward fluency. |
Standards: |
SUPERMARKET CHALLENGE |
Category: Mathematics |
Grades: 8 to 9 |
How It Works: Are you up to a challenge? The
Supermarket Challenge provides an innovative way to integrate math and
science as students learn graphing skills and the importance of healthy
eating through a variety of activities. Using a detailed supermarket
sales receipt, students graph the percentages of foods purchased from
each of the five food groups and their costs. Students write healthy
menus, create collages of healthy meals, and make a healthy meal place
mat. They survey classmates to determine favorite ice cream flavors,
then record the data in a table and graph. As a reward for their hard
work, students are invited to an ice cream social featuring the most
popular flavors. |
The Students: The project was implemented with a sixth grade class; it is easily adapted for grades four through eight. |
The Staff: Marie Garza holds a BS from
Northern Illinois University and has taught for four years. Dawn Ruff,
who has taught eight years, holds a BS from Northeastern Illinois
University. |
What You Need: The following are needed:
grade-level math book with information on statistics and graphing; graph
paper; colored pencils; protractors; rulers; calculators; graph
examples from newspapers and magazines; healthy snacks (e.g. vegetable
sticks and fruit); ice cream. |
Overall Value: Working independently and in
groups, students develop cognitive skills as they measure, record, and
analyze data. Students learn how to make healthy food choices then
apply what they've learned to their everyday life |
Standards: |
SURVIVAL |
Category: Social Studies |
Grades: 9 to 9 |
How It Works: SURVIVAL is a game designed to
motivate, while introducing students to economics and,"real life"
responsibility. Students apply and interview for jobs based on their
grade averages. Each receives the commensurate pay for their work. With
their pay checks, students must find and establish residences, pay their
bills, decide whether they can afford to go out to dinner and a movie,
balance their checkbooks, arrange for transportation, and file their tax
returns. The game motivates students by rewarding desired behaviors
with cash bonuses and job promotions. Furthermore, it provides an
excellent management tool, as penalties are assessed against players
engaging in undesirable behaviors. The rules for SURVIVAL are written
in an easy to understand, and sometimes humorous, manner. For example,
rule number seven says -Man does not live on bread alone. True...but
without bread, man does not live very long! You must buy groceries. The
average grocery bill for a single person varies considerably. You will
pay $40 a week for groceries. And, teachers will appreciate rule nine
which says -- Education pays for itself. This is a true statement,
certainly. Presently, however, your CIVICS teacher must be paid for his
efforts. Pay tuition: $50 a month if you are a professional. Teachers
will find that SURVIVAL affords many opportunities for students'
creative self-expression, from letter writing to the purchase of an
automobile. The result of this game is that students come to view,"life
after school" as one, huge interdisciplinary unit -- one that promises
hard work will be rewarded. DCPS MAJOR SYSTEM PRIORITIES, Achievement,
Critical Thinking, Job Preparedness, BLUEPRINT 2000 GOALS, Readiness for
Employment, Student Performance, Learning Environment, THE STUDENTS,
SURVIVAL was designed for the Middle School as an interdisciplinary
unit. In seventh-grade classes, since 1991, the game has worked to
create excitement about the study of economics. What a sight -struggling
players consulting math and English teachers about their civics class
assignment, asking,"if it would be all right" if they got a roommate to
help pay their bills, angrily paying fines for disruptive behavior,
writing letters to the government asking for help, and promising to try
harder. This project may be adapted to meet the needs of both elementary
and secondary school children. |
The Students: |
The Staff: A civics teacher at Booker T.
Washington Middle School since 1990, Donn V. Sierra is just getting
started. He has served as Student Council Sponsor, team leader and peer
teacher. Presently, he has a bachelor's degree in political science and
history. |
What You Need: MATERIALS AND FACILITIES, All
essential materials have been prepared for teachers and can be
reproduced inexpensively. No special facilities are required. OUTSIDE
RESOURCES, Magazines and catalogs for shopping may be donated by
students and teachers in the building. Real-estate publications are free
and available on every street corner. |
Overall Value: SURVIVAL brings,"life" into the classroom. It is practical economics. |
Standards: |
Switched-On Hyper Video: Expanding Multimedia Technology To Include Special-Needs Students |
Category: Special Education |
Grades: 2 to 10 |
How It Works: Switched-On Hyper Video is a
multimedia Macintosh computer program that enables students with severe
disabilities and special instructional needs to use materials that were
previously inaccessible. Since students need to be able to touch the
computer screen to respond to questions after viewing a laserdisc,
students unable to move their arms and hands to touch the screen have
been excluded from the learning experience. Many students with severe
disabilities use single-switch technology to access and control computer
programs. Each student learner is paired with a volunteer who works
with the student using a single switch. Data is collected during each
learning session on student interactions, time on task, prompts needed
by the single-switch user, and correct answers given by both students
after viewing the segment of film. The Students: The program
involves 10 to 12 elementary and 8 to 10 secondary single-switch users.
Student volunteers from neighboring elementary schools pair with the
elementary-aged students. Middle and high school volunteers work with
the older students to establish friendship and trust. All students with
disabilities work once or twice a week with staff members and at least
once a week with volunteers for 10- to 15-minute time periods. The
program can be adapted for use by a teacher with a small group of
students, as well as with student pairs. |
The Students: |
The Staff: The technology resource teacher
developed and currently implements the program. The speech and language
clinicians and occupational therapists, as well as selected classroom
teachers and assistants trained in the operation of the program, also
help. Student volunteers are coordinated by the social worker. |
What You Need: The program requires the use
of Hyper-Card 2.2 and,"Earth's Natural Resources" 1 and 2 laserdiscs
from Educational Resources catalog. The program is set up in the media
center with special screens providing the privacy needed for on-task
work for students easily distracted. The technology curriculum
teacher at Chapel Square Center and science and technology specialists
at Lacey Center provide technical support. |
Overall Value: Hyper Video expands the
learning potential and the learning environment for students who
previously had little or no exposure to multimedia technology. Student
volunteers, who in some cases had been hard to motivate, expand their
knowledge of science and social studies and their human relations and
communications skills. The program also allows teachers to adapt
their own laserdiscs to the specific learning levels of their classes. |
Standards: |
Take Home Math Adventures |
Category: Mathematics |
Grades: to |
How It Works: This adaptation of Math Tool
Kits (see IMPACT II catalog 1992-1993) allows students to check out math
games that have been introduced in class so that they can practice
skills being worked on in the classroom. The program motivates students
to share with their families fun activities for reinforcing math
skills. Parents can be more helpful when they are aware of the skills
being stressed. For students for whom English is a second language, the
games are a useful nonverbal way to practice skills and succeed. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Take Home Pets |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Students learn about
responsibility when they get to take a stuffed pet home. Step one is
to select the right animal from the classroom menagerie of beanbag
animals. Just as with a real animal, children must learn about their
animals' daily requirements.
Students complete daily written assignments, such as writing poems about
their pets, describing previous pet experiences, and graphing popular
pets. They build a classroom animal habitat, and a visit to the zoo and
a local pet store allow children to compare the costs of a "zoo pet"
and a pet store pet.
|
The Students: Fifteen special education
students in grades K-3 participated in this project. The project can be
adapted for other age groups, other ability levels, and with larger or
smaller groups. |
The Staff: Kerri Tokarz holds a BA in Special
Education from Northeastern Illinois University. She has five years of
teaching experience and is currently pursuing a master's degree in
reading |
What You Need: The following are needed to
implement this project: beanbag animals; plastic carrying cases; book
binding material for "daily diaries;" books about pets and pet care;
ribbons for nametags; camera film. |
Overall Value: Responsibility is the
underlying theme of this project. Every student is thrilled to own and
care for a "pet" of his or her own, even if it is stuffed and has a
fabric skin. Children become aware of the responsibilities of caring
for an animal and are ready to learn more about the natural world and
living things. |
Standards: This project addresses the
following Illinois State Goals and Chicago Academic Standards (CAS):
Language Arts: Goal #1, CAS A, B, C, and D; Goal #2, CAS A; Goal #3, CAS
A, B, and C; Goal #4, CAS A, B, and C; Goal #5, CAS A; Science: Goal
#12, CAS A; Mathematics: Goal #7, CAS D; Goal #8, CAS B. |
Take Home Science Kits |
Category: Science |
Grades: to |
How It Works: This adaptation of Math Tool
Kits (see IMPACT II catalog 1993) offers students, and family members
the opportunity to experience a variety of science, experiments and
activities at home. The kit contains a suggestion card with tips, on
the use of the kit and an activity booklet that provides background
information, kit objectives a list of included materials, vocabulary,
step-by-step instructions for, activities, questions to ensure
comprehension and a list of enrichment activities. Also included is an
evaluation form. In class, students share their findings and
demonstrate certain key points from the selected kit topics. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
TAKE IT TO THE MAXX |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: While shopping at the local
mall, a teenager comments to a friend, "The Gap has $29.99 jean shorts
on sale for 40% off. I only have $20. Do you think I have enough money
to buy them?" If this teenager had experienced "Take It To The Maxx,"
that question might not have been asked!
This project is designed to help students extend mathematical skills to
real life shopping situations. The students collect clothing prices and
descriptive data on a field trip to a local discount clothing store.
Catalogs can be used if there is no available store. Each student
selects $250 worth of clothing, using the store's discounts and a
project coupon flyer. Clothing information, such as retail and discount
prices, color, fabric and style, is recorded on individually designed
charts. Back in the classroom, students use the prices to complete
calculation worksheets with special coupon savings, percent of savings,
sales tax and total cost.
The students use their creativity to construct visual presentations of
the clothing, including the outfits that can be made with items that
coordinate. A variety of information sources, including the Internet and
interviews, are used to research and write an article about
shoplifting, from which students learn the financial impact and legal
consequences of shoplifting.
Throughout the project, the students self-assess their progress and then
analyze their completed work. At the conclusion of "Take It To The
Maxx," the students present their own projects and assess each of their
classmates' projects based on a rubric that emphasizes both visual and
oral presentation.
|
The Students: Approximately 75 eighth
graders, comprising all ability levels, participate in this project each
year. It is appropriate for students in grades seven through ten.
|
The Staff: Linda Dale Mulholland Newtown Middle School, Newtown |
What You Need: Other than the field trip, no unusual classroom materials or resources are needed.
|
Overall Value: In "Take It To The Maxx,"
students have fun applying math skills such as budgeting, organizing
data on charts, and number computations to the practical context of
shopping for clothes - a favorite activity for teenagers! Students also
research, write, assess, and present orally, thus providing multiple
opportunities for them to develop skills needed in today's society.
Through this enjoyable project, students become more informed consumers,
a lesson that will last a lifetime.
|
Standards: |
Take-Home Science In A 'baggie' |
Category: Science |
Grades: 2 to 5 |
How It Works: Parent and child tackle simple
science experiments working together over ten weekends using
instructions and materials, packed in a zip-lock baggie. On Mondays the
teacher collects a "Science Wizard" form verifying that work is
completed. Then the science experiment is repeated in class with
student help to reinforce the home learning experience. One experiment
focused on magnets; complete in the baggie was a magnet, safety pin,
eraser, paper clip, piece of wood and a cotton ball. Students:
Designed for 250 primary students, this project can be adapted for a
single classroom and for LD or bilingual students. Upper grades can
attempt more advanced experiments using this model. |
The Students: |
The Staff: Lillian Degand holds an MA in
Science Education from National Louis University. Winner of several
grants and awards, she presents workshops in science to teachers. |
What You Need: Materials And Facilities:
Each teacher needs a storage box for each week's zip-lock baggies ready
to go on Friday. These materials are for the students and parents to
work with at home and they keep everything in the baggie. Students
return,"science Wizard" form signed by a parent. Outside Resources:
Science catalogs and simple consumable items can obtained from, Mr.
Wizard's Science Discoveries and Inventions, ESC Division, 322 S. Main
Street, Suite #207, P.O. Box 446, Plymouth MI 48170, 1-800-537-0008. A
culminating activity can be an assembly program presented by Mr. Wizard.
|
Overall Value: Parents, students and teachers
enjoy this way of dealing with scientific experiments and ideas. It
builds on the popular Mr. Wizard science show. The zip-lock baggie is a
good way to contain the materials for use at home. Home
experimentation augments the teacher's instruction and builds enthusiasm
for science learning. Skills involved include observation, measuring,
sorting, estimating, graphing, recording and problem solving. |
Standards: |
Tales for Tolerance |
Category: Global Education |
Grades: 3 to 6 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The staff members presently
involved are a first grade teacher, a fourth grade teacher, and a
paraprofes-sional, who oversee and guide the intergrade groups. Ten
folktales of indigenous peoples are used along with books and other
research materials on the various peoples concerned. Blank audiotapes,
markers, posterboard,, paper of various types and colors, glue,
scissors, and other art materials are used for the culminating activity.
|
Overall Value: Fourth graders are highly
motivated by the opportunity to work with first graders and by the
chance to work creatively and collaboratively on a culminating project.
"My fourth graders continuously reported to me the improvement the
first graders made in terms of listening skills and their ability to
retell the folktale," says Chikofsky. Students have changed their
stereotypical attitudes toward the cultures of indigenous groups, she
says. Teachers involved find themselves working collaboratively and
have students doing the same. In addition, the presentations made by
each group have proved to be an excellent evaluative tool. |
Standards: |
Tales of Runaway Foods |
Category: English/Language Arts |
Grades: 3 to 3 |
How It Works: This is an in-depth study of
several cumulative tales that use the,"runaway tale" motif. This is used
to stimulate first-grade students to work cooperatively to evaluate the
tales and to collaborate in their creation of an illustrated tale of a
runaway food. Students will develop an appreciation of folklore.
Students will develop and refine their comprehension skills by comparing
the tales, recalling specific details and sequences, predicting
outcomes and creating text and illustrations for a cumulative tale with
the motif of a runaway food. Students will become more confident of
their own ability and develop a positive self-image as they see,"their
words" in print. "The Gingerbread Boy" is told first to the students.
Effective dialogue between students and teacher takes place during the
telling of the tale and after. "The Pancake" is treated similarly, at
the next session. Inevitably a student in the group will initiate a
comparison between the previous tale read. "Didn't we read this before?"
Statements like this lead to more comparisons and recall of specific
details. Journey Cake, Ho!, by Ruth Sawyer is an adaptation of
the,"motif" and read in the next session. As they develop an
understanding of,"motif" and,"story elements" the students are asked
meaningful questions that reveal specific story elements. Expectations
are high that there will be a runaway food, a chase scene and the
inevitable conclusion. When available, previously completed tales
written by their peers are read to sustain interest. At the start of the
second phase, the main character is chosen. The second phase is under
way as the students work cooperatively to dictate to the teacher their
unique and exciting tale. The teacher acts as a facilitator allowing the
ideas and imaginations to flow and the tale to unfold. The process is
interrupted and meaningful questions are posed to make sure the
structure of the tale is adhered to, that there is logical development
of the tale, that all students are contributing and that all ideas are
voiced, noted and acted upon. Does the runaway food get eaten? This
question and others are decided as the writing process is completed in
the second of the four phases comprising the project. Specific passages
are read to the students and the students interpret the text
artistically, making sure picture and words connect. At the close of
the third phase the,"story" idea has successfully gone from concept to
completion. The fourth phase is publishing an exhibit in the library
-media center. An open house is conducted and ribbons are awarded to
each student. The correctly structured illustrated tale and the
identifiable motif of the runaway food is only part of the success of
this project. The cooperative spirit of each of the groups and the pride
they reflect in their finished products is certainly another. But their
desire to continue to create and to see their words in print -- to
write, to read, is the ultimate evidence of its success. THE STUDENTS:
The project was done, with first-graders, divided into heterogeneous
groups of 8-12 students over eight sessions. It can be adapted for
grades K-4. |
The Students: |
The Staff: This project was implemented with one library-media specialist. |
What You Need: Copies of,"The Gingerbread
Boy,","The Pancake," and,,"Journey Cake, Ho!" were used. The project was
implemented in the media center. |
Overall Value: This is an ambitious,
challenge for first-graders who are invited to move from listener to
creator. The project goes beyond experiencing and comparing similar
tales to, applying what has been experienced and learned to creating
one's own tale. Using various tales from different countries increases
the children's understanding and appreciation of folklore as well as the
structural components of the literature. . The success they experience
with the writing process raises their level of confidence and
self-esteem in their ability to express themselves creatively, and work
affectively with others. |
Standards: |
Tangramland: The Undiscovered Country |
Category: Mathematics |
Grades: 8 to 8 |
How It Works: As a culminating project on our
lessons with tangrams and geometry, the students construct a three
dimensional scale model of a "tangramland". Students, in groups of four,
are asked to design a "land" made of only tangram shapes. The first
stage has students brainstorming to decide what type of land they will
build together. Some examples of students' projects include: rain
forests, farms, urban and rural cities, amusement parks, space stations
and underwater dome cities. Once the theme has been agreed upon, they
make a list of all important items essential to their land. They are
then given two pieces of poster board (22"x 28") and they will design
all aspects of the theme including such things as foundations (for
houses and buildings), roads, ponds, and bridges. When their blueprint
is done they must get a building permit from the building inspector
(teacher) who makes sure the proper building codes have been followed.
Once the permit is granted, they begin to construct their,"tangramland"
according to their original plan. Students prior lessons on symmetry,
concave and convex polygons, areas and perimeters, estimation,
measurements and problem solving come to life when they try to turn a
two dimensional tangram blueprint into three dimensional reality. Teams
quickly realize that concave figures are easy to design but difficult to
build and that structures over 30 centimeters tall have a, difficult
time staying upright. Daily self-assessments occur within the project as
students are constantly making adjustments. The building inspector
should be made aware of major adjustments and acts as a resource for
teams in trouble. The final assessment occurs at the end of the
construction when the team provides the class with a detailed oral
overview of their land emphasizing the best features. At a special
school awards assembly in the auditorium tangram award certificates were
given to the members of the teams with the best three projects. Nine
teachers served as judges. The top 15 projects were then proudly
displayed in the school library. The Students: Tangramland was
designed for sixth grade students in mind but can easily be adapted for
any grade 4-8 who uses tangrams. One hundred twenty two heterogeneously
grouped students participated. The students were arranged into fours and
included all students from the EERA remedial math, learning disabled,
socially and emotionally maladjusted (SEM), and neurological impaired
(NI)lists who are normally mainstreamed in the class. Inclusion is a big
reason why this project has been so successful. All groups showed pride
and a real sense of accomplishment, as well as a new and wonderful
respect for the special relationship between math and architecture. |
The Students: |
The Staff: The classroom teacher is the main
building inspector. Others, such as the remedial math specialist, art
teacher and the tech-ed teachers are involved as construction
specialists. Science, language arts, and social studies teachers can
also be included as construction consultants and resources. |
What You Need: The project was completed in
seven 40 minute periods. Items necessary for building Tangramlands
include: tangrams, metric rulers, poster board, and construction paper.
Tape, markers and other standard supplies are utilized. Undisturbed work
and storage areas are also essential. |
Overall Value: The construction of the three
dimensional model allows students to physically and actively explore
mathematics. By design, it focuses on the NCTM standards first four, and
most critical goals, problem solving, communication, reasoning and
connections. It allows students the opportunity to achieve success by
bringing math concepts to life. The project interacts directly with the
Connecticut Common Core of Learning's Quantitative section for geometry -
students should be able to understand, spatial relationships and basic
concepts of geometry. It also applies to all the objectives set forth
for the Reasoning and Problem Solving section of the Common Core. The
project reflects the current teaching direction that mathematics must
follow to create and produce mathematically literate students capable of
functioning successfully in the information age. |
Standards: |
Tap Your Feet..Count the Beat |
Category: Mathematics |
Grades: 2 to 4 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials include a wood floor
in any large, open space, such as a gymnasium or auditorium; full-sized
mirrors (preferably mounted on the wall) for children to observe
themselves and their classmates; tap shoes or hard-soled shoes with taps
attached (heel and toe); a video camera for taping sessions and
performances; and a dual cassette player, compact disk player, or record
player. The videotapes,"Tap," with Gregory Hines, and,"Stormy Weather"
are useful tools. Available from the project disseminator are project
guidelines, lessons and worksheets, a book reference list and resource
guide, and an instructional videotape. |
Overall Value: Children enjoy learning how to
tap dance. As they master the various steps, the feedback is immediate
and they feel good about themselves. As self-esteem and confidence
improve, they are better able to concentrate and they experience success
in other areas. "The teachers in the school have noticed this," says
Trusch. "At the holiday show," she recounts "the children danced
wonderful dances and sang holiday songs. There was no acting out, no
fights or hystericsÑa significant accomplishment here!, They remembered
their routines and their places on stage, and they did it without any
sense of stress." |
Standards: |
TAPPING PANTHER PAWS |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: Tapping Panther Paws introduces
a diverse special needs student population to an art form that they may
not have had a chance to explore. The program involves senior citizens
and students in an active learning situation that is an outgrowth of
Parklawn's ongoing intergenerational program. Seniors mentor the
students and help them learn the art of tap dancing. Students and
seniors meet on a regular basis to learn various tap dance routines. As
they learn the tap routines, the students increase their ability to
follow directions. They also increase their vocabularies, and practice
cooperative learning, coordination, perceptual motor skills, and
directionality. The Panther Paws perform for the school and the
nearby senior center. The members of the group learn several dance
routines and wear costumes they have designed. Students Twenty fourth
and fifth grade students participate in the program. This
heterogeneous group includes learning disabled (LD), gifted and talented
students, and students for whom English is a second language. All
students expressed an interest and enthusiasm for learning how to tap. |
The Students: |
The Staff: The fifth grade teacher is
primarily responsible for teaching the basics of tap and the routines.
The LD teacher also assists. Costume design involves the art teacher in
collaboration with the students. |
What You Need: Tap shoes are necessary for
each student. Other materials include items necessary for costumes such
as T-shirts, gloves, ears, and tails. Makeup is also needed. The
students used the gym for performances and a classroom without carpeting
for rehearsing. Outside Resources A member of the Snappy Tappers, a
tap group from the senior center, helped to select music and choreograph
numbers. The members of the senior tap group help the students.
Parent volunteers help with makeup and organization |
Overall Value: Tapping Panther Paws has had a
positive impact on students' grades, their physical abilities, and
their ability to get up and perform in front of an audience. Strong
bonds are forged between the students and the seniors. The students
have developed an increased sense of self-respect and a love for the art
of dance. They have learned to work together as a group. Most
importantly, they have increased self-pride as a result of performing
successfully in front of an audience. |
Standards: |
Teaching About Haiti |
Category: Global Education |
Grades: 14 to 12 |
How It Works: Teaching About Haiti is a
six-week unit introducing students to the culture and history of Haiti.
They read sections on history, proverbs and biographical sketches in
Teaching About Haiti, a publication written in English. They watch the
video Black Dawn, which tells the history of Haiti and is narrated by
Oncle Bouki and Malice, two characters central to Haitian folklore, whom
they meet again later in the program.
Reading some Haitian Creole proverbs, they examine the relationship of
Creole to French. Students choose three Haitian proverbs they find the
most interesting to illustrate and translate into French.
They look at slides of Port-au-Prince and the countryside.
They read several poems by Haitians. They watch the video The Art of
Haiti, which discusses well-known artists and works of art, some of
which they had previously seen in the slide show.
Students begin their study of vodou by reading the section in Teaching
About Haiti, to prepare for watching the video, Haitian Pilgrimage. This
video is about a Haitian-American family's trip back to Sodo (Saut
d'eau) Haiti for the annual pilgrimage to the waterfall celebrating the
vodou spirits.
They do a short study of Creole by learning common expressions from our
guest speaker. The following class they make some of their own
veve-style drawings using black construction paper and white flour.
Students perform a skit based on "Le Mariage de Ti-Da," a folktale
featuring Oncle Bouki and Malice, whom they had first encountered
watching Black Dawn. They also sing a song as part of the skit, which is
an integral element in most Haitian folk tales.
Students choose recipes and prepare Haitian food one day. This year they
made ginger beer, coconut ice cream, plantain fritters, corn pudding,
tropical punch, and spicy chicken stew. Delicious!
Students read, on their own, Taste of Salt, by Frances Temple, a story
of political action told by a teenager. I also showed two videos that
focus on the political situation, Haiti: Roots of Democracy and Reason
to Flee.
Students have final independent projects to do. |
The Students: |
The Staff: This program is implemented by the
French teacher. Teaching About Haiti has been taught in two successive
years. There is also a guest speaker who comes in to teach Creole and be
the authority on asking and answering questions that arise from the
videos. |
What You Need: I have purchased a classroom
set of Taste of Salt and Teaching About Haiti. I borrowed from our
regional library a copy of The Orange Tree and The Banza, by Diane
Wolkstein. I borrowed or rented the videos and slides. I used the
Internet for doing research. Students purchased food for their cooking
day.
Outside Resources
I had a guest speaker come in several times. She has lived in Haiti for
many years, and has worked for a public health organization in Haiti. |
Overall Value: The program is successful
because it presents culture in diverse and comprehensible ways. Students
learn about a French-speaking country other than France; they learn
about the United States' history of involvement in other countries'
affairs, both in supporting and removing governments; they experience
Haiti through the eyes of artists and environmentalists, the ears of
musicians, the feet of dancers, the mouths of storytellers; they taste
some of the flavors of the Caribbean, they begin to understand the
powerful relationship of vodou in shaping the spirit of endurance by the
Haitian people; they learn about modern-day slavery and about a
people's hard-fought struggle to obtain and maintain democracy. |
Standards: |
Technological Zoologist |
Category: Science |
Grades: 8 to 10 |
How It Works: The goal of this learning
experience is to encourage and enhance the use of computers by students
to accomplish the following goals: integrate technology into the
curriculum, use a variety of innovative means to solve a problem,
utilize math and science skills, provide collaborative research
experiences, and to provide opportunities for engaged learning.
Students are assigned team and individual scientific roles to solve a
given environmental problem. Through this learning experience, students
explore the issues of extinction, adaptation, classification, biomes and
the importance of codependency. Each student individually researches an
animal native to their biome as represented by the state they are
assigned. Through the use of various CD-ROM and computer programs, the
student explore various questions including use of range maps to
determine if the chosen animal does indeed reside within the state, diet
needs, habitat, reproduction & nurturing of young, classification
and also identification of other needs to exist within a changing
environment.
Each student then uses written communication and math skills to
construct a poster of their individual research. As a team, students
then work to "build" a scale model of the zoo requirements to preserve,
protect and rebuild the species. Each group presents an oral and written
report on their "zoo." Student posters are displayed along with
projects completed on their state in all other disciplines at an annual
"Geography Fair" each spring. |
The Students: This learning experience was designed for average levels. |
The Staff: Classroom teacher |
What You Need: Background information and
ideas taken from the Fermi Lab Unit Particles and Praries for some of
the research work, from the Miami Museum of Science Techno-zoo unit and
from Earth Book for Kids, by Linda Schwartz, copyright 1990, published
by The Learning Works, Inc., Santa Barbara, CA. |
Overall Value: In addition to the immersion
in the computer/technological aspects of problem solving, students
become more aware of the fragile aspects of our planet and the
compounding affects of such misuse of technology. The students have much
more ownership in a project they can envision. The study of
classifications, habitats, ecology, and reproduction becomes much more
meaningful when they become the expert and can then "teach" the others
about their animal. The peer teaching through collaborative building
activities not only passes on scientific information but works well with
the needs of the adolescent to develop the self confidence to excel. |
Standards: |
Telecommunications Partnership |
Category: Technology |
Grades: 3 to 14 |
How It Works: The Telecommunications
Partnership Project links students around the world! Working together,
teachers from private and public schools enable students to use
telecommunications to access information and learn about other cultures
and communities. The process begins with teachers learning about
telecommunication capabilities. Together they explore various curricula
projects, then they set the stage for their students to "meet"
electronically and share ideas "on line." For example: ¥ Students in
Elizabeth O'Meara's third grade sent their poetry out on a "Stu"
conference. Students in Tish McGonegal's sixth grade in Vermont wrote
responses back to the Bethel third graders, and the students in Susan
Wood's seventh grade class in Kentucky read the poems and the
sixth-grade responses and sent feedback to both groups. A fall project
invited students to write short essays about their communities,
cultures, and home/school environments. In return, students from Lima,
Peru, shared stories of life in a city where bombings, kidnappings, and
terrorism are a reality. ¥ A poetry conference gave students the
opportunity to share writings with each other and the poet Paul
Janeczko; a book review session allowed students to telecommunicate
reactions to books they had read during the year. ¥ Mrs. O'Meara's
third grade shared with and learned from students on a Sioux reservation
in South Dakota. ¥ Linda Wheeler and her fifth grade students
participated in the National Geographic KidNet project. ¥ Marguerite
Graham and a group of Gould Academy students discussed issues concerning
the environment vs. the economy with other high school students around
the world in preparation for the 1992 International Conference of world
leaders in Rio de Janiero. The Students: High school students at Gould
Academy and heterogeneously grouped first, second, third and fifth grade
students in SAD #44 enjoy participating in this telecommunications and
cultural exchange program. |
The Students: |
The Staff: |
What You Need: Materials Needed A computer, a
modem, wordprocessing software, telecommunications software, membership
in BreadNet or other BBS service and access to a telephone line are
necessary to begin the program. An LCD panel and an overhead projector
are helpful so that an entire class may view the entire conversation
which takes place on-line. Adapters should also plan on a $350 budget
for access and on-line telephone time. |
Overall Value: Telecommunications gives
students and teachers a real purpose for writing and working on
communication skills as they gain access to the information age; learn
about other cultures; address, consider, and change racial and cultural
stereotypes; and broaden their horizons. It's the revitalization
education needs! |
Standards: |
Telling Tales in School |
Category: English/Language Arts |
Grades: 8 to 9 |
How It Works: This program offers interested
sixth grade students the opportunity to learn storytelling techniques
during their lunch period. Students begin by watching video
performances from the national storytelling conference that demonstrate
the various genres of storytelling. The students critique each
performance using a comparison and contrast chart.
They discuss criteria for selecting a story, the use of props, voice
control, and techniques for memorization and presentation. Working with
a rehearsal partner, each student tells a story getting feedback on the
presentation from the partner.
The students learn how to project their voices and develop different
voices and accents. They learn how and where to research a story, how
to map a story, and how to select props.
Storytelling is a high-interest way to improve oral communication while incorporating cultural and historical research. |
The Students: Approximately 73 students in
three different schools participate in a meeting once a week. The
program is appropriate for students in grades 4, 5, and 6. |
The Staff: The resource teachers for the gifted and talented students in the three schools implement the program. |
What You Need: Videos are needed to provide
examples of different storytellers. Books providing additional
resources are also necessary. Classroom space is needed as well as
access to a video recorder and television.A conference providing
additional training for the teachers, parents with storytelling
experience, and storytellers to demonstrate for the students enhance the
program. |
Overall Value: The students' self-esteem
increases as their proficiency in storytelling improves, especially the
students with learning disabilities. They demonstrate an increased
appreciation of cultural differences in stories. They are also eager to
share their stories with younger students who enjoy hearing the stories
|
Standards: |
Ten Lords And Ladies Learning |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: Using cooperative learning,
students learn about the Middle Ages and experience the social
relationships of that era. The unit opens with an explanation of the
feudal contract and the interd ependencies of lords and vassals.
Students explore through class discussion the need for social order and
the concept of social obligations. They examine the Code of Chivalry and
deduce feudal obligations and the structure and values of feudal
society. Male and females students are then randomly paired to assume
the roles of,"Lords" and,"Ladies" for the duration of the unit. Together
each team designs and creates their own heraldic coat of arms and
explains its symbolic meaning to he class. The,"Ladies" then assume the
role of tutors who prepare their,"Lords" for mental combat. Each,"Lady"
is responsible for organizing and presenting the textbook data which
must be learned by her warrior. She must utilize study skill techniques,
such as flash cards, outlines, drills etc.. Class sessions are used to
teach and learn material. The Chivalric code of courtesy is required at
all times and,"Lords" may earn extra points for such exemplary behavior
as carrying books or opening doors. After a week of cooperative study a
"Tournament of the Minds" is held. Each knight competes for the honor
of his lady and bears with him her special token. The appropriate coat
of arms identifies each lady's box and each lord's steed. Factual
questions are asked by the teacher and each knight strives to prove his
intellectual prowess to his lady. Teacher evaluation for the unit is
based on a combination of performance, preparation and behavior so that
there are many areas for students to excel. THE STUDENTS: This is the
key and indispensable ingredient. This unit was used with Grade 9 World
History students of average and above average ability. The Class met
five days a week for forty-five minutes. Material may be adapted to
other ability groups or condensed to reduce time. Titles are also
flexible- for example,,"Knights" and,"Squires" may be used in a
predominately male class. |
The Students: |
The Staff: One enthusiastic teacher is all that is needed. |
What You Need: A classroom with mobile desks
is all that is required. Materials on heraldic coats of arms and
tournament rules are available. Contest questions come from the student
textbook. |
Overall Value: Students enjoy this unit
because it changes the dynamics of the educational process. They take
academic and social responsibility for their progress and support each
other. Because the emphasis is on both social and academic performances,
even the most reluctant learner gains new self-esteem in the eyes of
his peers. |
Standards: |
Terror on the Terra |
Category: Science |
Grades: 11 to 14 |
How It Works: Students will be exposed, as a
large group, to a series of video clips showing man's abusive nature
towards his environment and the consequences of his actions. Without any
prior explanation from the teachers, the students will watch the video
clips and record their own observations about the images that they will
experience. Students will then be expected to list any reactions and/or
questions that come to mind as a result. They will then assemble into
small groups to brainstorm a list of "problems or concerns" that they
think the video elucidated. The groups will be clustered into a larger
array and the lists will be combined until the class has created a
single list of identified problems that will be the basis for the rest
of the experience. Individual groups will tackle two of the listed
problems and design an alternate habitat that will address those
selected problems. Due to the nature of the open-ended introduction,
groups will navigate their own way through exposure to scientific,
political, and social concepts. While their guided discovery may take
them in different directions, we expect that there will be a core of
concepts and themes that all groups will have contact with (i.e.,
scientific method, controlled experimentation, data acquisition and
analysis, problem-solving, historical significance of scientific
discovery, to name a few). Aside from these core concepts, each group
may come in contact with a variety of discipline specific concepts based
upon their path of inquiry (i.e., cloning, gas laws, hydroponics,
structural integrity of designs, etc.). |
The Students: Designed for groups of students with varying ability levels. |
The Staff: Classroom teacher |
What You Need: Group activities are carried
out in the classroom. Students will need access to research sources
(library, Internet, etc.). The labs are student generated, so the needed
materials will vary. |
Overall Value: Through this self-discovery
experience, students will come to know their world in a much different
context. The complexity that is inherent to real work problems and the
interconnections between scientific and social disciplines will become
apparent. The artificial barriers created by the traditional educational
establishment, for it's own convenience, will be dissolved and students
will be exposed to a level of inquiry and problem-solving that will
actually mirror their "real world" experiences. |
Standards: |
Tessellations |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
test |
Category: Arts |
Grades: 2 to 5 |
How It Works: z |
The Students: z |
The Staff: z |
What You Need: z |
Overall Value: z |
Standards: z |
Thar She Blows |
Category: Classroom Management/Intergroup |
Grades: 6 to 8 |
How It Works: |
The Students: |
The Staff: A classroom teacher implemented
this project. Assistance was provided by the Special Education teacher,
classroom student aide, and media teachers. |
What You Need: Regular classroom supplies
were needed to complete this project. Access to the school library
supplemented teacher-assembled material. An opaque projector
facilitated the enlarging of the whales. Recordings of sea chanties and
whale songs were used. Videos and materials from the,"Voyage of the
MIMI I" were used to integrate the study of whales and ocean habitats.
Resource material was provided by Mystic Seaport Museum and the Mystic
Marinelife Aquarium to supplement classroom material (Bibliography is
available). Visits to both establishments enhanced the study. |
Overall Value: Participation in this project
helps the students gain an appreciation for the historical significance
of the whaling era and its impact on conservation efforts today. The
project promotes an atmosphere of creativity and cooperative learning in
which all students participate to achieve a mutual goal. |
Standards: |
That's My Chair! |
Category: Arts |
Grades: 6 to 10 |
How It Works: Students become interior
decorators by painting abused or unappreciated classroom furniture. At
the start of this project, students examine principles of functional
design and interior decoration and examples of African design. Then the
real work begins as students: draw trial patterns on paper discuss
their designs and finalize their patterns apply a base coat to their
assigned chairs paint on patterns and decorative elements in
contrasting colors apply a finishing coat of varnish. Each chair is
unique in design and color range. Students proudly display their
handiwork at a school open house! Students: This project was
created as an African American design project for grades 4-8. It can be
adapted for Special Education students or adapted multiculturally. |
The Students: |
The Staff: Nancy Wieting has a BA in Art
Education from Buffalo State College and is currently enrolled in the
Interdisciplinary Arts Masters Program at Columbia College. She has
been the Art teacher at Crown Academy for three years. |
What You Need: Materials And Facilities:
Materials needed include chairs, latex house paint, brushes, containers
with lids, newspaper, sponges and smocks. The work space should have
running water, storage space for materials and space for the chairs to
dry. Outside Resources: Parents, staff and students are invited to
attend an open house to view the student work. Photographs of students
at work are displayed as well as the resource books which link the
student work to the cultural heritage of the designs. |
Overall Value: This project provides a
permanent record of student achievement and inspires younger students.
The Art room becomes visually stimulating and child-oriented, reflecting
the taste and styles of students at different age levels. |
Standards: |
The "Whole Environment" Basal Reader |
Category: Mathematics |
Grades: 6 to 7 |
How It Works: Children have a natural
curiosity about the things they see around them, about their,"home
town." Children must also be taught to read. Now teachers can take
advantage of that curiosity as they enhance reading skills. Students can
learn about the natural and cultural history of their own community as
they use The Nature of Dade County or its Spanish translation La
Naturaleza del Condado Dade as a "Whole Environment" basal reader.
Nature, written on a fourth- and fifth-grade reading level, can be used
to enhance reading skills in either English or Spanish while satisfying
required science and social studies objectives that are specific to
Florida ecology and history. The Nature of Dade County was written as a
student reader to be used with a teacher resource book, The Dade County
Environmental Story (TDCES). TDCES provides teachers in-depth background
on the information their students are reading about. It also provides
activity worksheets, suggestions, bibliographies, and local resources.
DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English,
Bilingualism, Intergroup Relations. THE STUDENTS: Students in all
grades can benefit from enhancing reading skills. All students must
become environmentally literate, responsible members of the community.
The combination of the English and Spanish readers and the teacher
resource book allows a teacher to adapt the material for all ability and
grade levels. |
The Students: |
The Staff: Sande Haynes is a 14-year teaching
veteran. As her community service commitment, she has published and
given Friends of the Everglades copyright and all proceeds from the sale
of the following books: The Dade County Environmental Story, The Nature
of Dade County and La Naturaleza del Condado Dade. She has received and
managed over $80 000 in grants and gifts toward environmental education
projects. Her teaching career has included middle school math and
science, senior high oceanography, and a variety of educational
specialist assignments. She has done extensive curriculum writing for
grades kindergarten through 12 and conducted extensive teacher training.
|
What You Need: MATERIALS AND FACILITIES:
This project can be carried out in a normal classroom setting. One copy
of The Dade County Environmental Story teacher resource and a reading
group set of The Nature of Dade County or La Naturaleza del Condado Dade
is all the teacher needs. It is important to remember that these
materials are copyrighted, and permission to duplicate must be obtained
in writing. OUTSIDE RESOURCES: The books are available for purchase
through Friends of the Everglades, 101 Westward Drive, Suite 2, Miami
Springs, Florida 33166 (305) 888-1230. |
Overall Value: Teachers use basal readers
every day, but their books do not focus on something as intimately
familiar as the student's home community. These readers allow teachers
and students to focus on the natural and cultural aspects of their own
community while enhancing reading skills in either English or Spanish. |
Standards: |
The 3 R's: Respond, React, Record |
Category: Social Studies |
Grades: 6 to 14 |
How It Works: "I felt so angry when the pope
forced Michelangelo to paint the ceiling of the Sistine Chapel and then
didn't pay him! It's like when my dad makes me do stuff at home and then
forgets to pay me. I know how Michelangelo must have felt, angry but
sad inside. You keep your part of the bargain but the other person
doesn't and you can't say anything because it would sound 'sassy' to a
grownup!" This is Mike's reaction to a scene in The Agony and the
Ecstasy. Using The 3 R's activity paper, he jotted down his reactions to
parts of the video. When it was over, Mike was able to look at his
notes and recall how he felt about the pope's treatment of Michelangelo.
This triggered the connection of history to his own life, every
teacher's dream. Mike made my day! The 3 R's enables students to
record their reactions to a video without losing viewing time. When I
show a video I want my students to see every minute of it! But
realistically, they need an activity to keep them on task. Using The 3
R's does this, and promotes higher-level thinking skills by its very
wording and by asking the students to react personally to what they are
watching. These video activities encourage positive attitudes and
behaviors because the reactions are personal, there is no right or wrong
answer, and lively discussions can be generated from them. I created
The 3 R's from various language arts activities that I adapted to my
social studies program. With my world history curriculum, there are many
wonderful videos that enhance classroom learning, e.g. Shogun, the
Agony and the Ecstasy, Romeo and Juliet, Castle and Cathedral. The
written responses are used for class discussion and reaction papers. The
3 R's assignments lend themselves to a variety of reaction starters:
"Describe how you felt when . . .," "Make a connection between how
Michelangelo must have felt when he first saw the Sistine Chapel ceiling
and how you once felt when someone asked you to do an enormous task you
weren't sure you could complete." The possibilities go on and on. I
measure the success of the 3 R's activities in two ways. First of all,
using it results in better discussions after viewing a video. The
students like to express their opinions and share their reactions. When
students express different reactions, the discussions become very
spirited! Almost all students participate in these reviews. Second,
through the reaction papers, students show themselves and me how they
are connecting history to their lives. These activities meet the needs
of all learners in my classroom because they are open-ended and do not
require a specific, correct answer. State Frameworks: All frameworks
stress writing, personal reactions and higher-level thinking. The
Students: One hundred twenty-five seventh graders of varying abilities
participated in 1992-93; these activities could be adapted to grades
4-12. |
The Students: |
The Staff: I have taught elementary and
junior high school for 15 years. I have been teaching 7th grade
history/social science for 8 years. |
What You Need: Facilities and Materials: A
VCR and monitor are needed. I will gladly provide a sample of all three
activities which can be easily adapted to individual videos or movies.
Outside Resources: Good videos and/or movies are vital! |
Overall Value: |
Standards: |
THE AB CLUB |
Category: Classroom Management/Intergroup |
Grades: 2 to 5 |
How It Works: THE AB CLUB provides continuous
positive reinforcement and, motivation for high-risk, low-income
students who are maintaining, an A or B, grade in conduct on a weekly
and/or monthly basis thereby increasing their success rate for
academic achievement. Teachers (including Art, Music, Physical
Education, Spanish, etc.), monitor, through charts and stickers, a list
of students who have, maintained an A or B grade in conduct for the
week. Every Friday school volunteers sell candy to those students who
have an A or B, grade in conduct for the week. This money is used
to replenish the candy supply as well as to, purchase small rewards for
those students who maintain an A or B, grade in conduct for the month.
By selling the candy to only those, students with A/B conduct, the other
students are motivated to try, harder the next week to achieve the same
rewards as the students, who have demonstrated appropriate behavior.
It also allows the, good student to feel success and pride in being able
to go up to, the front of the class to shop for a treat. Weekly,
teachers submit a list of their A/B students. These names, go into a
jar for a raffle drawing which takes place at the end of, each month.
Each jar represents a Learning Center or four classes. Two prizes per
Learning Center are given. Students who have had, A/B conduct for the
entire month receive a special free treat in, front of their classmates
as well as having their name entered into, an end-of-the-year raffle
where the top prizes include a bicycle a Gameboy Nintendo game and a
radio-cassette player. DCPS Major System Priorities: Achievement,
Intergroup Relations, Parent Involvement Blueprint 2000 Goals
Student Performance, Learning Environment: The Students:
Approximately 858 students (K-3) are involved in this program. More
then 50-percent of the students received free lunch. THE AB, CLUB
project can be adapted for students from any grade level. |
The Students: |
The Staff: Margaret Strickland has been
teaching Exceptional Education, students in DCPS for 18 years. She has a
bachelor's degree in, Mental Retardation from Florida State University,
a master's degree, in Learning Disabilities from Florida International
University and, a specialist's degree in Computer Education from Barry
University. She was Teacher of the Year for Pine Lake Elementary in
1990. She, is a 1991 Citibank Success Fund grant recipient, and a 1992
Teacher Mini-Grants recipient. Two PTA volunteers operate the, candy
store. |
What You Need: Materials and Facilities:
THE AB CLUB can be carried out in any school setting. An A/V cart, is
useful in moving the candy store from class to class, as well as, for
passing out free rewards at the end of the month. Materials, include:
candy, prizes and raffle jars. Class list forms for the, weekly/monthly
raffle drawings are available. Behavior forms for, special area
teachers (PE, Music, Cafeteria) are also available. Outside
Resources: A loan or donations from the PTA to purchase the initial
candy, order to start up the candy store is especially helpful. Also
Miami Tobacco and Candy Company can offer support to stock the, candy
store. |
Overall Value: Discipline problems continue
to be a major concern for educators, and parents. Frequently, more time
and attention is given to those, who demand it by displaying
inappropriate behaviors than to those, who deserve our attention by
obeying school rules. It is becoming, very difficult for students to
put forth the effort to maintain an, A or B grade in conduct when
continuous negative factors influence, them on a daily basis. THE AB
CLUB seeks out and rewards those, students who choose to ignore the
negative influence and strive, toward positive behavior on a weekly and
monthly basis. Weekly, reinforcements provide the students with the
motivation to keep on, trying. |
Standards: |
The American Experience |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
The American Spirit |
Category: English/Language Arts |
Grades: to |
How It Works: The American Spirit adapts The
Museum of Fifth Grade History (see IMPACT II catalog 1992-1993) to a
high school writing and photography exhibit. Eleventh grade English
students write an original work and contract with Photography II
students who select a style of photography appropriate to the subject,
then shoot and develop the photos. Together each team designs a
presentation to display the joint project. Three teams of students take
the responsibility for the publicity and the catalog; all students
design and install the exhibit. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
THE ANIMATED MACBETH |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: "The Animated Macbeth" project
engages students in bringing literature to life. Students enhance their
insights into literature as, step by step, they plan for, produce, and
write about the animation of a powerful man. Students come away from the
project with a tangible product, a cartoon-like animation of a scene
from Shakespeare's Macbeth.
To bring this character to life, students must first delve deeply into
the dynamic language through which they come to know Macbeth. As they
study Macbeth's dagger soliloquy, for example, not only do they come to
understand Macbeth's moral struggle, they also begin to visualize and
outline techniques they will use to animate the scene. Later, Macbeth's
intense guilt is vividly depicted as he imagines plunging his hand into
"the multitudinous seas.making the green one red." Students are excited
at this point because they can clearly see the movement of color as it
is depicted by Shakespeare's words. Students are relieved when in Act V
the messenger tells Macbeth that "the wood began to move." Many relish
animating that scene, some as part of a montage of scenes. Brief
lectures, large and small group discussions, demonstrations, and journal
entries aid students as they move toward their culminating activity. As
students learn the technical steps with which they will create their
final animated scene, they refine their plans and then begin their
animations.
Assessment of student progress varies. Quizzes monitor content
comprehension. Checklists and rubrics are used for self- and peer
evaluation of oral activities. A process essay details technical steps
taken to produce the animation. A reflective essay describes how the
student moved from comprehension to application and evaluates successes
and problems the student encountered. It also describes possibilities
for application outside the classroom, a goal of the Connecticut Common
Core of Learning.
|
The Students: Two classes of heterogeneously
grouped seniors taking paired courses, Communications (a Language Arts
course) and Applied Communications (a Technical Education course) have
participated in this program.
|
The Staff: Sharon Keith Plainfield High School, Plainfield |
What You Need: Shakespeare's Macbeth; computers with animation capability. |
Overall Value: The project provides
opportunity for continued growth in the cognitive, affective, and
psychomotor domains. Close scrutiny of character and imagery enhances
students' understanding of Macbeth's character, his choices, and the
impact of those choices on the community. Students recognize the
necessity for moral and ethical conduct in society, a goal of the Common
Core of Learning. Students also transfer knowledge and skills from one
domain to another and from one subject area, literature, to another,
technical education. Not only do students approach Shakespeare in a more
lively, meaningful way, they also acquire skills that are immediately
applicable in the workplace.
|
Standards: Moral & Ethical Values Writing
|
THE ARTS ARE NOT JUST FOR SPECIALS ANYMORE |
Category: Arts |
Grades: 1 to 7 |
How It Works: How can individual differences
be addressed in a diverse community? At our school, we use the study of
artists, each one selected for a year long interdisciplinary study.
Artists have been chosen on the basis of some of the various
nationalities and languages spoken by the student population. We aim to
improve understanding of core curriculum through the integrated arts.
Last year, the second grade studied Jacob Lawrence, a black American
artist and storyteller from the south, who moved to Harlem.
In the classroom, the artist becomes part of the class "everyday in
every way." For Jacob Lawrence, students read about his life and work.
Working in pairs, they each contribute an illustrated page to a big book
about his life. They read his book, Harriet and the Promised Land.
which relates to the second grade study of Harriet Tubman. They learn
poems by Langston Hughes, and create their own. In math, they do problem
solving, graphing and computation based on facts about Jacob Lawrence.
In social studies, they do map skills, directionality, and discuss urban
versus rural communities. In science, they do experiments that relate
to growing plants and soil depletion. They also see cooking as science,
creating such delicious southern dishes as gumbo soup and hominy grits.
In art class, the children become familiar with prints of works by Jabob
Lawrence, such as his series, The Great Migration. After exposure to
his style, the children use simple shapes and colors in a painting to
interpret his style and to communicate his message about the
African-American plight. They do their own migration paintings, and
write correlating stories. In music class, they learn a southern
plantation song, Pick-a-Bale and a spiritual, All Night. All Day. They
study the simple harmonies of the twelve-bar blues pattern on the Orff
instruments, and learn to accompany The Jacob Lawrence Blues, a song
with words about the artist. Assessment includes presentations to
parents, where children show their acquired knowledge of culture and
history through art projects, poems, and songs they have learned and
written.
|
The Students: |
The Staff: Patricia Conlon Moran, Katharine Rovetti and Jennifer Wolff-Hopkinson
|
What You Need: Art prints and supplies, songs, Cds, planting materials and a stove
|
Overall Value: Using the arts as a way to
integrate all curricular areas enhances and makes the curriculum
meaningful and relevant to students. Individual differences of the
students can be addressed. The integrated arts provide the students with
a powerful visual and aural message concerning the passing of cultural
history, heritage and responsibility.
|
Standards: Positive Self-Concept Intellectual Curiosity and Interpersonal Relations Speaking, Listening and Viewing |
THE ATHLETE MEETS SIR ISAAC NEWTON |
Category: Science |
Grades: 7 to 14 |
How It Works: The science of physics drives
our entire universe, and yet it also influences everyday life. The
science of body movement follows the same physical laws that apply to
the universe. The purpose of this project is for students to discover
how physics and sports are unavoidably intertwined.
After physics students have studied motion in a straight line,
projectile motion, momentum, forces, universal gravitation, and simple
machines, it is effective for them to see how these ideas relate to the
sports that captivate so much of their time. To stimulate intellectual
curiosity, students read and write a short summary of a chapter from the
book, Newton at the Bat: the Science in Sports. The book contains forty
chapters related to all major sports with titles such as "Pool Hall
Science" and "Pole-Vaulting: Biomechanics at the Bar."
Students choose how they will make reports to the class based on the
strength of their learning styles: a poster, sculpture or other visual
image, an experimental design, a PowerPoint presentation, an invention, a
musical interpretation, a drama or an interpretative dance, a
demonstration, a video, a series of photographs, a model, or a computer
simulation. Students then look for ways that the body movements of the
sport connect with Newton's Laws of Motion, gravitation and other
forces, momentum changes, and simple machines.
|
The Students: Students correlate these same
laws to how a ball or puck moves, a bat or racquet swings, or a Frisbee
flies. Applications are made to weight lifting, biking, skating, skiing,
hang gliding, bowling; the list goes on! Students relate what they have
learned in physics to their real world which, in turn, stimulates
lifelong learning.
|
The Staff: Edward M. O'Connell Litchfield High School, Litchfield |
What You Need: Materials include the book
Newton at the Bat: the Science in Sports; audiovisual equipment,
scientific equipment, and art supplies as determined by the creativity
of the students.
|
Overall Value: The students appreciate the
opportunity to use their creative skills and like making the connections
between what they learn in class and how they play sports after school.
The project piques academic curiosity and develops a questioning attitude about real world applications.
Students learn about presentation skills and sharing ideas from peer
assessments; they learn how to field questions from an audience. Project
work is displayed in common areas of the school and attracts younger
students to study physics.
|
Standards: |
The Birds And The Bees And The Butterflies |
Category: Mathematics |
Grades: 2 to 10 |
How It Works: The Birds And The Bees And The
Butterflies is the key to unlocking, many of nature's best kept secrets.
The students become active, learners through a multi-level
introduction to animal husbandry. With an interdisciplinary
cooperative learning approach and, community/parental involvement there
are many applications to this, exciting study. While designing and
building an actual apiary planning and caring for an active incubator
and observing the, development that leads to the beauty of flight, the
students become, an integral part of the life cycles of a beehive, a
chicken, hatchery and a butterfly garden. During the important
monitoring process involved in this project the students will employ
valuable statistical analysis along with, gaining a deeper appreciation
for accurate computation and record, keeping. Phase one allows students
to engage in critical thinking, skills when designing, redesigning and
constructing a potential, habitat for the honeybee. Phase two is an
in-depth inquiry into, the wonders and responsibilities of incubating
and caring for, fertilized eggs. In phase two, students also observe
and document, the magical process of hatching a young chick. Phase
three is an, on going exploration of the fascinating stages of
metamorphosis, from an egg to a larva to a pupa to an adult butterfly.
This, project is an unforgettable experience that not only helps
clarify, many scientific and mathematical questions but also instills in
the, students both the joy of discovery and the love of learning.
DCPS Major System Priorities: Achievement, Critical Thinking,
Intergroup Relations, Parental, Involvement, Blueprint 2000 Goals:
Student Performance, Learning Environment The Students:
Elementary, fifth- and sixth-grade Exceptional Education students,
participated in The Birds And The Bees And The Butterflies. This,
project can be easily adapted to all elementary and middle school,
grades and achievement levels. This project can be implemented as, an
interdisciplinary experience or a subject area classroom, experience. |
The Students: |
The Staff: Kamela Patton and Luther Gray have
combined teaching experience in, excess of 20 years. They both have
taught at the primary intermediate, middle, adult, community and
exceptional education, levels. Both have served as Department
Chairperson, Faculty, Council Member and both have received their
masters' degrees. Kamela Patton has been a recipient of Dade Public
Education Fund, Teacher Mini-Grants and is a 1990-91 IMPACT II Developer
(Colonial, Thinking). Luther Gray also has been Lead Teacher for F.C.
Martin's Magnet Program in addition to having served several years, as a
peer-teacher in the beginning teacher program. Both teachers, have
been actively involved in various school-wide, community and, service
organizations. |
What You Need: Materials and Facilities: A
variety of materials are available including numerous compiled, lesson
plans, activity sheets and teaching tips. An egg incubator a
butterfly tower and bee apiary materials can be obtained easily.
Outside Resources: Public libraries, guest speakers, local
agricultural business and, meaningful field trips also can be valuable. |
Overall Value: This is a unique and exciting
opportunity for students to develop, enthusiasm about nature while
participating in an active learning, environment that reinforces the
important qualities of, responsibility and understanding. The students
who participate in, this project become highly enlightened and
sensitized to many, elements of their surroundings of which they were
not previously, aware. |
Standards: |
The Bleeding Edge |
Category: Arts |
Grades: 8 to 13 |
How It Works: The Bleeding Edge is an on-line
zine that explores blood as a metaphor. Languages and visual
iconography are forms of cultural expression. Students can express their
own ideas about the impact of blood and circulation on our day-to-day
vernacular and thought patterns by contributing to
www.thebleedingedge.ortg. This on-line zine was created by 6 - 11th
grade students who worked with their digital art (Meryl Meisler) and
foreign language (Francine LaPorte and Neisha White) teachers to
pre-plan their topics with storyboards and scripts and produce their
projects for the www. Contributions from other schools are welcome.
Features include:
Blood for Beginners: an illustrated dictionary by the 6th grade.
Blood Lines/Close Ties: first-year foreign-language students (7th grade)
create their personal Significant Family albums. The albums can include
members who may or may not be blood related or human.
Red-Time Stories: second-year foreign-language students (8th grade)
write and illustrate books in the genre of children's literature.
High School Zine Articles: the circulation classes (mixed grades 9,
10, 11) investigate, author, and illustrate articles (fact and fiction).
Second-year foreign-language students (9th and 10th) create serial stories in the zine style.
|
The Students: I.C.E.'s racially diverse and
multi-ethnic population is heterogeneously grouped. Each grade level
worked on a different aspect of the zine. In addition to their research
topic, each student was responsible for drawing their own self-portrait
and using a word processor to write their autobiography.
|
The Staff: Meryl Meisler, a 20-year veteran
of the NYC public school system, teaches digital art at the Institute
for Collaborative Education (a small 6-12 school). As adjunct professor
for the UFT Professional Development Program, she trains teachers to use
the arts and technology across the curriculum. Among her career
highlights are inclusion of her students' collaborative work in the
Whitney Museum Biennial, the Queens Hall of Science collection, and
several exhibits at the New Museum of Contemporary Art. She is the
recipient of numerous grants and awards including the Disney American
Teacher Award, NY Foundation for the Arts Fellowship, Council of Basic
Education-Time Warner Inc. Art Fellowship, a Brooklyn Borough President
Proclamation, Artists Space Individual Artists Grant, Chase Active
Learning Grant, IMPACT II Developer Grant, Earthwatch Education Award,
Samuels Award for Excellence in Teaching, and C.E.T.A. Artists Grant. |
What You Need: The Bleeding Edge takes 10 or more class periods to complete. A Macintosh or PC is needed.
Software applications include a drawing program (Adobe PhotoShop
and/or AppleWorks), a word-processing program (Microsoft Word or
AppleWorks) and a Web authoring program (Netscape Composer, free on
Netscape Communicator). Animations were created with Adobe ImageReady.
An Internet connection is needed to send work to an Internet service
provider or host. If you wish to contribute to our site, please e-mail
files to: thebleedingedge@yahoo.com
|
Overall Value: This was our first real Web
site. It is still a work in progress. Students, parents, guardians, and
faculty alike are excited to see their work on the www. We were thrilled
that the Web site was mentioned in an article in the New York Times.
Students worked very hard to edit their work in English and in a foreign
language. We recommend that you adapt it to your classroom because it
is thrilling to see your students work on the Internet. In addition, we
will be glad to host your students' work related to blood circulation on
our site.
|
Standards: Standards include understanding
and applying media, techniques, and processes related to the visual
arts: knowing how to use structures (e.g., sensory qualities,
organizational principles, expressive features) and functions of art;
and understanding the visual arts in relation to history and different
cultures.
|
The Book Nook |
Category: English/Language Arts |
Grades: 8 to 8 |
How It Works: "Book Nook" integrates,
Language Arts with Drama. The students work in cooperative groups of
four to five students to create an author study, and act out a story
written by an author as a way to introduce other classmates to the
author's style of writing. The students first decide on an author in
their group. The teacher suggests a range of authors so there is a
variety to appeal to all grade levels. From here each student will read
a different book by the chosen author. After a trip to the school
library where everyone chooses a book, a time period of two weeks is set
for reading their book. When the students are finished reading the
book, they will write a book review. They must describe the book's main
characters, setting, plot, conflicts, and resolutions. Also included in
the book review is their own recommendation of the story including why
they would or would not recommend the book to their friends. Each book
review will be graded on an individual basis. The students will now
return to their groups to develop a way to share their book critique.
The group will then decide cooperatively on one story to portray. Now
that a story is chosen the group carefully examines the story and writes
a script. Each group will meet daily for forty five minutes for about
another two weeks. Each student in the group will play an active role
in all stages of the project. The students will create props and
costumes to go along with their story. They will rehearse their story
several times. The teacher will video each group's performance so the
students can assess their own performance and work as a group to make
adjustments accordingly.The teacher will also observe and moderate as
necessary. A complete author study follows each story portrayal.
Included in the author study are the author's inspirations, where they
live, age, children, hobbies, and any other information found in the
group's research. Each group must also have suggestions of other stories
written by the author for possible further reading. When the groups
are satisfied with their performances, the group will go to the
auditorium for the final taping. Other classes from our school are
invited to attend the performance of,"Book Nook". The teacher will then
send the tape to the local access television station for viewing of
children of all ages. THE STUDENTS: "The Book Nook" was developed for
a sixth grade class, but can be adapted to many different grade levels
with some minor changes depending on the grade level. Younger children
can read easier books with less elaborate story portrayals. Older
students may be more elaborate in their portrayal by creating a whole
class production. Or, a class may team across grade levels with older
and younger students working together. |
The Students: |
The Staff: Along with the classroom teacher,
the school librarian can be very helpful by recommending authors and
stories to students. She may also assist by showing students how to
research the information they may need. The art and music teachers
can be helpful to the groups in giving ideas and materials for costumes
and music. The specialists are made aware of the project beforehand by
the classroom teacher. |
What You Need: Students are responsible for
costumes and props, but any classroom materials, such as paper, markers,
crayons, and butcher paper are supplied by the teacher. A camcorder and
video tapes are needed to video the student performances. The
auditorium is needed for rehearsal and the actual performance. |
Overall Value: "Book Nook" introduces
students to several different authors and their writing styles. Students
are excited and motivated to adapt the author's style using their own
creativity. In seeing a portrayal of a story, a student may be
interested in reading a story they may otherwise have overlooked. A
sense of community is enhanced by working in cooperative groups.
Students evaluate and modify their performances using cooperative,
problem solving strategies and reasoning. "Book Nook offers an
opportunity for students to communicate their ideas for a real purpose
and audience. Students feel a great sense of pride in the finished
product, and seeing themselves on television performing for friends and
relatives. |
Standards: |
THE BRILLIANCE OF RESILIENCE |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Inspired by the lyrics of Rod
Stewart's "Reason to Believe," "The Brilliance of Resilience" engages
students in activities that initiate awareness and promote understanding
of resiliency. Through literature, music, and drama, students focus on
the theme of resiliency and make powerful connections with triumph and
defeat as they read the autobiographical novel They Cage the Animals at
Night by Jennings Michael Burch. Jennings' courage, as he struggles to
survive, sparks the students' awareness and deepens their understanding
of resiliency, the cornerstone of academic and lifelong success.
Using literature as the driving force, student interest ignites as
participation in listening, speaking, writing, and reasoning activities
begin. Higher order thinking skills, including analyzing, elaborating,
evaluating, and synthesizing are developed. The multi-modal approach is
successful in linking several disciplines, showing students how learning
is integrated. The creativity of the students is exhibited in a
dramatic presentation in which students use dialogue from the novel to
create scripts for classroom performance. These scripts exemplify the
six-step strategy for fostering resiliency which includes bonding,
boundaries, high expectations, meaningful participation, life skills,
and caring and support.
The drafting of the Declaration of Resilience by the students, an innovative quality of this project, culminates the unit.
|
The Students: A reading class of fifteen
sixth graders of all abilities including English Language Learners
participated. The project is appropriate for grades six through eight.
|
The Staff: Deborah Fahey and Diane Polacik Madison Middle School, Trumbull |
What You Need: They Cage the Animals at Night
by Jennings Michael Burch, tape recorder, Rod Stewart's "Reason to
Believe" on tape, pens, markers, poster paper, and graphic organizers.
|
Overall Value: Students may experience
feelings of loneliness or helplessness as they attempt to meet the
challenges of a dysfunctional and stressful environment. Resilience
empowers students to harness inner strength in order to overcome
adversity. In this unit, students used the six-step strategy for
fostering resiliency. Complementing an existing program of conflict
resolution, the unit encompasses reading, writing, listening, and
reasoning activities and focuses on interpersonal relationships and
responsibility. Through the power of the arts - literature, music, and
drama - students come to realize that with resiliency there is always a
"Reason to Believe."
|
Standards: |
The Buck Stops Here |
Category: English/Language Arts |
Grades: 4 to 7 |
How It Works: This presidential unit is based
on Alice Provensen's book,,"The Buck Stops Here". She has written a
delightful rhymed verse for each president and illustrated it with
historical events of that time period. The poem makes it easy to
remember the presidents in sequence, and the pictures help connect the
presidents with their accomplishments. Two or three times a week, a new
verse is taught and explained, and more information is given about that
president and events of that time. Every day, as part of our routine
after we say the Pledge of Allegiance, we recite the poem, adding each
new verse as it is learned. After the complete poem is learned, we
continue to recite it every morning until the end of the year. I have
cut out and laminated the pages of the book, so that I can post each
page as they learn it. By the time we learn all 43 presidents, the
pictures wrap around two of the walls in the classroom. As the students
add another verse to their recitation, they add inches to their
timelines. Each student has a 20-foot timeline on adding machine paper
where on inch equals one year. They measure the number of inches
representing the years served, and they mark the dates, the name of
the president, and any important historical event on their timelines.
The students choose a president to investigate and research and write a
report describing the life and accomplishments of that president. They
also prepare a visual presentation about something that happened during
that president's term. There has been a great deal of variety in the
topics the students choose for their visuals. They range from the
discovery of gold in California, to the Titanic, to the Wright brothers'
flight. Countless other activities are incorporated into the unit.
The students enjoy finding presidential trivia and presidential firsts.
They discover whose face is on which dollar bill, mark on a map the
presidential birthplaces, and quiz each other with campaign slogans.
They learn how the election process works. As historical events are
learned, (i.e. wars, the depression) discussions are held on what it
was like to have lived at that time, and what we have learned from those
experiences. They write about what they would do if they were
president. The Student: The program is in its third year with a
self-contained third grade SIGHTS class. It could easily be adapted to
second through fifth grades. |
The Students: |
The Staff: The classroom teacher is the only person needed for the program. |
What You Need: Materials: Several copies of
The Buck Stops Here and numerous books about presidents are available in
the classroom for the students to read. They also have access to Jean
Fritz's historical fiction books. Don't Know Much About History by
Kenneth C. Davis is an excellent resource for the teacher. For the
timeline, they will need markers, highlighters, and adding machine
paper. Outside Resources: The school library and the local public
library are used for resource books and historical fiction. The HISD
film library has tapes and films on the presidents and history. |
Overall Value: If we are to be a culturally
literate society, we cannot neglect the study of our history. The
program taught the children a basic outline of American history in such
an enjoyable manner. They have been introduced to every president and
the important events in our history. Students come to the realization
that strong presidents have made a difference in our history, and that
they, as individuals, can determine events in their lives. |
Standards: |
The Candle vs. The Hammer |
Category: Global Education |
Grades: 6 to 6 |
How It Works: "The Candle vs. The Hammer" is a
6-week conflict resolution learning experience for primary students.
Students develop higher-order thinking and problem-solving skills by
distinguishing between hammering words and peaceful words. The strength
in this method is that students realize they can make a choice -- to
'pick up the hammer' and use words and actions that hammer people or to
'pick up the candle' and project the light of communication and respect.
My class studies the concept of non-violence through film clips of
peacemakers, Mohandas Gandhi and Ruby Bridges. The film, "Gandhi" shows
students how he refrained from fighting back even when he was beaten by
the British police or confronted by the troops of soldiers. The Disney
movie, "Ruby" highlights a black student's fight for access to a
segregated school. This creates a lot of discussion about how people
can choose to be peaceful when faced with violence.
This program incorporates a variety of teaching methods. Initially,
students brainstorm scenarios that happen to them at home or school that
are hammering situations. Then we choose some of these situations like
name-calling to role-play. Next, they learn about the negotiation
process in Johnson and Johnson's book, "Teaching Children to Be
Peacemakers". The book begins with a discussion about how to solve a
conflict over two people wanting the one and only graham cracker.
Children practice the steps of saying what each person wants and feels.
From this process, students learn more about the motivation behind
communication; increase their understanding of each other; and they have
to brainstorm for a win-win solution that they can both agree on.
Finally, songs that children have written about hammering situations are
introduced. Students then create their own verses to songs |
The Students: 132 students participated in
weekly classroom sessions during the 1997-98 school year. Our
classrooms are heterogeneous groupings of same age students so the
achievement level includes the full range of ability.
The program could be used with 5th graders as well. We have about 22
students to a classroom. I would not recommend larger groups because
students would not be able to work on songwriting in an independent
manner unless this is an activity that they do with their teachers on a
regular basis. Also students lose interest in role-plays if they watch
more than a half dozen. |
The Staff: I have taught this program for 3
years. I have relied on someone else to lead the singing and the song
writing like a music teacher. |
What You Need: A large room where children
can work in cooperative groups and where singing doesn't disturb other
classes. Large sheets of paper for brainstorming and song writing will
be used. A VCR and copies of the films, "Ruby" and "Gandhi"are needed.
I edited both videos to show situations of non-violent conflict resolution in action.
Videos, VCR, and performance space are required. |
Overall Value: The concept of The Hammer vs.
The Candle promotes the idea that we all have a choice when it comes to
responding to conflict. Students grasp the idea that Ruby Bridges was
able to face an angry mob and win rights for black kids in terms of
going to the same school as whites by using peaceful words and actions.
They are exposed to a role model their age working on being treated
fairly without fighting. The students do not grasp the human rights
issues related to Gandhi but they see an adult using peaceful words and
actions to gain fair treatment, which many children find surprising, as
they do not see adults who use non-violent solutions other than at
school. Children are then engaged in formulating their own peaceful
responses to hammering situations that they face in their daily lives
through role-plays and song writing. This opens the door to rehearsing
the life skill of using respect, peaceful words and actions. |
Standards: |
The Community Connection-It Works! |
Category: Social Studies |
Grades: 1 to 4 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: There are no special
requirements for this project. General subject area supplies can be
used. Many community members are happy to help with special supplies
related to a class visit. A camera and film can be used to record trips
and activities. |
Overall Value: "Each school's local community
is filled with people with talents, hobbies, and resources that can
enrich children's educational experieces," explains Esta Borden. She
has seen dispirited children gain confidence, a love of learning, good
manners, and trust in the community. The children are motivated because
they are recognized and praised by many adults. Children gain an
understanding of citizenship through this first-hand learning
experience. One mother said that her daughter had become a "learning
sponge." A local grocery store owner said it best when he exclaimed,,"I
love these children and will do anything to help make their lives
better. Their lives are our hope and our future." |
Standards: |
The Corn Project |
Category: Social Studies |
Grades: 10 to 14 |
How It Works: The Corn Project, is a 12-day
integrated mathematics, ESL language arts, and history investigation
that allows students to, explore the mathematical concepts of mean,
median, mode, and, graphing within the framework of the origins of corn.
The, students learn about the historical and contemporary influence,
corn has had on the world and utilize mathematics to analyze, their
findings. This investigation emphasizes the multicultural, history of
corn. Native American students as well as those from, Mexico, Guatemala,
Peru, El Salvador, and Nicaragua are, particularly interested in this
unit because of the contributions, made by their ancestors to the
domestication of corn. The students begin by reading an article from
National Geographic, magazine (June 1993). Students take notes about
the history of, corn and locate the countries where corn was significant
on a, world map. In the following days students are asked to explore,
the current uses of corn. The economic impact of corn production, in the
U.S. is analyzed, as well as the exportation of corn, worldwide.
The students use the mean, median, mode, and multiple graphical,
representations to further explore corn. During one lesson they,
critique a pictograph found in the National Geographic article, for
accuracy. The graph is misleading, so the students make a, revised
graph, and write a letter to the maker of the graph, explaining what
they corrected. Students work together in cooperative groups with
concrete models, or real source materials. I used this project in my ESL
Math A, class (levels 1, 2, and 3) and found that it was their
favorite, unit this year. They particularly appreciated that the
reading, materials were not watered down. Students are assessed
throughout this investigation. They are, given the opportunity to revise
and improve their work. They turn, in a completed corn,"portfolio" at
the end of the project which, has their notes, graphs, letters and
calculations spanning the, entire unit. This unit promotes a respect
for students from many different, cultures. Students come to see that
corn has been a significant, contributor to many civilizations and that
its domestication, could not have been complete without the skill of
many different, peoples. The Mathematics Framework recommends meaningful
long term math, investigations which promote equity and respect for
diversity, while allowing students to think about the,"big idea" as well
as, develop specific skills. It also encourages teachers to create,
assessments embedded in the curriculum. Math A students (70 of 180
were ESL) participated. The classes, represented a wide range of
students from diverse cultural and, linguistic backgrounds. In all
classes, the students were, successful. |
The Students: |
The Staff: I have been teaching math at San
Marcos High School for four, years. I am a fellow in the Tri-County Math
Project, currently, emphasizing assessment, and have been a Mentor in
my district. |
What You Need: Materials needed are: National
Geographic article, world map ornamental corn, popcorn and popper,
and calculators. An activity, guide is available. None are needed, but
at the end of the unit my students wanted a,,"corn party" featuring
traditional and unique recipes using corn. Parents are an excellent
resource for this. |
Overall Value: |
Standards: |
The Cougar Challenge |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: The more we read the better we
read. The Cougar Challenge is a school-wide motivational reading
program where students who read for pleasure are recognized. When a
student completes a book he goes to a designated,"chatter" to talk about
it. "Chatters" are administrators, counselors, teachers, staff,
volunteers, and students who are trained to ask appropriate questions
about the books. The,"chatter" then fills out an entry form in
duplicate. One copy goes to the student and the other is entered into
The Cougar Challenge database and then placed into a fish bowl. A live
weekly drawing is held and three students receive prizes donated by
local businesses. The Cougar Challenge Team Race is a visual display in
the media center of the number of books read by students of the 10
middle school teams. Chatting has become a unique alternative to
traditional book reports. DCPS MAJOR SYSTEM PRIORITIES: Achievement,
Standard English, Critical Thinking, Parental Involvement, Bilingualism.
THE STUDENTS: For the 1990-91 school year sixth-, seventh-, and
eighth-grade students of all achievement levels chatted on 2 584 books
for The Cougar Challenge. The program operates two days a week during
lunch and before and after school. It can easily be adapted to any age
level and any size group. |
The Students: |
The Staff: Gail Maltz, the reading resource
specialist, at Ruben Dario Middle School has been teaching for 12 years.
She has made presentations for professional conferences at the local,
state and national levels. Ms. Maltz was a runner-up for the 1990-91
Bertha Shouldice Reading Teacher of the Year. This is the second year
The Cougar Challenge has been implemented. A support staff is needed to
serve as the,"chatters." Computer students input data taken from the
entry forms. |
What You Need: MATERIALS AND FACILITIES:
This project can be implemented anywhere at the school site. The only
materials needed are the official entry forms. Brochures, donation
letters and other forms of publicity may be developed. OUTSIDE
RESOURCES: Restaurants, stores and amusement centers in the community
have been most generous in donating prizes. Guest,"chatters" have taken
time to interview students about the books they have read. |
Overall Value: Through The Cougar Challenge
students have the opportunity to share a meaningful reading experience
with a caring adult. The message is,"I care that you read" and,"I want
to hear what you have to say." |
Standards: |
The Dever Diner |
Category: Science |
Grades: 2 to 5 |
How It Works: Positive early experiences with
food selection and good nutritional values provide students with a
foundation for wise food choices. Students use a movable work cart with
drawers holding a variety of plastic and real food products. They make
selections from this cart and then: submit recipes to put together a
It's Delicious at Dever cookbook, keep diaries to document changes in
their food habits, create model meals, chart their changing height and
weight As a culminating activity in our classroom, a chef visited the
Dever Diner and, with the students' help, made pizza. They watched the
dough rise, smelled different spices, and began to understand the wide
diversity of ethnic food. Chef John demonstrated how everyone--not just
women--can be involved in food preparation, and food careers. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
The Disappearing Rain Forest: How Are We Connected? |
Category: Global Education |
Grades: 5 to 7 |
How It Works: The students turned their
classrooms into "real rain forests" complete with vines, animals, plants
and people. As they went about their research they began to discover
how the rain forests were being destroyed and just what that destruction
means to all of us and to the people living in the rain forest. Two
distinct groups emerged within the class and they decided to debate the
problems of deforestation and destruction of the world's rain forests.
One group of students engaged in the reasons for protection of the rain
forest and its occupants, and the need to continue to research its
secrets. The other group argued for progress, moving forward into the
new century, and only minimal conservation.
The debate was presented to the Superintendent and the Custodial Staff
who represented the deforestation construction workers ready to move
forward with their destruction. The students presented the case for
saving the rain forest with such success that the Superintendent and his
workers left, leaving the rain forest classrooms intact.
|
The Students: There were 3 classes of 4th
grade students, Title I, and inclusion students involved in the
activity. The project could be adapted to other grade levels. |
The Staff: The staff included the classroom
teachers and the Title I/Reading Specialist. The program could be
implemented by a classroom teacher without assistance, if necessary.
|
What You Need: The majority of the activities
took place in the classroom. Materials were available from the art room
and custodial staff. Various stuffed animals were donated by students
and staff members.The Brookfield Zoo has a tropical rain forest exhibit
which students visited to observe plants and animals.
|
Overall Value: Students living in an urban
environment were able to explore life in the rain forest. They became
aware of the global importance of the animals, plants, and people which
are being destroyed. They took an active interest in remote areas of the
world which have a direct connection to them and to their futures. Each
one took away a concerned attitude and has a whole new understanding of
the importance of saving the Rain Forests of the World.
|
Standards: |
THE ECOSYSTEM EXCHANGE |
Category: Science |
Grades: 2 to 14 |
How It Works: Connecticut's geological
history has provided us with two rather unique ecosystems, the Long
Island Sound Estuary and the glaciated interior landscapes. Each of its
three topographic regions - the coastal plain, the central river valley
and the interior highlands -reflects this complicated history. Over the
millennia the various dynamic forces of crustal activity helped to form
and mold the present day landforms of Connecticut and Long Island. Since
then they have been sculpted by numerous episodes of glaciation. As the
last of these ice sheets began retreating, they deposited undulating
mounds of sediment as they passed along southern New England's
coastline. Thus formed the somewhat protected and partially enclosed
body of water which receives millions of gallons of fresh water annually
from Connecticut's rivers, the Long Island Sound Estuary. Interiorly,
landlocked blocks of ice-filling depressions also began melting. The
debris once carried by the ice slumped, creating cold, stagnant pools
surrounded by black spruce and tamarack in the cold Arctic climate.
Through time and ecological succession, these became the bogs of the
Northeast.
The study of the origin, formation, and nature of these two ecosystems,
as exemplified by Bradley Point Beach and Bethany's quaking bog, serves
as the foundation for a learning bridge between the fourth grade classes
of Washington Magnet School in West Haven and their counterparts at
Bethany Community School in the rural town of Bethany. In the early
stages of this project students exchange letters, photos, and visits to
establish a bond and framework for continued communications. Each class
then develops a list of information about their town. This list might
include geography, resources, land use, demographics, history,
recreation, schools, and the all important ice cream and pizza parlors.
As these are discussed, they are woven into the various areas of the
curriculum. The classes then formulate methods of presenting their work
to their peers in the other town during a visit. The project culminates
with West Haven visiting Bethany's bogs and Bethany visiting West
Haven's beach.
|
The Students: |
The Staff: Steve Pelosi & Ann-Margret Wentworth |
What You Need: Maps, charts, computers, local ecosystems and an historical society. |
Overall Value: This multi-faceted project
creates high levels of interest, curiosity, excitement, and
comprehension. It then taps these to foster a very real appreciation and
zest for learning as students' collaborative efforts provide a
challenging and fun opportunity to use their imagination and creativity
in determining the direction and focus of their research. As students
formulate research strategies and methods of presenting their knowledge,
they develop critical thinking, problem solving, and application of
knowledge skills.
|
Standards: Sense of Community Reasoning and Problem Solving
|
The Engine That Could |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
The Environmental ClubÕs School-Wide Recycling Program |
Category: Science |
Grades: 11 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Basic materials include paper bins, can bins, poster paper, paints, and research materials on environmental issues. |
Overall Value: Student attendance is high at
club meetings and they always find successful solutions to recycling
problems. Students understand the value of recycling, especially in our
consumer society. "The project motivates students because the students
are self-directed," says Keithline. "There is no hierachy. The goal
is for the individual to discover his or her greatest potential; all
students have opportunities to take control in one way or another." |
Standards: |
The Farm |
Category: Science |
Grades: 9 to 9 |
How It Works: The purpose of this unit is to
provide teachers, students and parents with activities related to the
farm. Students can search the Internet (while supervised) to learn about
the different farm facts. Teachers and parents can use the various
activities provided in order to enrich Student's learning.
|
The Students: The students involved in this project are low socio-economic ESOL Kindergarten students.
|
The Staff: Adelyn Berriz has a Bachelor's of
Science in Elementary Education with a minor in Early Childhood, and has
completed her Master's in Mathematics. She teaches kindergarten and
Academic Excellence at Pine Lake Elementary.
|
What You Need: Internet, e-mail, scanning, Hyper Studio, Digital camera
|
Overall Value: The student will be able to
identify how important the farm industry is to us. They will be able to
communicate with other students around the world by comparing and
contrasting the differences between the farms where each live.
|
Standards: 1. Identifies farm animals and their characteristics
2. Uses the writing process to communicate ideas
3. Uses the reading process collect information
|
The Farm |
Category: Science |
Grades: 9 to 9 |
How It Works: The purpose of this unit is to
provide teachers, students and parents with activities related to the
farm. Students can search the Internet (while supervised) to learn about
the different farm facts. Teachers and parents can use the various
activities provided in order to enrich Student's learning.
|
The Students: The students involved in this project are low socio-economic ESOL Kindergarten students.
|
The Staff: Adelyn Berriz has a Bachelor's of
Science in Elementary Education with a minor in Early Childhood, and has
completed her Master's in Mathematics. She teaches kindergarten and
Academic Excellence at Pine Lake Elementary.
|
What You Need: Internet, e-mail, scanning, Hyper Studio, Digital camera
|
Overall Value: The student will be able to
identify how important the farm industry is to us. They will be able to
communicate with other students around the world by comparing and
contrasting the differences between the farms where each live.
|
Standards: 1. Identifies farm animals and their characteristics
2. Uses the writing process to communicate ideas
3. Uses the reading process collect information
|
The Farm |
Category: Science |
Grades: 2 to 9 |
How It Works: The purpose of this unit is to
provide teachers, students and parents with activities related to the
farm. Students can search the Internet (while supervised) to learn about
the different farm facts. Teachers and parents can use the various
activities provided in order to enrich Student's learning.
|
The Students: The students involved in this project are low socio-economic ESOL Kindergarten students.
|
The Staff: Adelyn Berriz has a Bachelor's of
Science in Elementary Education with a minor in Early Childhood, and has
completed her Master's in Mathematics. She teaches kindergarten and
Academic Excellence at Pine Lake Elementary.
|
What You Need: Internet, e-mail, scanning, Hyper Studio, Digital camera
|
Overall Value: The student will be able to
identify how important the farm industry is to us. They will be able to
communicate with other students around the world by comparing and
contrasting the differences between the farms where each live.
|
Standards: 1. Identifies farm animals and their characteristics
2. Uses the writing process to communicate ideas
3. Uses the reading process collect information
|
The Fine Art Of Fine Motor |
Category: English/Language Arts |
Grades: 2 to 2 |
How It Works: What do finger painting,
tracing, lacing cards and playing with, clay have in common?, They are
all major elements in THE FINE ART, OF FINE MOTOR program designed to
improve and enhance the fine, motor skills of young children. The
Fine Art Of Fine Motor involves a host of hands-on activities, and
projects created especially to aid in the natural progression, of fine
motor skills. Research has proven that little work is, normally done to
encourage fine motor development in young, children. The Fine Art Of
Fine Motor program fills this void in a, manner that is interesting and
fun for students. Using the, learning center concept, students work
independently at their own, pace to complete lessons that increase the
quality of their, penmanship. The Fine Art Of Fine Motor has three
specific goals. The first, goal is to improve fine motor skills through
gross motor-dexterity. The second objective is to increase fine motor
ability through, student projects. The third goal is to improve
handwriting skills, through the use of handwriting activity packets.
DCPS Major System Priorities: Achievement, Standard English, Critical
Thinking Blueprint 2000 Goals: Readiness to Start School, Student
Performance, Learning, Environment The Students: Approximately 25
kindergarten ESOL students participated in the, project during the
1991-1992 school year. Students from first- and, second-grades can
benefit from this project with minor, modifications. |
The Students: |
The Staff: Laura Lisowski is a ten-year
employee of DCPS. Her expertise is in, early childhood and primary
level education. Currently, she is, participating in the Math and
Science Research project for the, University of Miami School of
Education. She received her master's, degree in Early Childhood
Education from Nova University. |
What You Need: Materials and Facilities
This project can be replicated in any classroom setting. A, complete
kit of activities has been developed for future adapters. Supplies
such as clay, paint and lacing cards may be purchased at, minimal
expense. Outside Resources Community-based personnel can be called
upon to assist in, implementing this project. However, the assistance
of community-, based personnel is not essential to the success of the
program. |
Overall Value: The instructor and students
will be able to observe and measure, significant improvement in
handwriting ability. They will learn, good work habits and cooperation
through each learning center. Critical thinking skills are enhanced
through the use of, manipulatives and learning centers. The major
benefit of this, project is the fact that students learn from each
other. |
Standards: |
The French Speak French and We Do, Too |
Category: Social Studies |
Grades: 2 to 3 |
How It Works: The purpose of this program was
to compare and contrast the characteristics of people and places.
Comparing American children and French children helped the students to
understand their cultural heritage. The students were engaged in simple
French conversation, in listening to French stories such as Madeline
and in tasting French cuisine. This after-school program would help
children appreciate the French influence on several African nations and
would demonstrate the likeness and difference of other cultures. |
The Students: The class was held once a week
after school for one hour. Originally the Kindergarten and First Grade
classes participated, but the program has the potential for involvement
of additional students. |
The Staff: Madame Ritch has been an
elementary school principal. Madame Hendrickson was her building's
Teacher of the Year for 1998-1999. Both teachers have taught school of
25 years and both have written grants and continue to do so. |
What You Need: Two teachers, Madame
Hendrickson and Madam Ritch, presently fund The French Club. They have
the support of the Crouse Caring Community that initiates the
after-school programs.A regular classroom that has a television and a
VCR to show French videos were needed. Maps, an overhead projector and
several computers were helpful. |
Overall Value: The students have expressed
their thoughts and ideas effectively with their artwork, their
excitement and their interest in learning about another culture. This
after-school activity has helped to build self-esteem and has improved
academic performance.
|
Standards: |
The Friday Food Feast |
Category: Classroom Management/Intergroup |
Grades: 14 to 14 |
How It Works: Every Friday the classroom is
transformed into a deli, with a, production area, serving line and
places for diners to eat. Students are assigned the tasks of preparing
the food, setting up, the service line, cooking, customer presentations
and cleanup. The, students must perform their tasks with minimal or no
assistance, from the teacher. The teacher is the deli manager and
the students are the employees. The students are given an opportunity
to use skills learned in the, classroom, through a hands-on, real-life
work situation. The, students must demonstrate safe use of electrical
equipment, proper, use and handling of knives and proper sanitary work
habits involved, in handling food products. Since no student can
work in the deli alone, the student must, demonstrate good interpersonal
relationship skills in order to do, the job correctly. Students
perform satisfactorily or they may, face being fired. In such an event,
the student is assigned, another task in the room. DCPS Major System
Priorities: Job Preparedness, Achievement, Intergroup Relations
Blueprint 2000 Goals: Student Performance, Learning Environment
The Students: The project is designed for ESE students but is equally
successful, with non-handicapped students. Originally implemented
with, twelfth-grade, Trainable Mentally Handicapped students, with
high-, to low-end functioning ability. This project can be adapted for,
any grade level. |
The Students: |
The Staff: John Angelos is an ESE Vocational
Education teacher with 15 years, of food service experience. The
project has one paraprofessional and utilizes six non-handicapped
eighth and ninth grade students as, peer counselors to the ESE students.
|
What You Need: Materials and Facilities:
This project was originally implemented in a Home Economics, classroom.
However, other classrooms can be converted with minor, changes in
furniture. Outside Resources: Various wholesale companies can
provide the food and paper products, necessary for the project at a
reduced cost. |
Overall Value: ESE students need constant
hands-on activities to develop and, polish skills needed to enter the
job market. This project opens, up a world that handicapped people were
largely excluded from, and, reveals an avenue in which they can achieve
success, positive self, worth and independence. John Angelos, Thomas
Jefferson Middle School: Occupational Training Center, 525 N.W. 147th
Street, North Miami Florida, 33168 School Phone: 681-0407, School
Mail Code: 6281 Principal: Mr. Allen Hindman |
Standards: |
THE FRIENDSHIP SOCIETY |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: The Friendship Society is a
character education program for primary age students that is set up as a
club. Through a motivating and inviting set of planned activities,
students learn social skills, increase their self-esteem, and develop a
sense of classroom community. The program encourages students to become
more aware of their behavior and its impact on those around them and
recognizes them for their kindness and sensitivity to others. The
students and teachers have daily club meetings. At the first club
meeting, the students define friendship and design and sign a Friendship
Society contract. Subsequently, they discuss classroom issues and
problems and vote on possible solutions or courses of action. The
students have a Friendship Society handshake and use Friendship Society
slips and journals to keep records of kind acts. On Fridays, they
recognize the students who have performed outstanding acts of
friendship. At the end of the year, students wear the Friendship
Society T-shirts that they have designed and receive their club
membership cards. All students in kindergarten through grade three
participate in the program. The program could easily be adapted for any
grade or ability level. |
The Students: |
The Staff: All students in kindergarten
through grade three participate in the program. The program could
easily be adapted for any grade or ability level. |
What You Need: The classroom teacher and the
instructional assistant implement the program. Materials and
Facilities This program can be managed in the classroom without any
unusual supplies. Some materials that are useful include stickers,
T-shirts, certificates, banners, and journals. In addition, there is
literature that supports and encourages discussions about friendship.
Outside Resources No outside resources are necessary; however, having a
club picnic at a nearby park would enhance the program. |
Overall Value: The Friendship Society creates
an atmosphere of caring, helping, and sharing. It fosters a sense of
belonging to a classroom community. Students learn and grow with each
other in positive ways. |
Standards: |
The G.R.E.A.T. Program |
Category: Classroom Management/Intergroup |
Grades: 2 to 7 |
How It Works: The G.R.E.A.T. ("Golden Rule
Encourages And Teaches") Program is designed to promote and create the
best possible atmosphere in which children learn and grow school-wide,
thereby encouraging regular attendance, positive self esteem and a love
of learning. It combines the best aspects of a multimedia approach with
positive re-enforcements to encourage,"at-risk" students. It helps to
improve children's manners and levels of respect school-wide. This
program encourages students to appreciate ethnic differences and
attempts to create an optimum learning environment. Three times per
week, a "Tips for Living" segment is broadcast over a closed-, circuit,
school-wide television station. This 10 to 15 minute program promotes a
good self-concept and emphasizes the importance and value of kindness,
fair play and respect, all taught through the Golden Rule. (The
public-address system and assembly programs will suffice for schools
which lack closed circuit television.), G.R.E.A.T.'s behavior
modification program includes a reward system in which students are
recognized for honesty, kindness and attitudes of caring or respect.
DCPS Major System Priorities: Intergroup Relations. The Students: The
G.R.E.A.T. Program includes 1 300 students in Grades K-5. However,
this program is flexible and can be implemented in a variety of settings
whether, school-wide, at grade level, or in a self-contained classroom.
The G.R.E.A.T. concepts can be adopted to fit the learning styles and
achievement levels of any group of students. |
The Students: |
The Staff: The G.R.E.A.T. Program was
co-authored by Ethel Allene Paulk and Beth Reis, who both hold Master of
Science degrees and have over 20 years teaching experience each. Ms.
Reis is Teacher of the Year for 1990 at Miami Shores Elementary and one
of five finalists from the North Central Region. |
What You Need: Materials and Facilities: The
total school facility is used, including audio-visuals such as books,
puppets, M.S.T.V. original and commercial tapes, movies, stories, poems
and scripts. The behavior modification incentives include stickers,
ribbons, rulers and bulletin board. Outside Resources: Motivational
speakers and special guests volunteer to appear on the,"Tips for Living"
broadcast. The responsibility for this segment rotates among all
classroom and special areas teachers, guidance counselors and
administrators. |
Overall Value: The program generates a better
atmosphere for learning, more kindness and respect, and less off-task
and inappropriate behavior. In 1989-90, there was a 23% decrease in the
number of students who had case management referrals, as compared to
1988-89. The time-tested concept of the Golden Rule is a valuable tool
for encouraging and teaching respect. |
Standards: |
The Gift of Love |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: Increasing students' motivation
and appreciation for reading is the goal of this project. Art is the
stimulus used to achieve this goal. This innovative program teaches
students the art of bookbinding and book illustration as they develop
their creative writing and reading skills. To begin this class activity,
students read selected children's books to become familiar with the
components of a story. They then write their own children's story using
their own children, as the central characters. Although this project
is designed for students who are already, parents, it can be modified
slightly for students who are not yet parents. One modification might be
to have students create central characters for their stories that are
based on their siblings or on their own childhood pals. DCPS Major
System Priorities, Graduation Rate, Critical Thinking, Achievement,
Blueprint 2000 Goals, Learning Environment, Student Performance,
Graduation Rate, The Students, C.O.P.E. Center South is an alternative,
drop-out prevention school for teen parents. Thirty students
participated in the project. The students ranged from 12 to 19 years of
age and were in the seventh to 12th grade. The class met every day for a
nine-week period. The project can be adapted for elementary and
secondary schools and can be implemented with a small or large group. |
The Students: |
The Staff: Charlotte Stewart has been a
reading specialist in DCPS for nine years. She has received several
Teacher Mini-Grants and Citibank Success Fund grants. She has made
several presentations at county and state reading conferences. Julieta
Pinedo has been an art teacher in DCPS for four years. She has received
several Citibank Success Fund grants. In 1989, she received the Sallie
Mae Beginning Teacher award at C.O.P.E. Center South. As a professional
artist, she has exhibited at museums and galleries in South Florida. |
What You Need: The project took place in the
art classroom. Supplies from art, fabric and school supply stores are
used to make the books. Outside Resources, A children's representative
from the public library can show students how to use the library to
promote reading in their families. |
Overall Value: This project is designed to
introduce students to appropriate literature for children and teach them
how to develop pre-reading skills. The students are exposed to the best
children's literature as they develop their own reading and oral
skills. The fun associated with bookbinding, illustration and design
enhances the overall goal of having students and their children (or
sisters or brothers) develop into life-long readers. |
Standards: |
THE GLOBAL CONNECTION |
Category: Social Studies |
Grades: 3 to 4 |
How It Works: This global awareness project
brings children, parents, and teachers together to share their own
unique histories. Children are introduced to research through reading
books, looking at pictures, and finding facts about their own heritage.
Parents are invited to the classroom to describe, with their children,
their ethnic customs.
Afterward, children write about what they learned by listening to the
presentations. Teacher/team conferences help students polish their
written reports. Children improve their listening, reading, and writing
skills as they work. A final multi-cultural luncheon brings everyone
together again, this time not as strangers but as friends, sharing their
ethnic cuisines. |
The Students: The project was implemented
with a second grade class of children from many different cultures. It
can be adapted for other ages and ability levels. |
The Staff: Shirley Lynn holds a BS from
Northeastern Illinois University and a MA from National Louis
University. She has taught for 17 years. |
What You Need: The following are needed:
common classroom and art supplies; books about the students' home
countries; a globe; a map; music; invitations for the end-of-year
luncheon. Field trips to Kohl's Children's Museum and Expressways
enhance the project. |
Overall Value: The Global Connection brings
parents into the classroom, where they become involved in their
children's education. Children's listening, reading, and writing skills
improve as they learn more about families--their own and their
classmates. |
Standards: |
The Golden Rush to Learn |
Category: English/Language Arts |
Grades: 7 to 7 |
How It Works: The Golden Rush to Learn is an
integrated curriculum unit that, involves the students in an active
participatory simulation of, westward expansion. In use for over three
years, this, multi-disciplinary unit includes such features as journal,
writing, research reports, model building, Interact simulation and
Gold Rush computer simulation. It culminates in an exciting, gold
panning expedition to the Santa Ynez River. The students begin the
unit by using the Pioneer Simulation by, Interact. The students form
seven wagon train groups for other, activities which include building
scale models of wagons for use, in their dioramas developing personal
family trees after, interviewing parents and grandparents, and doing
videos of, problems encountered by the wagon trains. Throughout the
process "1840's" journals are kept with the students describing their,
thoughts, feelings, frustrations and successes. The culminating
activity is a dress-up day where the students, take pans (or pie tins)
to the river for gold panning where I've,,"salted" the stream with
thousands of copper B0B's. The students, then begin to stake claims and
work them. For lunch we organize a, barbeque with parents. Students then
present previously learned, western dances and songs in small groups.
Amounts of,"gold" are, weighed and compared with the amount salted. The
environment is, examined for any harmful effects of the mining. Later in
class, the activity is processed. This exciting program brings
history to life and enables students, to experience the process of
making history and doing the, accompanying problem solving in an
integrated manner. This unit, easily adapts to meet the needs of all
students. These activities meet the recommendations of the
History/Social, Science Framework by encouraging the students to become
involved, with American history and family history in an integrated way.
Over 100 students with a wide range of abilities and language,
experiences have successfully gone through this unit and its,
variations. Immigrant and Native American concerns are easily, addressed
after the students experience history. |
The Students: |
The Staff: I have taught grades 1-5 for 10
years, concentrating on upper, grades in recent years. I have served as a
Mentor, introducing, the Odyssey of the Mind to our school. I am a
Tri-County Math, Project fellow. |
What You Need: Materials needed include the
teacher packet (which includes songs, and dances), copper B-B's, pie
tins, Pioneer Interact Simulation Gold Rush computer simulation,
models, and writing journals. You can pan for gold in buckets, if a
stream is not close by. You, can utilize an Adapter grant to purchase
all the other commercial, materials. Parent volunteers for the cook-out
are welcome, addition. This rich activity may be the highlight of the,
students' year! |
Overall Value: |
Standards: |
THE GOOD OAK |
Category: Science |
Grades: 7 to 14 |
How It Works: An underlying goal of teaching
is to bring a reality to the terms and application of concepts in such a
way that they can be touched, mused over, and internalized by students.
In the biology unit on plant stems, students learn the external
structures of stems by making "flag pins"of terms and attach them to
corresponding areas on real twigs. Students use tree trunks for learning
internal structures and how to date a tree. The structures are
investigated in many types of tree slabs, including an impressive 4-1/2
foot diameter ash slab. This can be acquired from a tree removal
company. Red cedar slabs are given to each student for a mini report.
Observation of the Reb Cedar Slabs provides the criteria needed to
assess students' performance when they label drawings, explain
structural terms, and date their slab. The reading of The Good Oak by
Aldo Leopold is discussed in the classroom. Students produce a time line
of the tree's life using the events that are documented in their
research. On the ceiling, a representation of the annual growth rings of
an oak tree is made using push pins and yarn. Each student hangs a tag
that tells the story of an event. The tags are color coded to represent
good and bad land use, climate conditions, and environmental issues. A
discussion follows concerning this question: "Did the environment get
better or worse as the tree grew older?" As a final assessment piece,
the students read the newspaper article, "Felling A Giant" (Hartford
Courant, 11/29/95) and write articles incorporating all sources of newly
acquired knowlege.
|
The Students: |
The Staff: Dorcas Maier |
What You Need: Fresh twigs, slabs of woodand art supplies.
|
Overall Value: Students come away, not only
with a basic knowledge of the structures and functions of stems, but
also a sense of awe in the beauty and activity (living processes)
transpiring daily in these objects. Until now, many students had not
even noticed or thought about the significance of trees.
|
Standards: Intellectual Curiosity Reasoning and Problem Solving |
The Great Communicators |
Category: Special Education |
Grades: 2 to 6 |
How It Works: The Great Communicators is a
literacy-based program to promote oral communication skills. In order
to develop an awareness of speech sounds and an ability to produce them,
students are immersed in the listening and speaking aspects of whole
language. Students listen to taped phrases and short stories with
auditory feedback from a loop tape. They look in a mirror to imitate a
variety of sounds in isolation and in words. Stories targeting specific
speech sounds are read to students, and, when provided with
hand-over-hand assistance, students incorporate writing. Using
macaroni, strips of paper, and string, the students shape the letter
representing the speech sound. Each activity emphasizes total
communication using augmentative devices such as WOLF and IntroTalker. A
recordkeeping system consisting of retrievable data demonstrates how
students progress from lesson to lesson. The Students: Eight primary
students with various handicapping conditions participate in this
program twice weekly. The program could be adapted for preschool
students, students for whom English is a second language, speech- and
language-impaired students, and other students with needs in sound
production. |
The Students: |
The Staff: A speech and language technician
and a special education teacher developed and implement the program.
Instructional assistants provide help with the activities. |
What You Need: Materials and Facilities:
Materials needed are cassette tapes, loop tapes, language boards,
mirrors, and toys or objects that have the speech sound in their name.
The program is conducted in the regular classroom. Outside
Resources: Integrated Technology Services and George Mason University's
Technical Assistance Center provided advice in the development of the
program. |
Overall Value: The Great Communicators
facilitates student success by focusing on smaller instructional units,
concrete materials, the incorporation of multidisciplinary objectives,
and functional goals. As students understand the relationship between
oral and written communication, their self-esteem is enhanced. The
desire and motivation to speak increases along with semantic and
pragmatic language skills of verbal and nonverbal students. As they
listen to the tape recorder, some students can be heard imitating the
sounds or words, even when it is not their turn. |
Standards: |
The Great Paper Car Race |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: Students explore the wonder and
excitement of machines by combining several simple machines to build an
inexpensive compound machine, the car. The goal for each student's
paper car is to carry a 500 gram mass a distance of at least one meter.
To introduce the unit, students give examples of six simple machines
they use in their daily lives (levers, inclined planes, wheel and axles,
pulleys, screws, and wedges.) Then they gain experience in using these
simple machines to their best advantage in several labs. Once the
students have learned to maximize the mechanical advantage of each
simple machine, they use their knowledge to build a compound machine
(several simple machines working together). Students usually begin
their car project by working from the ground up Ñ they start with the
wheels and then move up to the body of the car. Surprisingly, building
the wheels is often the hardest part for them. They are allowed to use
only paper or paper products in order to make their self-propelled cars
roll one meter: no pushing, pulling, rubber bands or rolling it down an
inclined plane, please. The only exception to the all-paper rule is the
use of fishing line attached to the weight. My students have come up
with some interesting variations on their cars during the three years
that my classes have been doing this project. The cars they build range
from the dragster type to a lowrider truck complete with stereo sound.
However, they all seem to have one thing in common. They are powered by a
weight falling from some height. As the weight falls, the fishing line
that is wrapped around the axle unrolls, causing the wheels to turn and
the car to start moving. They all have to use several simple machines in
combination in order to power their car. During this project, students
are asked to expand on previously acquired knowledge and apply it to a
new situation. I first learned about building paper cars from Linda
Kastanis, a Santa Rosa teacher. I adapted and expanded it in my own high
school classroom with her help. My students and I have had a lot of fun
developing our own extensions from the original idea and I have had my
highest success rates in my sheltered classes where the students are
motivated and good with their hands. The entire simple machines unit
usually lasts three to four weeks (depending upon the amount of math I
incorporate into it) with a week for building the paper cars. I like to
use this project in my classroom because it promotes good self-esteem
since it can be accomplished by any motivated student. State
Frameworks: This project and accompanying experiments incorporate
hands-on learning while addressing themes from the Science Framework
(Scale and Structure), and the Math Framework (Measurements). The
Students: During the 1992-93 school year, this unit was taught to
approximately 130 physical science students (of varying language and
reading abilities). These lessons can be successfully adapted to middle
school. |
The Students: |
The Staff: I have taught high school
chemistry and physical science for 3 years, including sheltered physical
science. I have been a senior fellow in the South Coast Science
Project. I am a Science Department chair at Lompoc High School. |
What You Need: Materials and Facilities:
Materials include Elmer's glue, masking tape, cardboard, a drill, exacto
knives, scissors, 500 gram weights, scotch tape, spring scales, fishing
line, pliers, and a meter stick. Special facilities are not required.
Outside Resources: Mechanical engineers might be used as guest speakers.
|
Overall Value: |
Standards: |
The Great Pumpkin Investigation |
Category: Science |
Grades: 2 to 8 |
How It Works: As an opportunity to reinforce
the process of scientific investigation, using a seasonal flavor,
scientists from around the world, (i.e. classroom students), are
summoned by Mission Control (i.e. classroom teacher) to participate in
the Great Pumpkin Investigation. Although all aspects of the lesson are
presented within the format of a conference of scientists meeting at
the World Headquarters for Pumpkin Research, the purpose of the project
is to actively engage students in the principles of the scientific
investigation process while employing cooperative learning skills.
The lesson is introduced by explaining that the students are research
scientists who have been brought together from all over the world to
discover some important facts about pumpkins. The only problem is that
the scientists speak different languages and must form research teams
made up of people who speak the same language. Cards handed out
randomly with language names on them can be used for students to mingle
and find their other research team members. The research teams are
then given a memo from Mission Control which sets the scenario. An
instruction sheet and list of 20, research questions are then given to
students and reviewed orally. The questions range from, |
The Students: |
The Staff: The classroom teacher can supervise this project, however a few parent volunteers are helpful during the carving process. |
What You Need: The necessary materials for
the research are a scale, a sink or large bucket of water, and enough of
the following for each team: a pumpkin (assorted sizes), tape
measures, containers for seeds, knives, spoons, paper towels,
newspapers. Teacher-made memo from Mission Control, instruction sheet,
and list of 20 research questions (available upon request). |
Overall Value: Students enjoy the intrigue of
being research scientists with orders from Mission Control, and work
cooperatively within their groups while gathering accurate data. This
project offers the opportunity to integrate science, language arts, and
mathematics skills. Some of the many skills developed include
sequencing, estimation, math computation, measuring, data collection,
tallying, graphing, use of science and math vocabulary, and related
process writing activities. Related follow-up activities can also
include cooking and baking with the pumpkin remains. A pumpkin-food
party celebrated the final results of the research teams. Students
develop a positive self-concept and a sense of community as their
intellectual curiosity motivates them to participate responsibly in the
activities. |
Standards: |
The Great Teachers Project |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: The Great Teachers Project is
designed to give students insight, into the complexity of the teacher's
job through readings about, great teachers, roundtable discussions,
essays and reports from, students about their favorite teachers. The
purpose of the project, is to inspire outstanding students to pursue
careers as educators. Through a class reading of,"To Sir, With
Love," for example students gain insight into the feelings and
frustrations inherent, in effective teaching. A discussion of Sir's
activities gives, seniors, who are the same age as Sir's students, a
unique, opportunity to assess their own classroom. Teachers and
students, learn about themselves by discovering their literary
counterparts. DCPS Major System Priorities: Critical Thinking,
Job Preparedness, Intergroup Relations Professionalization of Teaching
Blueprint 2000 Goals: Learning Environment, Student Performance,
Teachers and Staff The Students: English IV regular and honors
students participated in this, project. This project can be adapted to
English III students by, substituting books about great teachers by
American authors. |
The Students: |
The Staff: Mary Joan Connors teaches English
at Miami Central, Miami Beach, Adult Education Center and Miami-Dade
Community College. With, degrees from Vassar, Smith and University of
Edinburgh, she also, has attended the Harvard Graduate School of
Education. She is the, recipient of three DPEF grant awards. |
What You Need: Outside Resources: Public
and school libraries will provide the necessary books. Suggested
readings include:,"Teacher," Sylvia Ashton-Warner (Simon, and Schuster,
1963);,"The Water Is Wide," Pat Conroy, (Houghton Mifflin,
1972);and,"Up The Down Staircase," Bel Kaufman (Harper, Collins
Publishers, 1964). Suggested videos include:,"Conrack," "To Sir With
Love," and,"The Prime of Miss Jean Brodie." However videos are not
necessary for the success of the program. |
Overall Value: Through a focus on reading
about great teachers, students gain, perspective on the educative
process from the teacher's point of, view. Teachers, in turn, gain
renewed interest in their, profession. Both students and teachers have
increased sensitivity |
Standards: |
The Growing Classroom |
Category: Science |
Grades: 7 to 8 |
How It Works: Students create a variety of
different microenvironments to explore how plants fare under different
conditions. The "budding botanists" · Use PVC pipes to construct a
hydroponic garden · Build a plant light bank system using shop lights,
wood, and more PVC pipe · Create an "earth-friendly" insecticide
Plastic bags and clear containers become terrariums, students construct
bottle biology systems, and grow Wisconsin Fast Track Plants to
demonstrate rapid growth and development |
The Students: This project involved 58 fifth grade science class students, meeting four times a week for 80 minutes at each session |
The Staff: Barbara Thomas has taught for over
twenty years. Her master's degree is from Southern Illinois University
and she holds an ESL endorsement from National Louis University. She
has received numerous rewards for her successful classroom programs |
What You Need: The following materials are
needed for this project: PVC pipes, elbows, and caps, potting soil,
seeds and bulbs, plant nutrients, recycled clear plastic tubes,
containers and bottles, Fast Track plant kits, space for one or two
large tables, fluorescent grow lights and extension cords, scraps of
wood.
OUTSIDE RESOURCES
Organizations that offer gardening advice and assistance include:
National Gardening Association, U.S. Department of Agriculture, Illinois
Department of Natural Resources, Chicago Botanic Garden, and American
Community Gardening Association. |
Overall Value: In this hands-on project,
students practice the scientific method as they pose questions, conduct
experiments, and solve problems. Best of all, children are introduced
to gardening, an activity millions of Americans pursue with passion. |
Standards: This project addresses the Chicago Academic Standards for Science. |
The Herndon Elementary School (HES) Talking Book Club |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: This adaptation of It's in the
Bag With Books (see IMPACT II catalog 1990), supports at-risk and ESL
students in grades four, five, and six who may not have, anyone at home
who is available to read to or with them. Each bag contains a, book and
accompanying tape, a cassette player, and an information folder.
Hearing correct language models promotes improved grammar and fluency.
Students practice skills, such as making predictions and recalling
facts. They, experience the joy of reading, which will guide them to a
literate adulthood. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
The Holocaust Memorial Visit: A Living Lesson in Man's Inhumanity to Man |
Category: Social Studies |
Grades: 8 to 14 |
How It Works: A Living Lesson in Man's
Inhumanity to Man is a unit of study using the Holocaust Memorial in
Miami Beach, Fla. as a focal point for lessons in the goal of man's
right to live in freedom and dignity. The purpose of the unit is
multifaceted and is structured with pre-visit, on-site visit and
post-visit activities. Besides meeting the needs of the Social Studies
and Language Arts curriculum in the Holocaust, the unit also faces the
needs of the community's multiethnic society thus sensitizing students
to human pain and suffering due to needless prejudice. Prior to
visiting the Holocaust Memorial, the students begin the unit with the
introduction of historical, literary and audiovisual materials related
to the Holocaust. The video suggestions include such films as,"The
Wanassee Conference," as well as the memoir, Night by Elie Wiesel. The
historical data includes maps, glossary of terms, documents and activity
sheets on Prejudice and Stereotyping. Each of the above activities
include discussion questions. The students are then ready to visit the
Holocaust Memorial in Miami Beach, Fla. During the visit they will see
and feel the living experience of Man's Inhumanity through observing
graphic pictures and sculpture of human suffering imposed by other
humans because of needless bigotry. Students are encouraged during the
visit to put in writing any feeling they may have while walking through
this living memorial. Assisting the student is a DCPS assigned
Holocaust Education teacher who ends the visit with group discussion
while sitting at the meditation pool on the site. She also gives the
students first-person child survivor witness testimony. Post visit
activity includes many projects. Some activities include writing an
original play, designing an appropriate lesson on the Holocaust for
children, writing short stories, poems, essays and research projects,
creating a photographic essay and writing letters to the editor of the
local newspapers on the importance of promoting multicultural awareness
in the community. DCPS MAJOR SYSTEM PRIORITIES: Standard English,
Intergroup Relations, Critical Thinking. THE STUDENTS: The unit has
been successfully used in grades six through 12, all levels in the areas
of Social Studies and English classes. |
The Students: |
The Staff: Miriam Kassenoff has been teaching
for 25 years in New York State and in Dade County, Florida. She is a
Language Arts teacher with a background and experience in teaching all
levels of English as well as such specialized courses as The Novel,
Creative Drama and Speech/Debate. Her work with the Holocaust began in
1986 when she was chosen as the recipient of a Florida scholarship to
study The Holocaust in Israel along with 40 other teachers from across
the nation. The fellowship award was given by the American Gathering of
Jewish Survivors of the Holocaust. Ms. Kassenoff was also selected as
the Peace Educator of the Year (1987) given by the Grace Contrino Peace
Foundations. Ms. Kassenoff is presently a Resident Teacher on the staff
at DATA as the Holocaust Educator for Multicultural Awareness as well
as being responsible for all field trip visits with teachers and
students to the Holocaust Memorial at Miami Beach, Fla. Ms. Kassenoff
was born in Czechoslovakia, where her family and she fled from as a
child, to escape Nazi Europe and the Holocaust, thus placing her in the
category of Child Survivor of the Holocaust. She is also a founding
member of the Florida Division of Child Survivors of the Holocaust. |
What You Need: MATERIALS AND FACILITIES: A
main component of the program is a Lesson Plan package for Pre-Visit,
On-site and Post-Visit curriculum. These curriculum materials are
available from the developer. OUTSIDE RESOURCES: Holocaust Survivors
will visit the classrooms and are available through the DATA Program for
Testimony lessons. Ms. Kassenoff will present her testimony, curriculum
and appropriate videos and films. |
Overall Value: The lessons to be learned in
studying the Holocaust and visiting the Holocaust Memorial include the
mistakes that led to the Holocaust such as: silence in the face of
evil, apathy, racism and causeless hatred of one's fellow human being
due to a serious lack of multicultural understanding. |
Standards: |
THE HOLOCAUST: LESSONS FOR TODAY |
Category: Social Studies |
Grades: 7 to 14 |
How It Works: Why teach about the Holocaust?
What relevance does the Holocaust have for students today? Those are
questions that students are asked to answer at the end of this project.
This project engages students in a variety of activities that involve
reading, writing, listening, speaking, and viewing and that address all
learning styles. The students participate in investigative groups to
gather information on key elements of the Holocaust, eventually sharing
their findings with their classmates. The students react to survivor
accounts by writing journal entries from a survivor's point of view.
Lyrics of songs written during the Holocaust are used to inspire
students to write their own songs and poems or to compose their own
music. Students channel their feelings about what they have learned into
their designs for a Holocaust memorial, which they draw on paper or
construct in 3-D. Students read the play The Diary of Anne Frank and
imagine themselves thrown into Anne's situation. For example, the
students bring in a backpack of items that they would bring with them
into hiding and explain their choices to classmates.
|
The Students: At the end of this project, the
students relate what they have learned from the Holocaust to what is
happening in the world today and to their own lives. The students hear
passages from Zlata's Diary: A Child's Life in Sarajevo by Zlata
Filipovic and compare recent events in Sarajevo with events of the
Holocaust. The students receive information on how people are fighting
against the hate groups and prejudices that exist today. The students
use that information to help them with the project's culminating
activity, which is to develop their own action plans to fight against
prejudice.
|
The Staff: Marie Gaffney |
What You Need: A variety of fiction and nonfiction works written about the Holocaust. |
Overall Value: I find that this project
touches and motivates my students in a way that no other unit does.
Students previously apathetic are suddenly moved to tears by a picture
or story of the Holocaust. Students have a desire to somehow make sense
of what happened during the Holocaust and to find a way to derive
positive meaning from its tragic events. Discussions of prejudice and
hatred seem to open the students' minds and help them to question how
they treat others. For some students, it's an awakening to what
prejudice really is. Students become aware of how many groups of people
throughout history have suffered in one way or another and somehow that
knowledge creates a common bond that inspires empathy. Students learn
ways to take a stand against intolerance and to apply what they have
learned to their own lives.
|
Standards: Interpersonal Relations Reasoning and Problem Solving
|
THE ITHAKA TIMES: AN ODYSSEY NEWSPAPER |
Category: English/Language Arts |
Grades: 7 to 14 |
How It Works: "The Ithaka Times" Newspaper
Project encourages students to write creative news stories, editorials,
and features based on the events in Homers' The Odyssey, while learning
both the elements and functions of a newspaper. The project culminates
with each student handing in a newspaper based on the news that would
have been important to a person living on Ithaka following the Trojan
War. This project integrates the study of a classic literary work with
the acquisition of basic journalism skills. It provides practice in
using details from a text to support writing in addition to requiring
that students use their creativity to invent newspaper elements such as
letters to the editor, interviews, and advice columns.
The project accommodates several learning styles. While all students
must write several types of stories, student artists have the option of
creating an editorial cartoon rather that writing an editorial. In
addition, all students are required to create at least one advertisement
to be included in their newspaper. Methods of instruction include
teacher directed instruction, the use of models, and large group
discussion and brainstorming of story ideas. Students read the bulk of
The Odyssey independently for homework and engage in a variety of large
and small group activities to enhance comprehension throughout the study
of the epic. They work independently to prepare their individual
newspapers. Students are quizzed regularly for reading comprehension.
Students must also meet deadlines for early drafts of their stories for
peer and/or teacher conferral. Final assessment of the newspaper project
is based on a 100-point scale based on whether the newspaper contains
the required elements, as well as each story's accuracy, creativity, and
minimum of writing errors.
|
The Students: Forty to fifty honors' level
ninth graders have participated in this project each year. The unit can
be adapted for use with the study of other literary pieces from grades
7-12. It can also be modified for lower ability groups by reducing the
number of elements required in the project and/or devoting more class
time to the writing and editing of the various stories.
|
The Staff: Linda M. Poland Farmington High School, Farmington |
What You Need: Homer's The Odyssey, recent newspapers, model newspaper stories.
|
Overall Value: This project integrates the
academic with the practical. At the core of the unit are reading
comprehension and the analysis of the characters, plot, and structure of
The Odyssey. Also students explore the reasons for reading newspapers
and the various types of writing found in newspapers. The students
receive practice in journalism and in the use of details and direct
quotes from the literature to support arguments in writing. Finally,
students are challenged to think creatively to find interesting angles
for their stories. On the day the final project is due, students are
eager to read each other's newspapers. They are excited to read opposing
viewpoints regarding The Odyssey's characters and their motives, as
well as to see which breaking stories and entertaining features each
student journalist has used to "sell" newspapers to Odysseus' fellow
Ithakans.
|
Standards: Reading and Writing
|
The Library Connection |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This program creates a
springboard to using the library. It maximizes a young reader's
involvement in oral and written language. Children take home a
different book each week and: -draw or write about the book -play
games based on the book, -hold a contest to elect their favorite book
animal, -have a storybook dress-up day Parents are active
participants in the program and: -read with their children, -share with
the teacher their children's special concerns, -help with book activity
sheets -work in the classroom library as volunteers, -help their
children apply for a Chicago Public Library card. Students: This
program was developed for a Kindergarten class. It is readily adaptable
for all grades and abilities and for bilingual classes. |
The Students: |
The Staff: Linda Wishney holds a BA from
Loyola University and a Masters degree from National College. She has
taught in Chicago Public schools for thirteen years, has received
several grants and given many presentations. Her published work
includes the English/Spanish pamphlet,"Increasing Your Child's
Self-Esteem." |
What You Need: Materials And Facilities:
This project requires appropriate books, space for a classroom library, a
library cart or shelf, library materials including book pockets and
cards, date stamp, a card catalog, etc. Books on audio cassette to
accommodate books for ESL students are helpful. Outside Resources:
Parent volunteers set-up and are responsible for the classroom library.
A visit from a Chicago Public Library representative or a field trip
to a public library is invaluable. The,"Book It" National Reading
Incentive program sponsored by Pizza Hut, Inc. can be used to motivate
children. |
Overall Value: Parent questionnaires reveal
that children gain an increased love and respect for books. The Animal
Election Week introduces children to the democratic process. Charts of
the books read introduces children to graphing. |
Standards: |
The Little Red Hen Bakes Bread |
Category: Mathematics |
Grades: 2 to 4 |
How It Works: The program begins with the
reading of the story The Little Red Hen. The children then learn about
the parts of wheat, watch it grow, what wheat is and how it is used. The
children participate in a variety of activities to learn about yeast
and mold growth. The highlight of the unit is baking and, of course,
eating fresh, hot bread. Math activities are designed to provide
practice in measuring. Rice, dried peas, flour and beans are provided
along with various types of measuring cups, spoons and containers. The
children practice filling, pouring, and weighing the ingredients. The
children estimate and predict measurement, weights, time periods and
outcomes throughout the unit. Addition and subtraction activities are
also performed using hen and bread slice manipulatives. To encourage
further learning, ample opportunities for language experiences are
included. Music, art and physical education activities allow children
freedom of physical and creative expression. Students: This program was
originally designed for a class of 11 students, grades K - 2 with
language-learning impairments. It was then expanded to include 45
students in first and second grade classrooms. |
The Students: |
The Staff: Classroom teachers, classroom aid,
cafeteria staff. Consultation with the school librarian would be
helpful as well as collaboration with art, music and physical education
teachers. |
What You Need: Materials/Facilities: This
program was conducted in our classrooms and the school kitchen. Small
learning center areas were set up for measuring activities. A variety of
visual resources including books and pictures relating to grains, the
baking process, and breads were provided. Measurement implements
included measuring cups, spoons, pint and quart containers and a scale.
Rice, beans, flour, and dried peas were provided in plastic tubs at a
learning center. The baking necessities were teacher supplied and the
school cafeteria provided the cooking utensils and equipment. An
overhead projector is helpful as well as a video camera to allow the
children to review their performance and to provide documentation for
assessment. Outside Resources: Trips to a bakery and a farm would be a
nice addition to this unit. |
Overall Value: The students gained valuable
experiences which resulted in a clearer understanding of math and
science principles of plant life and growth, space and weight,
measurement, estimation, graphing and charting, addition and
subtraction. Since the activities were interesting and related to real
life, the experiences were more meaningful and will likely result in
higher retention of the skills taught. |
Standards: |
The Living Library |
Category: Classroom Management/Intergroup |
Grades: 8 to 8 |
How It Works: The natural affinity children
have for animals and the unconditional affection that an animal can
offer creates an ideal basis on which to build a motivational program.
The Living Library is a library where students,"check out" classroom
pets as well as books. Preliminary lessons are designed to help
students develop trust, and learn to respect animals. It instills
responsibility in students and enhances their sensitivity toward animals
and their relationship with humanity and the environment. Students are
taught proper techniques in caring for classroom pets, with a fluffy
rabbit, a slithering snake, or an affectionate cockatiel adding a new
dimension to the learning process. After initial sessions, students are
permitted to,"check out" a classroom pet, books and supplies for
weekend durations. (Parents' permission is required.), Each pet has its
own set of instructions for care and feeding. Students keep accurate
records of the care and feeding schedule of pets at school and at home,
with writing and research skills becoming much more enjoyable when the
subject is as interesting as a favorite animal. Through discussion of
proper nutritional requirements of classroom pets, students develop a
better understanding of their own food needs. Accounting and
mathematics are concepts promoted by calculating the amount of time and
money needed to care for a pet. DCPS Major System Priorities:
Achievement, Graduation Rate, Intergroup Relations, Parental
Involvement. The Students: "The Living Library" was used by 45
students in a sixthgrade classroom during 1988-89. Accountability of
classroom pets became a number, one priority among students, knowing
that each pet's daily existence depended upon them. The carry-over in
student responsibility became evident in each child's attitude and
performance. Students of all ages profit from this project. |
The Students: |
The Staff: Jim Griffin is an 14 year teaching
veteran. He has appeared on the,"Sunday Today Show" "Cable Network
News" "Good Morning Great Britain" and has been, written about in The
New York Times. He was selected School-Based Management Teacher of the
Year and was a Dade County Teacher of the Year finalist in 1988-89. His
specialty is incorporating animals into the school curriculum. |
What You Need: Materials and Facilities: The
project can be carried out in a normal classroom setting. It is
important to select proper pets for particular age groups and their
learning requirements. Cages, aquariums, and pet supplies are needed as
permanent homes for pets in the classroom as well as weekend dwellings.
A classroom library of specific pet books is a must!, Outside
Resources: A field trip to a local pet shop for advice on suitable pets
is an excellent way to start your Living Library. School and public
libraries can prove beneficial. Guest speakers may include a
veterinarian, dog trainer, and a zoo attendant. |
Overall Value: The concept of human-animal
association allows a child to receive unqualified love, feel accepted,
develop unselfish sensitivities, obtain positive selfesteem and learn in
an uninhibited and healthy manner. An enrichment of the affective
domain will accent cognitive performance. A conscientious effort is
made to help each student feel like a winner! |
Standards: |
The Making of a Multicultural Magazine |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
The Masters: Through the Eyes of a Child |
Category: Arts |
Grades: 1 to 3 |
How It Works: "The Masters: Through the Eyes
of a Child" was a developmentally appropriate curriculum designed to
encourage the study and appreciation of art. This hands-on approach
integrated art by introducing the works of notable artists,
incorporating literature about the subject, and extending the discussion
to include all curriculum areas. An example started with Van Gogh's
Sunflowers and included stories such as Camille and the Sunflowers by
Laurence Anholt. The program extended to incorporate reading, science
involving plants, seasons, weather, mathematics by measuring an actual
sunflower and charting its growth, and music and dramatic play featuring
the sunflower theme. The art center built self-esteem by giving
students the opportunity to create sunflower artwork of their own. The
influence of the great masters offered students an enriched program
creating excitement, appreciation, and understanding for art, as well as
showing differing styles and technique. |
The Students: The 25-27 kindergarten students
that participated in this project were at all levels of academic
achievement and were involved in a daily activity.
|
The Staff: Marilyn Parks has been teaching
for 29 years and has been a Teacher of the Year for the Akron Public
Schools. She has received grants from Phi Delta Kappa and the Ohio Arts
Council. |
What You Need: As a culminating activity, the
children were taken to the Akron Art Museum. In preparation for this,
books on all art-related topics were read from both the school and
public libraries; speakers shared their expertise; museums were visited
via computer, and the children became immersed in creating their own
masterpieces.The classroom had a permanent art center that was safe for
children to create. The center changed with the introduction of
different masters and forms of art. |
Overall Value: This project promotes
individuality and self-esteem by giving children opportunities to create
and achieve in a safe atmosphere. Early introduction to the arts is
related to later test scores success. The project shows children their
work is valued and helps them to become tomorrow's educated citizens.
It is correlated to the graded course of study and is a beautiful
opportunity to integrate the curriculum.
|
Standards: |
The Mayan Temple of Knowledge |
Category: Technology |
Grades: 7 to 7 |
How It Works: 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. |
The Students: |
The 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. |
What You Need: The Mayan Temple of Knowledge
can be implemented by a classroom teacher or a computer science teacher.
Second Voyage of the Mimi, a computer system with a modem, a phone
line, and a NYCENET account are required. Arts materials for building
the temple and creating drawings on Mayan themes and cameras with black
and white or color film can be used. Ample texts and other reference
resources should be accessible for students to conduct research. |
Overall Value: Students participating in the
project had the opportunity to share their learning experiences with
students who live in a different community. They showed excitement at
receiving mail from their Ohio classmates, playing the game on the
computer, and working on committees that allowed them to show their
strengths. They were able to work creatively and to set their own goals
and deadlines. "This year," says Wyns,,"one of the fifth graders
researched her family background and found out that she was a descendant
of the Mayas. In addition, the students wanted more time to play the
game on-line. This project motivates students to seek information for
themselves and others." |
Standards: |
The Measure Of Science |
Category: Science |
Grades: 2 to 5 |
How It Works: Students measure length, mass
and volume through a series of planned activities in their school
environment. First they develop questions about the observable world:
"Who is the tallest child in our room?"," What type of toy car rolls
down a ramp the farthest?" "Which ball bounces the highest?" By
predicting, measuring in various units and practicing they develop math
skills. Each student takes an active part in planning, predicting,
measuring and recording results. Children use ordinary items and can
extend their experiences. Students: First and second graders work
on these activities successfully. This program has been used in a
science lab, but is easily adapted for classroom use at any grade or
achievement level. |
The Students: |
The Staff: Ms. Boltz has been a primary
science specialist for four years in a hands-on science lab. She has
been a presenter at many workshops, and holds a BS Degree from DePaul
University and an endorsement in General Science from the University of
Illinois in Chicago. |
What You Need: Materials And Facilities:
This program uses some science equipment available from science supply
catalogs but can be adapted for classroom use with ordinary materials.
Outside Resources: Parent volunteers or older students may be
needed to facilitate some measuring activities with the group. |
Overall Value: This unit teaches children how
to measure and gives them new skills. Active participation helps
students develop a better understanding of mathematical concepts. They
build enthusiasm for science and math because the program has built-in
success! |
Standards: |
The Mech (M-anners E-tiquette C-leanliness and H-ygiene) |
Category: Health/Physical Education |
Grades: 5 to 5 |
How It Works: This program was designed to
help students realize the importance of looking and feeling their best
at all times. The objective was to assist students in radiating a
favorable first impression. During the first six weeks of school the
teacher greets the students at the door and hands out The Mech
(M-anners, E-tiquette, C-leanliness, and H-ygiene) Kits. Enclosed in
The Mech Kits are dental floss, toothbrush, toothpaste, mouthwash, comb,
brush, and towels. The students will then proceed to the designated
restroom and wash faces, floss and brush teeth, and rinse with
mouthwash. Next, they will put on deodorant and brush and comb hair.
Lastly, students will enter the classroom feeling good about themselves
and ready to have a productive day. At lunch time, we will advance to
the cafeteria and the children will practice table etiquette. They will
be given a fabric napkin and all the utensils (knife, teaspoon, salad
fork, dinner fork) that would be used in a formal setting. At this
time, the teacher will monitor to see that proper table manners are
being used. The Student: There were 21 third grade students who
participated in this particular program. Most of my students had a
minimum amount of interest or appreciation for looking their best. This
program began to raise their interest in their appearance and their
pride in just being clean. By utilizing The Mech Kits I began to see
that my students were gaining self-confidence as well as a sense of
self-worth. Their table manners, along with their interest in
cleanliness, increased tremendously. Their attitudes and awareness of
the overall value of manners, etiquette, cleanliness, and hygiene have
improved. My children now are approaching school with a different
attitude. They enter the classroom feeling good about themselves and
ready to begin a productive day. Their table manners are impeccable.
This program could easily be adapted to any grade level or group size. |
The Students: |
The Staff: This program was developed by a
concerned third grade teacher who felt that something had to be done to
increase self-esteem and to indoctrinate the importance of radiating a
positive first expression into their everyday routine. |
What You Need: Materials: The materials that
were used are as follows: 21,"Mech" Kits (dental floss, toothbrush,
toothpaste, mouthwash, comb, brush, towels, deodorant, and soap), fabric
napkins, plastic knives, teaspoons, salad forks, dinner forks, and food
and drink at a dinner restaurant. Outside Resources: Outside
resources should provide for a nurse to show the importance of
cleanliness and safety precautions (including the Heimlich maneuver). A
dental hygienist would bring professional expertise in proper dental
and long-term preventive care. A field trip to a restaurant of the
students' choice would also be, advantageous. This excursion would give
the students an official public appearance and opportunity to role play
and adopt permanent, ongoing, and acceptable routines. |
Overall Value: The value of this program is
multidimensional. The Mech is a program that was designed to assist
children in comprehending the importance of looking and feeling their
best at all times. This program allows the children to have a feeling
of self-esteem. Their confidence will escalate as a result of looking
and feeling great. Consequently, their self-respect, study habits, and,
conduct will show a vast improvement. |
Standards: |
The Middle School Print Shop |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: The two main components of The
Middle School Print Shop are graphic design and language arts. Students
work on various classroom projects and reports using a variety of print
and Internet sources. Standards incorporated include reading and
comprehending at least four books on the same subject or by the same
author, reading aloud, participating in group meetings and one-on-one
conferences with the teacher, preparing and delivering an individual
presentation, demonstrating a basic understanding of the rules of the
English language in written and oral work, and analyzing and revising
work to improve its clarity and effectiveness.
Once students have completed the outline of their report by creating a
rough draft, it is time to make the work look professional. From the
graphics they create themselves to the clip art found in various
computer programs, the students make their work come to life using
applications like HyperStudio, PressWriter, and Claris Works.
As the year goes on, many major projects are created. One project that
incorporates literacy and technology is the production of a monthly
student newspaper or newsletter for the school or individual classes.
This type of project enables students to be creative, intuitive, and
professional. The students also create flyers as well as graduation
items such as programs and invitations. A computer and printer will
suffice, but it helps to have advanced technological support. An
optional component of The Middle School Print Shop is the support staff.
This is a group of students that use their computer skills to assist
students in the program.
|
The Students: This program was initiated in
grades 5-8, but students of all grade levels can participate. Small
groups, individuals, or full classes can do the projects that develop
throughout the school year. The writing and reading component can take
place in the classroom or reading lab. All students can benefit from the
experience and gains in literacy that this program offers.
|
The Staff: Luis Eladio Torres developed The
Middle School Print Shop. He began teaching at Hostos Community College
in 1993. He has developed training programs for teachers, conducted
parent workshops, and was presenting speaker for The Middle School Print
Shop at the 1999 UFT Technology Fair. Luis is currently in graduate
school at Mercy College. |
What You Need: The Middle School Print Shop
can be created in the classroom or department office. All you need to
get started is a table to write and read on, a computer with the
appropriate programs, paper, and a printer. The setup consists of four
computers, a color laser printer, a banner-maker printer and two
workstations. The more technology you have available, the more advanced
your program will become. The school or public library is also an
important resource for printed research material.
|
Overall Value: The Middle School Print Shop
is an excellent way to provide students with technology, literacy, and
work-related training. The program satisfies state standards for
language arts and technical literacy while creating individuals with
skills, experience and a feeling of accomplishment and self-worth. |
Standards: |
The Montgomery Bus Boycott |
Category: Social Studies |
Grades: 6 to 7 |
How It Works: The Montgomery Bus Boycott is
an in-depth analysis of the 1954-1955 boycott. The purpose of the
project is to provide students with a historical perspective through the
use of several different kinds of materials including historical texts
and eyewitness accounts. Using these materials, students gain an
understanding of the existing societal climate of a southern city,
develop a chronology of events relating to the boycott, and gain a
working knowledge of the concepts of economic boycott and non-violent
confrontation. Conrad Stein's book, The Story of the Montgomery Bus
Boycott, is, the cornerstone of the project. If offers students the
history and background of the Montgomery situation that led to the year
long economic boycott of a bus system that was predominately supported
by black bus riders. An interactive packet which follows the book helps
to focus class discussion, develop vocabulary and access reading
comprehension. Dates are noted throughout the reading on a Date Log. The
chronology is used to produce a time-line of the boycott. Another
important component of the project is a Readers Response Log which
provides students the opportunity to record their reactions to the
readings. As a culminating activity, students are required to target an
area of significance to their lives and develop a "Plan of Action"
based on the non-violent methods used in the bus boycott.
DCPS Major System Priorities: Achievement, Critical Thinking,
Intergroup Relations, Blueprint 2000 Goals, Student Performance,
Learning Environment, The Students: The project has been used
successfully with fourth- and fifthgrade students. The follow-up
activities can be adapted for other grade levels. Because much of the
work is done in pairs and/or groups, students with limited English
proficiency are able to participate. |
The Students: |
The Staff: Josephine Cuevas-McNamara has a
master's of education and has been teaching in Dade County for six
years. She is an Associate with The Writing Institute. Ms.
Cuevas-McNamara has received several Dade Public Education Fund grants. |
What You Need: Materials And Facilities:
"The Montgomery Bus Boycott" by R. Conrad Stein and the video,"Teaching
Tolerance" are needed to implement this project. Outside
Resources: Articles from The Miami Herald or other publications are
helpful. OVERALL VALUE, In addition to developing reading skills and
vocabulary, this project offers students a first hand look at the social
issues that are affecting their lives 40 years later. By applying the
same concepts as used in the boycott to a problem that exists today,
students become acutely aware of the process of social change and of the
potential to effect change without violence. |
Overall Value: |
Standards: |
THE MOONWATCH |
Category: Science |
Grades: 7 to 14 |
How It Works: As a society, we are fascinated
by our own natural satellite, the moon. Countless couples have romanced
under the light of the full moon. We see the same moon that Alexander
the Great, Cleopatra and other historical figures observed during their
lifetimes. Some scientists would argue that it even changes our
emotional state. ("Lunacy" means moonstruck!) The purpose of this lesson
is to explore our preoccupation with the moon via art, poetry and
scientific observation. The students begin by thinking about all the
songs, movies or television shows that mention the word moon. A group
discussion ensues as to why there are so many references to our natural
satellite. The students view a film entitled "One Giant Leap," which
focuses on the Apollo moon missions. They make drawings of the images in
the film and share these images in cooperative groups after viewing the
movie. Next, the teacher presents a lecture on the topics of moon
features, NASA missions to the moon, origin theories, and tidal cycles.
|
The Students: Students then examine a precise
region of the moon (around the crater Archimedes) and speculate on the
sequence of creation of various lunar features. They also ponder the
question "Is there superposition on the lunar surface?" Their thoughts
and ideas on this topic are reflected in a formal lab report. Then,
students design a "moonwatch" project (portfolio, booklet or model)
which combines scientific observations with art (paintings, photography
or music). For example, a student could sing a song about the silvery
moon as a prelude to her project, or write poetry for a period of one
month (or "moonth" as it was referred to in ancient times). Students
design a chart to observe the moon's phase, time of evening, and other
notable features of the night sky. The moonwatch must include art and
poetry relating to the moon (from students or other poets.) Upon
completion, students present their projects to another high school
class. Four major learning styles are addressed in this unit.
|
The Staff: Dr. Valerie D. Ursin |
What You Need: Art supplies and research material. |
Overall Value: This project's
multidisciplinary approach to science instruction is its main
contribution to students' learning. Through a three ring process,
students shine in one or more areas. The planning, creation, and
presentation of the moonwatch involves higher order thinking skills and
fosters motivation, persistence, and responsibility.
|
Standards: Motivation and Persistence Responsibiltiy and Self-Reliance Intellectual Curiosity Reading Writing Learning Skills
|
The Ocean Waves Multimedia Program |
Category: Technology |
Grades: 5 to 6 |
How It Works: The Ocean Waves Multimedia
Program helps students learn about the importance of the ocean, sea
life, and ecology through music, imagination, and technology. Students
create colorful and exciting ocean scenes. Students close their eyes
and are motivated daily to expand their imagination by listening to the
teacher as she "takes" the class to the Pacific Ocean to meet the blue
whales and other ocean creatures. In the background, students hear the
ocean sounds of blue whales, and feel the mood that is presented
through the Pacific Blues II compact disc. Students follow up this
activity by writing in their daily logs descriptions of what they "see,
hear, and feel" about these imaginary adventures. Students type their
text using KidPix Studio and illustrate their text by using computer
graphics and the drawing tools in the program's palette. Students use
science and literature books as well as Encarta and Grolier Multimedia
Encyclopedia, from the classroom library, to assist them in creating
their colorful scenes. With the Connectix QuickCam, a digital photo of
each student is taken. These photos are pasted on their text screen
page. Students' voices are recorded as they read their descriptions
from their text screen pages. Finally, each student's published screen
pages are woven together to form a multimedia slide presentation with
the help of KidPix Studio. The students receive a copy of their
published work in the form of a class book for the classroom library.
The Ocean Waves Multimedia Program allows students to weave together
the elements of technology, music, science, and communication arts. |
The Students: Twenty-five third grade
students participate in this program by working in teams. Each team is
allocated a specific time and then rotates into another component of
the program. For example, one group will read books on whales or other
ocean creatures in the library. A second group works on typing their
texts on the computer. A third group views different ocean creatures by
using Encarta on a computer. When the allocated time is completed, the
teacher instructs the students to rotate to another area of the
classroom. The students work together in teams in order to share ideas,
develop text writing, and assist each other in graphic design on the
computer. The students meet daily for two weeks in a 45-minute time
frame. |
The Staff: Yolanda Ramirez has taught for 15
years. She instructs elementary school students from kindergarten
through fourth grade. She has been working for the past three years
with many global telecommunications projects in order to motivate
students in the areas of computer science and writing. Yolanda was
recently awarded a Fulbright Memorial Fund grant that enabled her to
establish keypal connections on a three-week trip to Japan. |
What You Need: Resources include access to
the Internet, science books, keypal connections, and a parent
volunteer. Students work on this multimedia computer project in the
computer lab with the assistance of the computer teacher and a parent
volunteer. The volunteer assists one group with keyboarding and
graphics. The computer teacher works with another group on their
journal writing. Another small group reads stories from the computer
library that pertain to the sea and whales. Computer technology used
includes KidPix Studio software, Pacific Blues II audio compact disc,
and a Connectix QuickCam. |
Overall Value: The students enjoy and learn
much from the program and from each other. They are eager to develop
their computer skills in a free and uninhibited environment. A
classroom book, hallway bulletin board, and multimedia presentation are
displayed and become part of the classroom library, offering yearlong
viewings to passersby and instilling the creators with pride. |
Standards: |
THE ODYSSEY ALIVE! |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Imagine recreating the amazing
books of The Odyssey in order to better understand the Greek hero
Odysseus as he slyly escapes the dreadful Cyclops, inadvertently angers
Zeus, or triumphantly uses his marksmanship to win back his loyal
Penelope.
In "The Odyssey Alive!," students read specific chapters of Homer's
classic tale, work in collaboration to extract specific indicators of
heroism, and prepare and perform dramatic renditions of various
adventures for their classmates.
Following a preliminary study of the characters and an overview of the
first eight books of the epic, students are divided into four groups.
Students read assigned chapters and record the characters, the setting,
and the plot with specific references to examples of heroism.
Student-directed groups meet, review, and discuss their completed Plot
Charts, develop and prepare a dramatic presentation, view and assess the
teacher's model of a presentation, and finally, perform the
presentation itself, which is ultimately scored by the group, their
peers, and the teacher.
"The Odyssey Alive!" benefits students with various learning styles. The
visual learner watches intrigued as Odysseus' crew defies him and
releases a course-changing bag of winds. The auditory learner remembers
his small group's dialogue-turned-debate regarding Odysseus' "heroic"
conquest of the suitors. The kinesthetic learner discovers the
difficulty of Odysseus' task by building a cardboard raft and "sailing"
it through a rocky classroom "sea."
|
The Students: Class size ranges from 16 to 24
college preparatory English I students working in small groups of four,
five or six. The project is appropriate for middle school and high
school students of all abilities.
|
The Staff: Lynn Rice Scozzafava Litchfield High School, Litchfield |
What You Need: Copies of The Odyssey , student-generated scripts, props, and costumes are used in the project. |
Overall Value: The project enables students
to comprehend a seemingly difficult text through reading, discussion,
and dramatic presentation. Students are engaged in learning about
literature and the theme of heroism through the eyes of Odysseus. They
read his story, enact his adventures, and assess his heroic qualities.
Working in small groups allows students to develop collaborative skills
and positive self-concepts as they share knowledge, make decisions, and
present their classmates with the stories of a Greek hero. Learning is
further enhanced by viewing, discussing, and assessing other groups'
creative presentations.
|
Standards: |
The Oregon Trail Across the Curriculum |
Category: Social Studies |
Grades: 4 to 7 |
How It Works: The Oregon Trail across the
Curriculum sends students back in time. Through the medium of a
computer simulation, students explore what it was like to be a child
traveling in a covered wagon along the Oregon Trail in 1848. Before
these second graders actually use MECC's The Oregon Trail, they do some
interdisciplinary preparation with help from their fifth grade "big
buddies". They define the vocabulary used in unit. They research the
conestoga wagon. They create a full-sized mural of a covered wagon to
mount on their classroom wall. They measure off the bed of the wagon on
the classroom floor to get an idea of how many supplies the wagon can
hold. In Humanities class, students decide what items they would take
with them and what would be left behind. In Library class, students
read short stories about children traveling on the Oregon Trail. Aaron
Copeland's ballet "Rodeo" provides a music component. The fifth grade
buddies actually teach the younger students how to use the computer
simulation and sit beside them as they experience a "real life"
situation. The students see the computer as a tool and their
schoolmates as partners. The unit, which takes about five to seven
45-minute class periods, ends with a campfire and a hoedown involving
all Core Team classes. The Students: This program is an evolving
project which has been used successfully with second graders of varying
abilities. It has, however, tremendous potential with students in
grades 2-5. |
The Students: |
The Staff: |
What You Need: Materials Needed This project
requires at least one Apple IIe computer and a copy of MECC's The Oregon
Trail. The research portion of the unit can involve a Macintosh LC, a
CD ROM player, and Grollier's Electronic Encyclopedia. Butcher paper,
paints, and yardsticks are necessary to create the mural. Overall Value
This interdisciplinary project helps students see how many of the
things they are learning in school are connected in the real world.
There is nothing quite as exciting as hearing a fifth grader exclaim,
"We made it to the Willamette Valley and our whole party survived the
trip!" And then see that student turn to a second-grade friend and say,
"And you made it happen!" |
Overall Value: |
Standards: |
THE PAINTING T.E.A.M |
Category: Arts |
Grades: 11 to 14 |
How It Works: The "Painting TEAM" is based on
the idea that "Together, Everyone Accomplishes More." Through the
collaborative process of creating a mural, the "Painting TEAM" ties
together the subjects of geography, history, social studies and life
skills. When combined with the arts, these academic subjects come to
life, personalizing the knowledge and making it stick. Illustrating the
decision making process, this mural project challenges the students to
not only work as a TEAM, but also as individuals, and to make informed
choices about their own education and life.
There are four basic parts to the journey: 1.) Before formal education,
2.) Where and how to get this education, 3.) Getting the education, and
4.) What to do with it. Important issues need to be addressed: "Are you
ever done?" "What are the values of oral vs. written traditions?" "How
does the entire project change if viewed from a non-Western perspective
(e.g. Native American or Taoist)?" After brainstorming as a class and
visualizing the most important parts of the journey, the students
complete a self-assessment sheet. Understanding their own and each
other's unique strengths, they divide themselves into groups of three or
four. Each group takes on the responsibility for specific sections of
the mural. It is the students themselves who choose the images which
give the overall theme a meaningful and relevant body. Assessment
continues throughout the project with individual and group critiques
which are eventually student-run discussions and teacher observation.
|
The Students: TEAM members learn to share the
effort, maximize each other's strengths, and work together towards a
common goal. They become aware of the importance of future planning,
working under deadlines, and project completion. Perhaps more
importantly, the students gain a sense of pride and self-esteem from
their individual accomplishments. At the same time, they have to let go
of their egos enough to see that they are only a small, yet very
important, part of a larger picture. |
The Staff: Scott M. Kessel Manson Youth Institution, Unified School District #1, Cheshire |
What You Need: Standard supplies for painting
and drawing (or collage), mural paper, canvas, or a wall, a
Library/Media Center, audio/visual resources covering the arts and
culture from a variety of cultures from around the world.
|
Overall Value: The "Painting TEAM" is so much
more than just painting a pretty picture. The process of creating and
painting a mural is a powerful teaching tool, which takes full advantage
of individual learning styles and the connections between the subject
areas. The project is designed not only to develop artistic ability and
knowledge in history, geography and social studies, but even more
importantly, to open up the eyes of participating students and viewers
to the myriad choices and opportunities available to them while on this
journey called life. While developing creative and critical thinking
skills and knowledge of art history, the students, through the
application of new research skills, gain an appreciation and
understanding of the diversity of the world's cultures. A mural gives as
much, if not more, back to the artists who participate in the process
of creation as it does to those who are able to view the final product.
|
Standards: Positive Self Concept Intellectual Curiosity Interpersonal Relations Reasoning and Problem Solving Learning Skills |
THE PATCHWORK ART OF BINDING SCHOOL AND COMMUNITY |
Category: Special Education |
Grades: 7 to 10 |
How It Works: Quilt-making has historically
been a community project, binding together people in a common effort. In
creating a quilt, sensitivities are sharpened and bonds are
strengthened. Through this curricular-based community service project,
middle school students develop their interpersonal skills and bond with
the community beyond the school walls. In addition, they develop
technical and artistic skills in sewing by machine and/or by hand.
Self-esteem is enhanced as they participate in giving their group
project to a wheel chair patient or a baby who is H.I.V. positive.
The project is the culmination of an eighth grade decision making unit
in Family and Consumer Science class. After the decision making process
has been applied in individual and group decisions, students are exposed
to a variety of sensitivity-building experiences related to seeing and
responding to need in the broader community and the global village.
Students participate in panel discussions with senior citizens and are
involved in interactive presentations by speakers who have worked with
world food distribution agencies. They contribute baked goods to a local
soup kitchen, attend a field trip to view art depicting the plight of
the homeless in America, and are involved in journal writing of their
reflections on these experiences. The decision to look beyond oneself
and to work together toward the common good of others is central to the
focus of the unit.
|
The Students: Students bring closure to the
unit with the creation of individual squares of hand and/or machine
appliqued fabrics, depicting simple, "upbeat" themes such as sports,
hobbies, nature, music, and decorative design motifs. Computer
generated, traced, or original hand drawn patterns are acceptable.
Bright scrap material is used, with muslin backing for the square.
Students are encouraged to work cooperatively in problem solving. A
variety of techniques for application is encouraged, thus allowing for
individual ability and interests. Groups of eight squares are quilted to
a brightly padded background. These wheel chair lap quilts and baby
blankets are delivered by students to pediatric units and convalescent
homes.
|
The Staff: Carolyn R. Baker |
What You Need: Sewing machines, fabric, notions and a computer. |
Overall Value: Through this
cooperatively-structured program, students develop a strong sense of
self-esteem, skills in decision making and critical thinking, a deeper
sensitivity to the needs of others, and artistic-creative skills, all of
which are transferable to healthful life styles.
|
Standards: Sense of Community Interpersonal Skills Learning Skills
|
The People In Our Neighborhood |
Category: Social Studies |
Grades: 3 to 3 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: The following will be used in
this project: literature, experience charts, writing journals, puppets
and, puppet theater, arts and crafts materials, construction paper,
community member dolls, records, tapes, musical instruments, food for
cooking, bowls and utensils for cooking, materials for costumes and
sets, film for recording visits, photocopy and publishing supplies,
photographs, poems, illustrations, graph paper and charts, stamps and
envelopes, groceries for salads, variety of community helper hats, soap
for laundry. |
Overall Value: Observable developments are
made in speaking, writing, and reading skills, and socialization.
Children's reading and writing skills are reinforced through these
interdisciplinary activities. Project disseminator Cheryl Holsborg-Koff
states,,"The anticipation of and participation in walking-trip visits
excites the children and motivates questions. The presentations are
rewarding. The children develop respect and compassion along with a
cooperative attitude toward others." |
Standards: |
The People vs. Romeo Montague |
Category: English/Language Arts |
Grades: 10 to 14 |
How It Works: In The People vs. Romeo
Montague, students take literature written 400 years ago and place it in
a popular modern setting: a courtroom. Performing as prosecuting and
defending attorney teams, witnesses, characters, and jury members, the
students put Romeo Montague on trial for killing Tybalt (Act III, Romeo
and Juliet).
We put Romeo through our legal system to see how he fares. Students
are assigned roles, then spend several class sessions studying the text
in three groups: prosecutors, defenders, and jury. They study the
setting for possible evidence and witnesses, and discern how to use
these elements in the trial. They study the characters, speculate about
their testimony, and generate effective questions for them. Their
understanding of the characters and possible motivation is critical to
successful prosecution or defense. To complete preparation, each team
presents a list of attorneys, witnesses, evidence, and a summary of the
team's strategy.
When trial day arrives, students are ecstatic to see Romeo come to
justice, with each side equally confident it will be victorious. The
students create a live drama using Shakespeare's characters, setting and
exact words. They extend the text by such student-generated activities
as developing videos, creating pieces of evidence, witnesses who could
have been in the square, etc. Each side examines witnesses and presents
evidence, then the jury is instructed to make a decision on Romeo's
guilt or innocence based on the information given. I inform students
that as "judge," I will assess appropriate use of text in understanding
character motive, events, and evidence.
As a culminating activity, each student writes a front page newspaper
article about the trial, which I use to assess student comprehension of
plot, characters, and which witnesses and events are crucial to the
trial |
The Students: 1997-98: 75 grade 9 college prep English students. |
The Staff: Melanie has taught nine years, seven in grades 2-5, and two as a 9th grade English teacher. |
What You Need: Romeo and Juliet texts, video of 1968 and 1996 films, student-created trial costumes and props, teacher packet. |
Overall Value: Students learn to find
evidence in the text, interpret it then use it for written support of
positions. Their persuasive speech shows significant growth. I assessed
the class on trial performance (organization strategy, appropriate use
of characters), and each student's newspaper articles for understanding
of text, ability to come up with crucial elements that lead to the final
trial verdict. Student performance was outstanding and their
preparation went far beyond expectations, as did their newspaper
articles. |
Standards: |
The PeopleÕs Court of PS 156 |
Category: Global Education |
Grades: 4 to 7 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Aside from an administration
and staff interested in using conflict resolution to solve children's
disputes, this project depends on the involvement of two teachers. One
teacher needs to be free for three periods a week. Two periods are
required to set up the case of the weekÑdeciding which incident to take,
selecting the lawyers for the week, arranging for them to interview the
defendant and the witnesses, and making sure the required participants
will be available for the court session. It is helpful to have a second
teacher available for the hour the court meets. PS 156 was lucky to have
available to us the services of a wonderful volunteer from Retired
Senior Volunteer Project (RSVP). If $200 is available to the project,
shirts for the jury members, a gavel and refreshments while the jury
deliberates are perks that improve the children's motivation. |
Overall Value: Many children observe violent
incidents outside of school; what they see influences their behavior and
leads them to believe that there is no other way to resolve disputes.
The project teaches them that there are alternatives. The 15 members of
the court are, seen by their peers as,"winners." "Teachers are
beginning to use the court process in their own classrooms," says
Jackson. "Children in the hall see me and ask me to take a case. One
child has become a role model to a student he defended. In, other
words, children are seeing The People's Court, as a part of their world
and as an alternative to violence. It works, and the children really
need it." |
Standards: |
The Periodic Table |
Category: Technology |
Grades: 9 to 10 |
How It Works: The Periodic Table challenges
students to learn enough about the elements to create one of their own.
Students are active researchers using computers as a tool to do their
work. Underlying the whole program is an understanding of the Periodic
Table. While working in class to make a wall-sized Periodic Table,
students do research at home, making small display cards of common
household items and the elements they contain. Using a Macintosh
HyperCard file, students connect these cards to the Periodic Table and
mount the element and its products on their large wall-sized chart.
Individually, each student researches an element, uses a word processor
to write a report, and puts the final copy into the class HyperCard
stack about the Periodic Table. The final component of the program is
the students' creation of an imaginary element. Students name the
element, assign it a symbol, atomic number and weight, and illustrate
their creation using a paint program. They also give the element a
history, invent products which use the element, and design a
presentation format to share their creation. The Students: The original
program involved a seventh grade science/computer class in a five week
unit, but it could be adapted to different grade levels, subject areas,
and time frames. |
The Students: |
The Staff: |
What You Need: Materials Needed: This project
can be done with varying degrees of hardware/software sophistication.
At the minimum would be an Apple II computer lab with enough machines
for every student, some kind of word processing program, PrintShop, and
School Disk #8 Graphics Library of the Elements. Enhancers could
include MECC #251, The Periodic Table; a Macintosh Computer, Apple
Scanner, and HyperCard; An Apple to Mac file converter like Prolink; a
video disk player and the Periodic Table of Elements on video disk;
Mousepaint or comparable drawing software, and a laminator. Overall
Value: This program teaches not only the Periodic Table, but also
organizational, writing, and computer skills. Students are
self-directed and come into class with a mission to get their work done
to the best of their abilities. But students also find that using
computers to do their work is enjoyable and rewarding: "I love
computers! They help me out so much!" |
Overall Value: |
Standards: |
THE POLITICS OF HATRED: THE HOLOCAUST AND WORLD WAR II |
Category: English/Language Arts |
Grades: 7 to 14 |
How It Works: World War II is one of the most
significant turning points in the world's history. After the war, the
U.S. and the United Nations initiated an international atmosphere in
which "never again" could the merchants of intolerance and hatred muster
such a campaign as the Holocaust. This unit, through reading, research,
reasoning, problem solving and writing, aims to engender in students an
awareness of the events and some of the choices that were made in the
name of nations' safety and peace.
|
The Students: Students read at least two
books about World War II (e.g., The Diary of Anne Frank and Return to
Manzanar) in their English classes, while simultaneously learning about
the historical backgrounds in U.S. History classes. After viewing
several documentaries and dealing with primary resources about the era,
especially the Holocaust and Japanese internment camps, students use
graphic organizers to discuss and write about differences and
similarities between concentration and internment camps, as well as
characters in the books they have chosen. Finally, informed about the
period from both fiction and nonfiction sources, students use the media
center to research selected topics and present their information in
panel discussions. These topics have been selected so students will
become aware that the hatred that burst forth during the 1930's and
1940's still exists today, perhaps in different guises but just as
malevolent. Topics that have been researched include: Neo-Nazis,
Skinheads, Ku Klux Klan, Hate Groups on the Internet, and Genocide since
World War II (e.g., Cambodia, and Rwanda). The students are expected to
use graphs, charts, and/or photographs in their panel presentations.
|
The Staff: Valerie Kichler |
What You Need: Books, photographs, videotapes and computer software. |
Overall Value: The purpose of this unit, in
addition to attempting to tie literature to a significant era of
American and world history, is to help students become aware of how
powerful and destructive group and national hatred have been and still
are. The culminating activity was designed for this unit after a very
thoughtful eighth grade student said to me after reading the two novels,
"I'm glad that nothing like the Holocaust exists today." As educators
we sometimes forget how little time our students are given to actually
learn about current events and discuss, in more than one class period,
the possible ethical consequences of these same events.
|
Standards: Moral and Ethical Values Reasoning and Problem Solving |
The Power To Choose |
Category: English/Language Arts |
Grades: 3 to 14 |
How It Works: When students choose their own
report topic and design the method for presenting their information,
they own the project and take greater pride in its outcome. The idea of
report writing and report reading usually brings groans to all
concerned. The typical student liberally "borrows" chunks from
encyclopedias, arranges the facts on paper and, without too much pride
of ownership, submits the finished product. The emphasis changes from
fact-getting to creative presentation of new knowledge. There are four
phases to this project: getting the idea, "pencil down" researching,
choosing the presentation format, and presenting the final product. This
activity is done three to five times a year. After students sample a
new unit, they think about related personal interests to get an idea
for study. The topic is recorded on chart paper to give others ideas as
to possibilities. During the research phase, students read material on
their interest area with pencils down. Then, with books closed and
pencils in hand, they record new knowledge. Exceptions are made for
exact dates or quotes important to the topic. Students are never tempted
to copy material again! While students are gathering data, a chart of
possible report formats is visible to the class and grows yearly as
student-generated ideas broaden its scope. Format styles include: a
catalog of historical implements "for sale"; a student-designed board
game with fact cards about the area of study; a student-designed costume
from the period in which the book took place. Students present their
"products" to the class with oral reports to explain how they were
created, and to share their new knowledge about the subject. Students
are given time to interact with various games, puzzles, and other
displays. Students are proud of their products and cannot wait to
present them. They learn more about their chosen subjects, and teach the
rest of the class something new, presented in a most interesting way.
State Frameworks: This project satisfies writing across the curriculum
emphasized by the English/Language Arts and History/Social Science
Frameworks. The English/Language Arts Framework emphasizes writing as a
process, calls for guiding all students through a range of thinking
processes, and promotes the awareness that writing is a tool to clarify
thinking. The Students: Fifth and sixth grade students have created
exciting projects in literature, social science and science since 1992.
Students with monolingual Spanish, limited-English and monolingual
English backgrounds participated equally. Because of the flexible
presentation formats, this project can be adapted to primary graders
doing their first research projects. Secondary students with their
diverse talents and interests would benefit from the freedom of
expression this project allows. |
The Students: |
The Staff: I have taught 5th grade bilingual
classes for the past five years, special day classes (4th-6th), and
grades K-6 during my 15 years of teaching. I am a fellow of the South
Coast Writing Project (SCWriP), and the Tri-Counties Math Project. |
What You Need: Facilities and Materials:
Materials include: chart paper, varied art materials, books/materials
for research, note pads and pencils, and gameboard. "Ideas for Projects"
(in English and Spanish), and other student materials are available in
the teacher packet. Outside Resources: No outside resources are needed
except access to a well-stocked library. |
Overall Value: |
Standards: |
The Pumpkin Patch Project |
Category: Mathematics |
Grades: 3 to 8 |
How It Works: This experiential program gives
students an opportunity to plant and grow pumpkins that they will
measure and weigh. The students estimate the circumference, height,
weight, and number of seeds for three different size pumpkins. They
then compare their estimates to the facts.
They create a pumpkin patch big book, write and illustrate
pumpkin-shaped books, write in their personal journals about the
project, create a link to the Lemon Road Home Page to publish articles
about their work, and write recipes, cooking and sampling the result.
Math skills include estimating, graphing, counting, and probability.
They conduct an experiment to determine if the pumpkins will float. In
addition, they inspect the inside of a pumpkin and an orange, comparing
what they see as well as what they smell and taste. They also read books
about pumpkins (It's a Pumpkin by A. Fowler and Apples and Pumpkins by
Anne Rockwell). In cooperative learning groups, they create board games
based on the experiences with the project. |
The Students: Thirty to forty-five first
grade students, including students who speak English as a second
language (ESL), participate daily in the project |
The Staff: Two first grade teachers and the ESL, reading, and technology teachers developed and implement the project. |
What You Need: The project requires a garden
plot, a scale, a sink or a large bucket of water, and various sized
pumpkins as well as an AlphaSmart keyboard to record outside
observations. Books about pumpkins are also needed. Community and
parent volunteers help in the science centers and with the cooking. A
field trip to a pumpkin farm is desirable. |
Overall Value: The Pumpkin Patch Project
develops skills of observation, data collection, estimation, prediction,
probability, and problem solving. It also encourages reading, writing,
and speaking skills and cooperation among students as they work
together as a team. |
Standards: |
The Ratio Race Track |
Category: Mathematics |
Grades: 7 to 7 |
How It Works: The Ratio Race Track changes
the way students view mathematics. As a project, it is as complex as the
facilitator and the students want to make it. Teams of students begin
by creating a simple, twodimensional, measurement project -- a model
race track. The addition of elements to the race track, including a lake
and a mountain, forces the teams to solve problems, such as whether a
30 cm mountain is measured by its slope or vertical height. The student
teams then project actual measurements for the race track based on a set
of ratios and choose the most reasonable set of measures. The
culminating activity is an individual project. Students create a race
car that will fit the scale of the track their team has built. In the
past, some students have gone so far as to make magnet cars that will
run the race track. This project truly engages the student in the active
application of learning. DCPS Major System Priorities, Achievement,
Critical Thinking, Blueprint 2000 Goals, Student Performance, Learning
Environment, The Students, This project has been used with both Gifted
fifth-grade students and Chapter I fifth-grade students. While the
gifted students extended and individualized their projects in ways the
Chapter I class did not, it was successful with both groups. The
activity is appropriate for a 20-35 member intermediate class. |
The Students: |
The Staff: Leah Ann Sapp de Aladro has been
with Dade County Public Schools for the past five years. She is the lead
teacher of the Atlantis Gifted Center at Charles R. Drew Elementary.
She was a nominee, in both 1991 and 1992, for a Presidential Award for
Excellence in Teaching Math and Science. Previously awarded grants
include a Chapter II grant in 1992. |
What You Need: Materials And Facilities,
Materials required are scissors, rulers, tape, tag board and colored
pencils. Outside
Resources, No outside resources are necessary. |
Overall Value: Too often we use textbook
exercises and a few demonstrations to teach measurement. Activities that
tie in concepts and require the integration and application of
knowledge and skills are integral to meaningful learning.The Ratio Race
Track uses and, thus, provokes actively engaged learning, hands-on
interrelated activities and fun. |
Standards: |
The Reading And Writing Correlation |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: By using word cards and
pictures, this project stimulates thinking and increases reading and
writing skills. Working first as a whole class and then in small
groups, students - -unscramble words -add punctuation to build
sentences -draw pictures to illustrate the meaning of their sentences.
-work independently to create sentences and complete unfinished
pictures. Project variations include unscrambling and solving math
word problems, replacing words with synonyms, even unscrambling an
entire paragraph. Students: This project was developed for an
augmented first grade class. It can be adapted for different age groups
and ability levels. |
The Students: |
The Staff: Christine Turner attended Daley
College, majoring in journalism. She received her BS from Chicago State
University. She taught for two years in the Catholic School System and
has taught in Chicago Public Schools for three years. |
What You Need: Materials And Facilities:
Basic classroom materials such as a chalkboard, chalk, paper, pencils
and crayons are needed, as well as word builder cards, pocket charts and
a workbook with picture illustrations and scrambled sentences.
Outside Resources: Teacher aides and parent volunteer coach in the
classroom. At home, parents help their children unscramble words in
homework assignments. |
Overall Value: Students actively form
meaningful sentences, increasing their vocabulary and thinking and
comprehension skills while having fun. The project integrates subject
areas and lets children successfully work together. |
Standards: |
THE REAL KING ARTHUR: REALITY MEETS ROMANCE |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: What do Dark Age warriors, 15th
century English aristocrats, and 20th century teenagers have in common?
Larger-than-life characters have captivated all of them; reflections of
the best and the worst humanity has offered us. King Arthur's heroic
exploits have captured imaginations for over one thousand years. This
simulation allows students to examine the historic King Arthur by
becoming immersed in a Dark Age or Medieval society. Later, when they
read Sir Thomas Malory's Morte Darthur, they will be able to see the
evolution of this hero as a reflection of changes in the contemporary
society.
This fifteen-day activity uses the discovery learning process; students
assume roles based on a British Dark Age or Medieval society, design
their own research questions and discover the results in consultation
with the teacher and a team of experts before the literary unit begins.
Students are encouraged to choose roles according to their individual
strengths and learning styles. Research surrounds King Arthur's world as
it was before the Battle of Badon, his greatest victory. The final day
of the simulation is devoted to a re-creation of the storming of Mount
Badon.
Teacher-directed instruction is supplemented by student-directed
cooperative learning and independent study. Students working
independently join small groups for brainstorming, peer editing, and
presentation rehearsals. Information is presented through written and
other visual modes, kinesthetic modes, oral/performance activities, and
examination of artifacts.
Teacher assessment is continuous based on student research log entries,
observing questioning and problem solving techniques, and final
presentations. Rubrics are used to record mastery of essential skills.
Students provide self-evaluation information based on a series of
critical questions asked during the simulation, an analysis of their
progress, and an examination of their videotaped final presentations.
|
The Students: Fifty-four vocational-technical
high school seniors at average or above-average ability levels have
participated in this program. Variations on this program are appropriate
for grades five through twelve.
|
The Staff: Patricia Hans Norwich Regional Vocational Technical School, Norwich |
What You Need: Topographical maps of Britain,
material on Dark Age and Medieval European history, calligraphy and
other art supplies, camcorder.
|
Overall Value: This project allows students
to become working partners with the teacher and their peers, creating a
collegial atmosphere that permits students to take educational risks.
Each student uses his strengths to create, to experiment, and to freely
exchange views. Not only do students achieve high levels of
independence; they develop the persistence to complete difficult goals
that they have set for themselves. They are ready to meet and judge
Malory's heroes and heroines from the context of a 15th century society,
eager to note how and why a leather-clad warrior evolves into to a
knight in shining armor.
|
Standards: Positive Self-Concept Motivation
and Persistence Intellectual Curiosity Writing; Speaking, Listening,
and Viewing; Learning
|
The School-Based Weather Station |
Category: Science |
Grades: 13 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Materials for The School-based
Weather Station include Davis instruments (precision weather
components), a modem, computers, and related texts and references. One
teacher and a supervisor were involved in the project. Regular access
to computer facilities is necessary. |
Overall Value: "The topic of weather is
inherently interesting to students; they readily involve themselves in
projects in which they can immediately apply what they learn," note
Vodicka and Goodman. Students are aware that the success of the station
depends on them. Their ability to work together as a team and to
operate and care for expensive, sophisticated equipment gives students a
sense of autonomy and personal achievement. |
Standards: |
The Scientists Through the Ages
Convention |
Category: Mathematics |
Grades: 8 to 14 |
How It Works: In spite of many wonderful
science class experiences, for the most part, students still equate
science with a school class and not with real life. Asking my students
what scientists they can name usually only solicits two or three
names - Einstein, Newton, Galileo. In order to expand their knowledge
base of scientists, scientific fields of study and to combat their
stereotypical images of scientists in general, students are invited to
participate in an annual convention of eminent scientists.
Participation in the project requires that students research the life
and work of one particular scientist. Wile students can be given
their free choice of who to research, my students choice is limited
to scientists who share their same birthday. Each student is given an
"invitation" to the convention which lists the requirements for the
project and convention presentation. The requirements include: a
timeline, personal journal entries, a newspaper article or magazine
interview, an epitaph, a caricature or collage, a business card, a
summary of the time period (politically, socially, technologically,
etc.) In addition to the personal and professional information, the
convention presentation must also include an experiment or
demonstration relating to the scientist's work. Throughout the
presentation, the student must BE the scientist.
Students are assessed with a rubric for all the requirements of the
project and presentation. Students are also asked to fill out an
evaluation of the unit. While developing this unit, some ideas were
adapted and expanded upon from an article in Science Scope (February,
'93) by Rebecca R. Dewey. Through constant research, I have developed
a database of over 2220 scientists and their birthdays. |
The Students: This learning
experience has
been
successfully used in junior high
with heterogeneous ability
level
science classes. Can be
customized to fit particular
classes
and grade levels, and
works very well as an
interdisciplinary unit.
|
The Staff: Classroom teacher |
What You Need: This learning experience is
carried
out in a regular classroom. A
packet of the materials and a
computer disk (Mac format) of
scientists birthday database is
available upon request. |
Overall Value: This learning experience
incorporates many interdisciplinary aspects; it necessitates the use
of library research skills, various communication skills, and allows for
all variety of learning styles, as knowledge gained is synthesized
and presented in various different products. It is the embodiment of
the Illinois Learning Standard for Science, Goal 13: Understand the
relationships among science, technology, and society in historical and
contemporary contexts. By investigating and reporting as the
scientist to their peers, students realize that: science is indeed a
human endeavor; that all of our scientific knowledge to date is the sum
of many contributions from diverse scientists over a long period of
time; that science is continually changing and evolving; that it is
integrally tied to solving human problems and is the impetus for
emerging technologies. |
Standards: |
The Soaring Pelican: Rebuilding the 1878 Ritchel Airship |
Category: Science |
Grades: 8 to 14 |
How It Works: Guiding Principles: #2
Students communicate effectively in math and science #7 Students
attain and apply essential knowledge and skills of mathematics and
science
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. S1 Analyze research or
other literature for accuracy in the design and findings of experiments.
2C: Students use models to communicate effectively in math and
science. M1 Make and use scale drawings, maps and three-dimensional
models to represent real objects, find locations and describe
relationships. M4 Draw pictures and diagrams to solve some types of
problems. 2F: Individually and collaboratively students use effective
communication techniques. S1 Identify tasks, formulate groups, and
assign roles to accomplish tasks. 7.1A: Students understand and
demonstrate number sense. M2 Apply concepts of ratios,
proportions, percents and number theory in practical and other
mathematical situations. 7.1E: Students understand and apply concepts
from geometry. M3 Use the appropriate geometric tools and measurements
to draw, measure and construct two and three dimensional figures.
M5 Create, compare, classify and draw two
dimensional shapes and representations and three dimensional figures.
M9 Examine applications such as surface area, volume, capacity,
tessellations, golden ratio and the Fibonacci sequence. 7.2I: Students
understand the motion of objects and how forces alter that motion. S4
Describe how forces affect fluids (air, gas displacement, and
Bernoulli's Principle).
The Approach THE SOARING PELICAN marshals students academic,
intellectual and constructive skills to create and operate a full-size
and mechanically faithful replica of Ritchel's 1878 flying machine.
During the project, students gain expertise in applied mathematics and
physical science, learning how ideas can be quantified, turned into
engineered plans, and put to use in building a working aircraft.
Students use geometry, ratios, proportions, and an integration of
physical and chemical science, to reproduce the helium-lift airship's
historic design. They create a scale model and then construct a
full-size working replica.
Student engineers perform all construction and technical assembly,
meeting the design challenges inherent in the task. Students manipulate
geometric tools and formulas to create a functional design. They use
their knowledge of area and volume to ensure that the lifting envelope
contains enough helium to raise the machine and the operator.
Simultaneously, students explore the science research on the behavior
and displacement of gases, Boyle's Law, chemistry, lift, Bernoulli's
Principle, and general aviation. Students have hands-on experience in
using concepts from geometry to create two dimensional representations
and build three dimensional models, as well as building the real thing.
Assessment of student learning comes from a variety of sources.
Empirical data is used in the drawing of plans to construct models for
performance evaluation. Data collected from the scale model is
transferred to a full-size replica which should perform according to
design expectations. Assessment is also based on individual and group
explanation of the principles, concepts, and techniques essential to the
construction and operation of the airship. Much of the student work is
self assessed. Drawings and plans have to meet labeling and title
definition standards for clarity. Models built from those same plans are
examined for accuracy and adherence to the scale and details of the
student's two dimensional drawing. Teams critique the assembly of their
own airship to see whether it matches or exceeds other teams' standards.
Realization that a successful flight is the final goal strongly
motivates students to create a quality product.
Guiding Principles: #2 Students communicate effectively in math and
science #7 Students attain and apply essential knowledge and skills of
mathematics and science
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. S1 Analyze research or
other literature for accuracy in the design and findings of experiments.
2C: Students use models to communicate effectively in math and
science. M1 Make and use scale drawings, maps and three-dimensional
models to represent real objects, find locations and describe
relationships. M4 Draw pictures and diagrams to solve some types of
problems. 2F: Individually and collaboratively students use effective
communication techniques. S1 Identify tasks, formulate groups, and
assign roles to accomplish tasks. 7.1A: Students understand and
demonstrate number sense. M2 Apply concepts of ratios,
proportions, percents and number theory in practical and other
mathematical situations. 7.1E: Students understand and apply concepts
from geometry. M3 Use the appropriate geometric tools and measurements
to draw, measure and construct two and three dimensional figures.
M5 Create, compare, classify and draw two
dimensional shapes and representations and three dimensional figures.
M9 Examine applications such as surface area, volume, capacity,
tessellations, golden ratio and the Fibonacci sequence. 7.2I: Students
understand the motion of objects and how forces alter that motion. S4
Describe how forces affect fluids (air, gas displacement, and
Bernoulli's Principle).
The Approach THE SOARING PELICAN marshals students academic,
intellectual and constructive skills to create and operate a full-size
and mechanically faithful replica of Ritchel's 1878 flying machine.
During the project, students gain expertise in applied mathematics and
physical science, learning how ideas can be quantified, turned into
engineered plans, and put to use in building a working aircraft.
Students use geometry, ratios, proportions, and an integration of
physical and chemical science, to reproduce the helium-lift airship's
historic design. They create a scale model and then construct a
full-size working replica. Student engineers perform all construction
and technical assembly, meeting the design challenges inherent in the
task. Students manipulate geometric tools and formulas to create a
functional design. They use their knowledge of area and volume to ensure
that the lifting envelope contains enough helium to raise the machine
and the operator. Simultaneously, students explore the science research
on the behavior and displacement of gases, Boyle's Law, chemistry, lift,
Bernoulli's Principle, and general aviation. Students have hands-on
experience in using concepts from geometry to create two dimensional
representations and build three dimensional models, as well as building
the real thing. Assessment of student learning comes from a variety of
sources. Empirical data is used in the drawing of plans to construct
models for performance evaluation. Data collected from the scale model
is transferred to a full-size replica which should perform according to
design expectations. Assessment is also based on individual and group
explanation of the principles, concepts, and techniques essential to the
construction and operation of the airship. Much of the student work is
self assessed. Drawings and plans have to meet labeling and title
definition standards for clarity. Models built from those same plans are
examined for accuracy and adherence to the scale and details of the
student's two dimensional drawing. Teams critique the assembly of their
own airship to see whether it matches or exceeds other teams' standards.
Realization that a successful flight is the final goal strongly
motivates students to create a quality product. |
The Students: |
The Staff: |
What You Need: Classroom space, donated
sewing materials, cloth, lumber, tissue paper, balsa wood, and general
school supplies are utilized. Also necessary are classroom tools
including calculators, rulers, compasses, protractors, and calipers. In
construction, students use a variety of power and hand tools under safe
and supervised conditions. For full-size replicas, a generous donation
or supply of helium gas is needed. A cooperative janitorial staff and
administration is helpful. Volunteer parents with expertise in
engineering and museum references enhance the project. |
Overall Value: In this project, students take
a dream out of a book, find that they can apply measurements to that
dream, put it on paper, model it and turn it into a machine that flies.
Children realize that if they have the will, they can learn the skills
to make a dream a reality. Students work in self-determined teams with a
designated team leader to accomplish specified tasks and meet
construction goals. Students work together cooperatively - by evaluating
individual designs, fabricating and assembling the aircraft and
evaluating the final product under real conditions. Unforeseen problems
come under the scrutiny of informal teams who propose solutions and
apply them to the design under teacher guidance. With a common goal,
students realize that individual effort will determine the degree of
success met by the entire class in the final flight test. Youngsters
take on real engineering roles, set goals and control outcomes. THE
SOARING PELICAN shows them that flight isn't magic but a challenge to be
met - and the sky is not the limit. |
Standards: |
The Stay Steady Kids |
Category: Technology |
Grades: 5 to 8 |
How It Works: The StaySteady Kids is a
key-pal project that enables a class of third graders to use internal
technology to communicate with Nashville singer and songwriter, Michael
Lille. The project utilizes e-mail to connect Lille and the class in a
yearlong correspondence that teaches the students about communications
while integrating many elements of the curriculum.
The StaySteady Kids program integrates reading, writing, poetry,
geography, technology, music, and art. Creative projects were conceived
in these areas as the relationship developed between the students and
Michael Lille. These projects include creating a logo, developing a
webbage dedicated to The StaySteady Kids, producing a song at a
recording studio, and creating a children's book based on the lyrics of
one of Lille's songs. The project culminates with a classroom visit
from Lille followed by an evening concert and potluck supper. The
supper provides an opportunity for the students, families, and staff to
meet and talk with Lille and to share the project video and notebooks.
The concert is open to the public. |
The Students: One third-grade class of
twenty-six students participates in The StaySteady Kids. Their
continuous involvement revolves around a variety of activities, which
span the entire school year. The class of students (from the first year
of the project) is included in selected activities. |
The Staff: The program was developed and
implemented by the classroom teacher and band director at the school.
The support of the principal and flexible scheduling allows for this
collaboration. Various colleagues whose participation and interest
contributed to the program provide additional support. |
What You Need: The most crucial component of
the project is computer and Internet access, which is provided in every
classroom of the school. Additional resources include a video camera, a
multimedia Macintosh computer equipped with Avid Cinema video editing
software, a camera, supplies for record keeping, art materials, and
audio equipment used to study the lyrics and music of Lille.The
StaySteady Kids thrives as a direct result of the commitment and
enthusiasm of singer/songwriter Michael Lille. His participation is the
heart of the project. The services of a sound engineer and equipment
are needed for the final concert. Parents organize the potluck dinner
as part of the culminating event, and serve as chaperones when needed.
Appearing on a nationally syndicated radio show and producing a single
at a recording studio contribute to the overall experiences for the
students. |
Overall Value: The StaySteady Kids project
created a heightened awareness and interest in technology as the
students developed an understanding of the World Wide Web and e-mail as a
powerful communication tool. The relationship that evolved between the
students and Lille focused on their learning, themselves, and their
peer interactions. The teaming of teachers from different disciplines
brought a new dimension to the classroom. The modeling of cooperation,
flexibility, humor, and willingness to share responsibilities among the
teachers set expectations for similar behavior in the students |
Standards: |
THE STOCK MARKET REVISITED - A MULTIMEDIA APPROACH |
Category: Mathematics |
Grades: 10 to 14 |
How It Works: This multimedia approach to the
age-old stock market project brings students' enjoyment of math a step
closer to reality. After an initial introduction to the stock market
and how it works, students begin their investigations of companies
through the use of the Internet. After carefully justifying why they
want to buy certain stocks, they purchase five stocks using $10,000
worth of play money. In the spreadsheet phase of the project, students
enter information about their stocks in order to expedite the automatic
calculation of costs, brokerage commissions and updates. Students
update their holdings monthly, and maintain graphs on the progress of
their stocks. Materials pertaining to each team's efforts are
maintained in a portfolio so data can be recreated from newspapers and
other documentation, if problems arise. Evaluation of the project is
based on each team's organization, how they follow instructions,
mathematical calculations, rationale for stock purchases, use of the
spreadsheet, and monthly updates. Additionally,the careful design of an
overall grading rubric and form for students to fill out indicating how
their stocks are performing brings the student actively into the
grading process. |
The Students: The Stock Market Revisited is
designed for Math 8 and Algebra I students. The basic difference between
the two is the rigor of expectations. |
The Staff: The classroom teacher performs the
majority of the instruction; however, the full potential of the project
can not be realized without the assistance of the media center and
computer lab staff. |
What You Need: The optimum would be for each
two-person team to have access to the Internet on a computer with print
capability. Each team needs access to a computer spreadsheet and a
portfolio or two-pocket folder for their materials.A visit from a
stockbroker can lend even further credibility to the project. |
Overall Value: This project includes a number
of county and state objectives for Math 8 and Algebra I. Application
of advanced computer capabilities (using the Internet), using
spreadsheets, developing equations, working with percents, and being
able to articulate mathematical concepts are examples. This project
applies to other curriculum areas such as English (the drafting of
business letters) and civics (economics). Finally, the project provides
students with an interesting real-world application for many math and
math-related concepts. |
Standards: |
The Teenagers' Travel Guide |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
THE THEME PARK - AN INTERDISCIPLINARY PROJECT |
Category: Science |
Grades: 11 to 14 |
How It Works: "The Theme Park" requires each
student, working as part of a four-member group, to assume the role of a
prestigious design firm partner and take on the responsibility of
designing and constructing the most spectacular theme park anywhere in
the world. The design firm partners select the theme for the park which
has a feasible design. The four phases of the design take three months
to complete.
"Phase I - The Proposal" includes: (1) a letter on the design firm's
letterhead stating the theme, makeup, and desires of the firm for its
park; (2) a researched explanation of the firm's ideas for its park,
including a map of its location, detailed historical and present-day
background of the area, and all finite details for the theme park's
operation; (3) a researched, step-by-step process of how the design firm
went about attaining the rights to develop and construct a theme park
at the location the design firm desired, and (4) a true-to-life timeline
for the contractor to complete the work.
"Phase II - Planned View Drawing" includes: a to-scale, planned
two-dimensional drawing of the entire theme park with all of its
attractions and landscaping.
"Phase III - The Model" includes: a working model of an attraction that
shows movement with the use of today's technology, and a researched
explanation of how the ride works.
"Phase IV - The Presentation" includes: a presentation in front of the
"Theme Park Board of Directors" during which all four partners must
"sell" their theme park idea.
|
The Students: Approximately 200 freshmen,
comprising all ability levels, have participated in this program. It is
appropriate for grades nine through twelve. Students are arranged by
ability into four-member groups, each of which is assigned a mentor
teacher.
|
The Staff: Jennifer E. Borck, Betsy Ford,
Eugene Lalli, Sheila Madeux, Robert Nicolari, Jacqueline Ormiston,
Harley Stewart and Thomas Taylor Brookfield High School, Brookfield
|
What You Need: A well-equipped library media center; brochures from an amusement park; guest speakers.
|
Overall Value: The project provides students
with countless skills, as well as overall knowledge in the area of theme
park planning and design. Some of those skills include: time
management, cooperative learning, business proposal writing,
researching, financial budgeting, problem-solving, to-scale drawing, use
of technology, and written, oral, and visual presentation. Furthermore,
the project brings the community and school together, not only in the
preparation stage but also in the presentation stage. Finally, one of
the most important concepts is the growth seen in the students'
self-worth and respect for their peers.
|
Standards: Interpersonal relations; positive self-concept technology use; problem-solving
|
THE THOMSON FAMILY FORTUNE: WHO GETS IT |
Category: Science |
Grades: 7 to 14 |
How It Works: This project is designed to
help students understand basic concepts of genetics and to visualize how
a particular trait is passed on from one generation to the next.
Students apply principles of genetics to solve the genetic puzzle of the
fictitious Thomson family. Solving the puzzle leads students to the
beneficiary of the family's multi-million dollar fortune. As
students enter the classroom, they are handed an ornate invitation
addressed to one of Geoffrey Thomson's ten nieces and nephews. The
invitation is to the reading of Geoffrey's will. Assuming the role of a
niece or nephew, the students attend the reading of the will. They are
surprised to find out that their uncle has left a video will, and they
are able to see him one last time. In the will, Geoffrey explains that
following family tradition he must leave the fortune to one person only.
And since he was interested in genetics, he chose the person who has
both "family traits" like he did. But, instead of naming the person, he
challenges the heirs to create a family pedigree chart and trace the
traits of brachydactylia (short fingers and toes) and widow's peak
through the family to determine the beneficiary for themselves.
To complete this challenge, students work with a partner and are given
an envelope of clues that provide information about the relationship
between family members as well as the two traits. Working together,
students analyze and sequence the clues. >From these clues, each
student creates a pedigree that includes the name of each individual,
the observable trait (phenotype), and the actual combination of genes
the individual has (genotype). By completing the genetics of each trait,
students identify the lucky beneficiary.
|
The Students: |
The Staff: Carol Aksterowicz
|
What You Need: TV/VCR. |
Overall Value: Students develop their
understanding of genetics by applying the basic concepts and language of
genetics to create the Thomson family pedigree. By reading the clues,
students evaluate the information and organize it into a pedigree chart.
Students read, interpret, and draw conclusions from the pedigree chart
in order to decide who inherits the family fortune. Students are
motivated by the idea of solving the puzzle and anticipate the day when
the lawyer opens the gold sealed envelope left by Geoffrey, revealing
the beneficiary. This activity is an alternative to students'
researching and constructing a pedigree of their own family. By creating
a pedigree, students can see how a pattern of inheritance for specific
traits can be traced.
|
Standards: Reading Qualitative Skills Reasoning and Problem Solving Motivation and Persistence
|
The U.S. Abacus (Arithmetic Machine for Cooperative Learning) |
Category: Mathematics |
Grades: 1 to 14 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: There are three versions of
the U.S. Abacus set: Economy ($10.00), Regular ($15.00), and
Sophisticated (($30.00). They are safe, easy to use, and can be
demonstrated in minutes. No other, materials are needed. |
Overall Value: Because the set is fun to use,
students have shown increased interest and concentration in mathematics
learning and their performance has noticeably improved. It easily
attracted the interest of special education teachers and students at the
school. "All teachers and most students feel that this is a better
teaching aid than others performing similar functions. Many teachers
requested sets for their children," said Zhang and Chen. |
Standards: |
The Unsinkable Titanic Has Sunk |
Category: Mathematics |
Grades: 7 to 10 |
How It Works: The Unsinkable Titanic Has Sunk
is a hands-on approach which uses this historical tragedy to teach
concepts such as density, buoyancy, Archimedes' Principle and other
related concepts. This project captures students attention because
students must actually construct models, draw timelines, and create
bulletin board displays that demonstrate these scientific concepts.
For one activity, students draw, using construction paper and other
materials, a timeline that contains the series of events that led to the
destruction of the Titanic. This timeline must also include the
specific concept that correlates to each event on the timeline. Students
also write original stories on how this terrible loss might have been
prevented. As a culminating activity, students design and construct
the iceberg and the Titanic using the correct proportions and concepts.
The drawings are displayed on the bulletin board of the classroom.
Students share this display, their timeline and other work, and what
they have learned with parents and community members, as well as with
students within the classroom. This sharing takes place on a special day
set aside for discussion of,"The Unsinkable Titanic." DCPS Major
System Priorities: Achievement, Critical Thinking, Parental
Involvement, Blueprint 2000 Goals: Student Performance, Learning
Environment, The Students: This project was implemented with middle
school students. It can be, adapted to any classroom setting or age
group. |
The Students: |
The Staff: Maria Horta has a bachelor's
degree in biology. She is a second year teacher and was a nominee for
1991-1992 Sallie Mae Award. Mrs. Horta also received a mini-grant from
the Eisenhower Title One Grant Program. |
What You Need: Materials And Facilities: The
project can be used in any classroom setting. All it requires is a
bulletin board, construction paper, a stapler, markers and scissors.
Outside Resources: A visit from a marine scientist and a field trip to
the Museum of Science, when the exhibit Deep Treasures is on display can
serve as enhancing activities for students involved in this project.
Also MAST Academy students can be asked to act as classroom tutors for
the students. |
Overall Value: The Unsinkable Titanic Has
Sunk provides the means for creating an interesting, motivating
environment to introduce concepts such as density, buoyancy, and
Archimedes' Principle. Learning these and other related concepts will be
fun when taught through this project's creative and innovative
activities. |
Standards: |
THE VIETNAM WAR: CONFLICT ABROAD AND CONTROVERSY AT HOME |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: The Vietnam War was an American
tragedy that touched the lives of many during the middle of the 1960's
and early 1970's. The legacy of this war brought about years of
political strife, social unrest, and a general feeling of apathy for
both the military and the veterans who served during the war. Only
within the last five to ten years have Americans been willing to discuss
and/or question the United States' involvement in this quagmire called
Vietnam. Through this unit the student of the 1990's has an opportunity
to learn how and why the United States became involved militarily, and
how American society was unalterably affected by the war.
|
The Students: This unit provides a variety of
learning opportunities. The students progress through a series of
learning stations. Directions are given for specific research and the
booklet, "Vietnam War-Conflict Abroad and Controversy At Home." Days 2
through 7 are spent in the Media Center where students work in small
groups and complete eight stations as directed in the booklet. Days 8 to
10 are spent viewing a video and completing any assignments from other
stations. An interview of a person who was an adult during the Vietnam
War era is completed by the students outside of class time. Assessment
is ongoing as the students progress through the stations. Completeness
and quality of students' work is evaluated by the classroom teacher. The
graded booklets are returned to the students and used as a basis for
further discussion and expansion of each topic. An evaluation sheet is
completed by the students on which they rate the benefits of this
research unit.
|
The Staff: Colin Kiley, Theresa Ritchie, Robert Riley and Jane Townsend |
What You Need: 60's and 70's magazines and encyclopedias.
|
Overall Value: This study of the Vietnam War
provides opportunities for students to gain insight into one of the most
tragic periods of United States history. The design of this unit
incorporates activities which direct students to use a variety of
learning styles. Students participate in research using technology which
include computer searches on CD-ROM research databases, multimedia
presentations, audio/listening stations and the viewing of a video. The
poetry and music stations, along with the directed interview, provide
sensory activities that capture the students' interest and spur
emotional reactions. The interview results in a better understanding of
the Vietnam era on a personal level. Students gain an understanding of
the social and emotional impact of the Vietnam conflict on American
society in addition to learning the historical facts of the era.
|
Standards: Moral and Ethical Values Speaking and Listening Reasoning and Problem Solving
|
THE WAY WE WERE |
Category: Social Studies |
Grades: 2 to 6 |
How It Works: Experience is the best teacher.
During a four week period, a class of second graders uses
writing-to-learn strategies to explore and experience life in an early
1800's New England farming community. The project was developed by a
classroom teacher and a special education teacher (L.D. Resource) and is
implemented as an inclusion activity. Every student adopts the
lifestyle of a child from the 1830's, complete with a new name and a new
family. The children are all members of one of four families: the Rice
family, the Harwood family, the Shepard family, or the Wheelock family.
They explore the areas of work, play, and education.To develop
background information, students watch videos from old Sturbridge
Village and read The Ox Cart Man by Donald Hall. They also listen to
excerpts from diaries of children from the 1830's. Each child is given a
list of facts about his or her new character. Using these facts and the
new background information, each child writes a description of the
1830's lifestyle. Working with their new siblings, students
cooperatively answer questions comparing their 20th century lives with
the lives of their 19th century counterparts. They compare work, family
roles, clothing styles, school, leisure time activities, and technology.
|
The Students: Informal assessment is ongoing
throughout the unit. At the end of the unit, students dress in their
handmade period costumes and pretend to go through an 1830's school day,
playing their new characters. They prepare for a visit from the
district supervisor, who one day arrives in costume and quizzes students
on their cyphering and recitation skills and checks their simulation
journals for use of accurate information. Learning is further assessed
through the construction of posters, silhouettes, alphabet books, and
horn books. In addition, the students identify gender roles in the
1830's by classifying pictures.
|
The Staff: John Goekler and Mary Lou Rogers |
What You Need: Videos from Sturbridge Village. |
Overall Value: The inclusion approach makes
it possible for all students to share in all aspects of the project.
Students learn about life in rural New England in the 1830's. They use
important writing-to-learn strategies, such as simulated journals,
autobiographies, graphic organizers, and history logs. Most importantly,
every child feels a part of our new community.
|
Standards: Sense of Community Writing
|
THE WHOLE EARTH CLASSROOM: TEACHING THE 4 R'S |
Category: Science |
Grades: 3 to 5 |
How It Works: Young children become "social
reconstructionists" eager to instruct others about the importance of
reducing, reusing, recycling, and rethinking after they've hugged a
tree, made paper, and found new uses for reused lunch sacks.
Lessons about the environment are introduced using literature such as
The Giving Tree by Shel Silverstein, A Tree Can Be by Judy Nayer, and
the song Los Arbolitos, sung by Linda Ronstadt. Math skills are
developed as children count and categorize trash in school waste
baskets. Student-designed posters explain how recycling saves energy.
In their journals, children summarize and evaluate the steps they have
taken to keep Planet Earth healthy. |
The Students: The project was initially
implemented with a primary class (K-3) of 25 children; it is adaptable
for other ages and achievement levels. |
The Staff: Elsa Ortiz is a new teacher at
Sawyer School. She graduated from the University of Illinois at Urbana
and is working on a masters degree in bilingual education and reading. |
What You Need: The following items are needed
to implement this project: trade books on environmental topics,
classroom art supplies, waste paper, magnifying glasses, a blender,
rolling pins, large water tubs and wooden frames (which will fit inside
the tubs), musical tapes. A field trip to the Chicago Children's Museum
adds to students' understanding of conservation; the Internet can be
used to research the history and process of paper making. |
Overall Value: These hands-on experiences
help students to view the earth as a precious gift which is theirs to
honor and protect. They develop the abstract thinking skills needed to
analyze, evaluate, and hypothesize about an individual's role in society
and how they can make an impact to reduce threats to the environment. |
Standards: |
The Winning Combo: Math and Literature |
Category: Mathematics |
Grades: 3 to 6 |
How It Works: Every teacher knows that
tactile learning enhances auditory and visual instruction. This project
pairs special education students with first graders to explore
mathematical concepts using literature. Children read stories that
involve time, money, measurements, patterns, and addition and
subtraction, then engage in activities based on the stories. They keep
math journals in which they describe the math concepts they've learned
and their story-based activities. |
The Students: Forty students from six to
eleven years of age, in first grade and in special education primary
grades, participated in the project, which can be adapted for older
students.
|
The Staff: Rose Sharon has taught for 16
years, holds a BA in Special Education, and masters degrees in Learning
Disabilities and Public Administration. Amy Pagani has taught for five
years. She holds a BA in Chinese Literature, an MAT in Education, and
is a doctoral student in Curriculum and Instruction at the University of
Illinois-Chicago. |
What You Need: The following items are needed
for this project: books with math themes, various math manipulatives,
"Judy clocks," pretend money, ordinary classroom supplies.
|
Overall Value: The hands-on activities
provide an exciting and stimulating environment in which to explore and
extend math concepts. Students who often have trouble learning in more
traditional instructional settings are able to learn and apply math
concepts to "real life" situations.
|
Standards: This project coordinates with the first semester goals for math in the first grade for the 1999-2000 school year |
The Witt Agency |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
The Write Stuff - A School Newspaper |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: All students in the junior high
are involved in the year-long production of a school newspaper.
Students focus on perfecting their written work because they know the
newspaper will be read by everyone in their school community. A core
group of students from each grade meets for more intensive instruction
in journalism. Activities are geared to stimulating interest in more
organized, clear and effective writing. They include: learning about
major Chicago newspapers - reviewing format, reading student guides
(resource list in project packet), taking a field trip to a newsroom and
production center, hearing from journalists, editors or other news
staff people, interviewing reporters by phone or in person, receiving
instruction on the basics of good writing and writing styles, |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Themes Made Easy! |
Category: Classroom Management/Intergroup |
Grades: 2 to 2 |
How It Works: This project provides a vehicle
for teachers to integrate several disciplines into one academic unit,
thus, creating a theme approach for learning. The project uses a
variety of,"central themes" with each theme being taught through lesson
plans that include work in reading, science, math, art, writing and
more. For example, using bears as a theme, teachers can have students
read Brown Bear! Brown Bear!. Children read the book, then use math
skills to make and sort bear patterns, use art skills to create a teddy
bear puppet, and use writing skills to create stories about what bears
do at a sleep-over. Another example is the use of butterflies as a
theme. First, students read the story The Hungry Caterpillar, then
students discuss the scientific aspects of the story (i.e. the
transformation from a caterpillar to a butterfly), and then, using art
skills, students draw a butterfly. Thus, by using THEMES MADE EASY,
teachers can cover many disciplines and use a variety of hands-on
techniques to reinforce the lessons presented each day. DCPS MAJOR
SYSTEM PRIORITIES, Achievement, Critical Thinking, BLUEPRINT 2000 GOALS,
Student Performance, Learning Environment, THE STUDENTS, The project
was designed for kindergarten students. The majority of the students
were designated as ESOL. However, the concept can be expanded to all
regular classes and other grade levels. |
The Students: |
The Staff: Laura Lisowski has 11 years with
DCPS. Her expertise is in early childhood and primary education. While
participating in a math and science pilot program, she received a
specialist's degree in education from the University of Miami. She
received her master's degree in early childhood education from Nova
University. Ms. Lisowski was nominated for Teacher of the Year and is a
1992-1993 Impact II Developer. |
What You Need: MATERIALS & FACILITIES,
This project can be replicated in any classroom setting. A complete kit
of activities has been developed for future adapters. Supplies such as
poster boards, construction paper and Xerox paper may be purchased at
minimal expense. OUTSIDE RESOURCES, Outside resources are not
essential for the success of the project. |
Overall Value: By using thematics, teachers
will not only be on the cutting edge of educational reform, but will
witness how much easier teaching is using a theme approach. Students
will enjoy the lessons and remember them long after they are finished. |
Standards: |
Thinking Hats for Thinking Habits |
Category: Classroom Management/Intergroup |
Grades: 8 to 14 |
How It Works: Thinking Hats for Thinking
Habits is a tangible, multiperspective approach to developing the skills
of thinking. Educators often resort to,"think...just think" as the
summation of direct instruction in the process, although research shows
that sound intellectual development is dependent on and enhanced by
concrete experiences. In this project, various modes of thinking are
recognized, discussed, and understood through the use of six colorful
hats, each indicative of a particular style of thinking. During tactile
experiences, students use and think in the six perspectives. After each
session, they are asked to teach someone at home to use the skills for
thinking. By these means, students develop a repertoire of mnemonic
aids for clear, appropriate thinking. The color code for the hats
includes: 1) the tan hat is factual thinking, utilizing their senses.
2) The purple is the feeling hat, when emotions can be shared. 3) The
yellow is the positive statement hat, the,"what doesn't work." 5) The
green is the creative hat of possibilities, dreams and hypotheses. 6)
The blue determines which hat is appropriate for a given issue, task or
problem. Thinking Hats for Thinking Habits challenges students to
develop excellent skills for lifelong thinking. DCPS MAJOR SYSTEM
PRIORITIES: Critical Thinking, Intergroup Relations, Achievement,
Parental Involvement. THE STUDENTS: Students of all ages profit from
this project. It is especially appropriate for upper elementary, middle
and high school students. Over 150 middle school students have
participated in the project during 1989-90 and 1990-91. The initial
instruction took approximately 12 hours, which included designing and
practicing the thinking perspective of each hat. Subsequently, the hats
were infused into the total curriculum. What evolved was a
student-initiated emphasis on clear, appropriate thinking when students
approached issues and tasks in World Cultures, Civics, American History,
Language Arts, Reading, Creative Writing and Science. |
The Students: |
The Staff: Penny Wallin has taught from the
preschool to the college level during her 20 years as an educator.
Currently, she is completing a doctorate degree in Child and Youth
Studies at Nova University, while serving as Lead Teacher at the Mays
Magnet Center for the Arts and Humanities. |
What You Need: MATERIALS AND FACILITIES: The
project can be conducted in any classroom setting. It is vital that
students actually make their thinking hats and have the six hats
visually displayed in the classroom for reference throughout the year.
OUTSIDE RESOURCES: After the introductory phase of the project, any
field trip or project is enriched through utilization of the thinking
hats perspectives. |
Overall Value: The project enables students
to become excellent thinkers through the cognitive and affective
thinking hats. Providing the tools with which to reason is an enduring
contribution for immediate academic purposes, as well as for future
living. |
Standards: |
Thinking Like a Mathematician |
Category: Mathematics |
Grades: 9 to 12 |
How It Works: Thinking Like a Mathematician
introduces students to the way real mathematicians work and the methods
they use, teaching the content of geometry through the medium of the
computer and the methods of cooperative learning. The first component
of the program is the Geometric Pre-Supposer software by Sunburst
Communications. This software not only allows students to create
points, line segments, angles, and various geometric figures but can
also measure any of these. Because students are freed from the often
tedious process of measuring, they have more time to compare and
evaluate the measurements and to create and test hypotheses. The second
important aspect of this program is that students work on computers
every other day. This kind of a schedule provides time for in-depth
group sharing and discussion. The third component of this experience is
the cooperative learning approach. Students find that working at the
computers in pairs makes their work easier and their problem solving
more effective. No one student or pair of students can make all the
necessary observations leading to a hypothesis or problem solution.
They need to work together! Finally, students are continually made
aware of the skills they are learning and practicing: higher level
thinking (analysis, synthesis, evaluation), researching, using the
computer, and working cooperatively. The Students: Fifteen gifted
seventh graders participated in this program for one class period for
4-8 weeks as a part of their regular mathematics class. This program,
however, could be used with students of average ability in grades 7-10.
It is especially appropriate for students with learning disabilities
because it replaces the small motor coordination usually needed in
traditional geometry units with visual-spatial manipulation of objects
using the computer. |
The Students: |
The Staff: |
What You Need: Materials Needed: One Apple
computer for every 2-3 students and the Geometric Pre-Supposer software
by Sunburst Communications are necessary to implement the program.
Overall Value: In their rush to excel, many students forget how to
think. By seventh grade, many have become highly competitive - striving
to receive the highest grade on tests and frequently refusing to work
cooperatively with each other. They believe that every mathematics
question has a single right answer and that there is only one way to
reach that answer. Thinking Like a Mathematician asks students to
analyze data and reach conclusions. Instead of doling out information
while students sit passively, the teacher facilitates the work of young
mathematicians. |
Overall Value: |
Standards: |
Thirdville: Economics and the Community |
Category: Mathematics |
Grades: 5 to 5 |
How It Works: 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. |
The Students: |
The Staff: 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. |
What You Need: Basic materials needed are:
checkbooks and registers, a rexograph machine, a movable cart for
circulating materials made in the store to various classrooms, arts and
crafts materials, a camera and film, a video camera and tapes, a VCR,
letter size envelopes, books, paper, and pencils. |
Overall Value: "Children are motivated by
this project, because they are given a chance to apply their academic
knowledge to everyday skills that we all need to acquire to survive in
today's world," observes Marks. Their interest and eagerness to learn
is reflected in improved attendance, better behavior in class, and
higher test scores in reading and math. "Parents have remarked that
they have noticed changes in their children at home," she notes. "Some
children have been aiding their parents in balancing their checkbooks!" |
Standards: |
Thirteen Stars For Thirteen States |
Category: Social Studies |
Grades: 9 to 10 |
How It Works: Students are immersed in the
events leading up to the American Revolutionary War. Through lectures,
class discussion and individual research they examine the geography,
sociology, economics and government of the first thirteen colonies.
In this project, students are actively involved as they: prepare a
time line of events during the Revolutionary period, learn songs and
poems about the era, make costumes, write and perform plays about the
period, write letters to Native American children in another state
Students: The project was developed for a seventh grade class, but it
is adaptable for students at other age and ability levels. |
The Students: |
The Staff: Jayne A. Swiatek holds a BA in
Education from Chicago Teachers College, an MA in Education from Loyola
University and a Doctorate degree from Nova University. She has
received numerous awards and is a teaching Assistant Principal at Reilly
School. |
What You Need: Materials And Facilities:
Social Studies texts and research materials are needed, as well as
transparencies and an overhead projector, a phonograph, tape recorder
and a camera. A cam corder is also useful. Outside Resources:
This project is enhanced by a visit to the Chicago Historical Society,
pen pals from a Native American school, guest speakers from the Field
Museum and/or a local Native American community. |
Overall Value: Students learn the major
factors that contributed to the American colonists' desire for
independence. This knowledge also helps them understand and interpret
current world events. |
Standards: |
This Is Your Life |
Category: English/Language Arts |
Grades: 5 to 6 |
How It Works: "This Is Your Life" is an
innovative Fall,"getting to know you" activity that I have used with
great success for several years. As soon as my principal releases the
class lists, I eagerly telephone each child to introduce myself. During
our (usually) animated conversation, I describe the timeline that they
are to bring in on the first day of school. A word to the wise, you had
better describe this timeline to a responsible adult after you have
finished the,"child chat." The directions must contain this
information: Timeline is to be horizontal. The scale is 1 foot equals 1
year of life. Use adding machine tape or calculator paper
approximately 3-inches wide. A good substitute is typing paper cut into
3-inch wide strips. Remind them that 1 year = 1 foot. There should be
at least 1 photo per year. (So far, I have not lost a single family
photo.), Write a few key words and dates to aid the child when he/she
explains Timeline to us. Magazine or hand-drawn pictures may be
substituted for actual family photos. I usually tell the parents that
this will be a chance for the two or three of them to experience
some,"quality time" together (buzz word of 90s). I also warn parents
that there may be some surprises in this trip down memory lane - e.g.
Suzie Q may not even remember that expensive trip to Disney World that
the family took when she was almost 5. The trip that impressed her most
that year was 15 miles away to Playland Park Pony rides. These
Timelines stay up through Open House when parents may carefully remove
all these precious family photos and take them home. During the first
three weeks, I try to set aside 30 to 45 minutes for,"sharing" time.
Children vie for the honor of explaining their own,"life," creating a
wonderful opportunity to encourage their positive self-images and awaken
pride in their own families. The children practice effective
extemporaneous speaking, techniques Ñ voice projection Ñ eye contact
with audience. Each child may choose as a pointer either the
traditional yard stick or a graceful, peacock tail feather. At the
close of their presentation, they open the floor for questions. Always
interesting!, While the inception of this project is in the Fall, its
influence spans the entire year. All curriculum discipline are
inevitably drawn into their,"lives." For example, one math activity
occurs as we develop a, variety of graphs to record numbers of boys,
girls, native Houstonians native Texans, blue eyes, brown eyes, hazel
eyes, pets, siblings, etc. Since most textbooks now utilize Timelines
as instructional graphics, this program makes that tool more meaningful.
In social studies, map skills are developed as we locate birthplaces Ñ
a few are remote and exotic, thanks to oil company employers.
Vocabulary development occurs as we discuss terms such as
autobiographical, maternal and paternal. Creative writing/language
opportunities abound as curiosity is piqued about an extended family
member, a particularly unusual pet or an unfamiliar tradition. I
introduce the use of Venn diagrams for the inevitable compare/contrast
discussions of animal versus human life styles brought about by science
chapters on life sciences (a science essential element). Even music is
included since we begin each,"sharing" session with an enthusiastic, if
somewhat off key, version of,"Getting to Know You" from The King and I.
The Student: Over the years, I have used this program with grades 3 and
4, SIGHTS and regular classes. Usually I have 22 students of varied
ethnic, and economic backgrounds. The program could be easily adapted
through middle school. |
The Students: |
The Staff: The classroom teacher is the facilitator for the finished product, but, the child and parent share the initial construction. |
What You Need: Materials: Materials are
paper, pens, pencils, colored chalk, photos, glue or tape. Assembly is
at home. Outside Resources: Photo albums, parents memories, and other
memorabilia. |
Overall Value: This activity acts as a
catalyst to bring parents, children and the teacher together as we all
share these vivid, memories. The teacher will be better equipped to
understand Suzie Q's actions now that so much is known about each
child's background. The class feels more unified Ñ esprit de corps. |
Standards: |
THIS IS YOUR LIFE |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Wouldn't it be interesting to
be someone else for a little while and to create an imaginary person
whose life events are under your creative control? This is the question
proposed to Spanish III students to introduce a unit entitled "Esto Es
Tu Vida" ("This Is Your Life"). The unit was born from the observation
of students' fascination with their identities and those of their peers.
When choosing Spanish names at the beginning of the academic school
year, students pick original, unusual names and occupations.
This project was developed after realizing how important students'
self-concepts are to them. Students invent an imaginary individual (male
or female) and organize a "scrapbook" (written in Spanish) of a
person's life from birth to death. The life story is written as a series
of student-created newspaper articles and announcements including:
birth announcement, special school or athletic award article, graduation
notice, special event notice, and obituary. In addition, students
choose three other types of articles from a list of five choices.
Students find the familiarity of news article formats easy to model.
|
The Students: Students have class time to
write and revise their newspaper articles. A portion of the project is
dedicated to peer correction, in which each student reads another's
article and assesses it based on rubrics. The project culminates by
displaying scrapbooks in a "This Is Your Life" exhibit. Many students
choose to enhance their scrapbooks by including student-made birth
certificates, locks of hair, ribbons won by his/her persona, pictures of
him/herself as an infant, and graduation "diplomas." They go to great
lengths to make their imaginary persons' lives "come to life."
|
The Staff: Scott P. Dunn |
What You Need: Newspaper
|
Overall Value: Creating an imaginary person
and chronicling that life through a series of newspaper articles
satisfies three different criteria. First, this project empowers a
student to create another identity, evoking curiosity, and a positive
self-concept. Second, the scrapbook is an excellent vehicle for
evaluating the student's current mastery of various verb tenses. Third,
in order to be successful, this project does not require additional
outlays of funding or acquisition of extraordinary resources.
|
Standards: Positive Self-Concept Writing |
THIS ISLAND CALLED EARTH |
Category: Foreign Language |
Grades: 7 to 14 |
How It Works: "This Island Called Earth" is
an eight week multidimensional learning experience that integrates
problem solving, social studies, multicultural studies, social skills,
science, and art into a survival simulation. The focus of the project is
to elicit student responses to certain social and cultural stimuli and
to guide student reaction to planned "survival" situations.
Students participate, through the use of vignettes, in a simulation of
being stranded on a tropical island. The simulation begins when students
enter an international essay competition to become youth delegates to a
world conference for the furtherance of multicultural relations. Each
group of students assumes a role from a selected cultural background and
simulates living the part for two weeks prior to the start of the
"Island" activity. Students are exposed to styles of dress, food types,
common language phrases, monetary systems, types of government, and
other bases of knowledge that would enable them to assume the identity
of characters from a culture other than their own. Performance Based
Assessment is the primary evaluation measure of the students' learning.
Individual learning styles are addressed through small group instruction
and activities and cooperative learning through sharing. Student
"delegates" embark on a problem besieged trek to the island where they
are required to collaboratively use cultural awareness, critical and
creative thinking, problem solving, and team work skills to survive.
As each problem is presented through vignettes, appropriate
self-evaluative skill units are introduced for use by the students to
facilitate the process. The culminating activity is the production and
celebration of a video highlighting the island experience. |
The Students: The project is appropriate for
both middle and high school level students. Special Education teachers
implemented the original project. |
The Staff: Barbara Aichelman, Peter Baecker,
Cynthia Chiocchio, Paul Fitzgerald, Beth Hart, Joseph Janiga, James
McDermott, and Linda Sickle High Meadows School, Unified School
District #2, Hamden |
What You Need: Internet access, language
translators, art and craft supplies, video equipment, cultural
literature, teacher generated vignettes, and cooking supplies are
needed. |
Overall Value: The project serves to enhance
multicultural awareness in an effort to create a better understanding
and identification of cultural differences and similarities through
directed study and comparison. It also enables the participants to use
identified cultural similarities as strengths in a collaborative effort
to survive a complex series of simulated adverse situations by
incorporating the use of critical and creative thinking, problem
solving, and team work skills. Strands related to the Common Core of
Learning include: understandings and applications, interpersonal
relationships, cultural curiosity, skills and competencies, problem
solving, speaking, listening, viewing, and reasoning.
|
Standards: |
THIS LITTLE PIGGY WENT TO KINDERGARTEN |
Category: English/Language Arts |
Grades: 1 to 6 |
How It Works: "This Little Piggy Went to
Kindergarten" is an integrated thematic project in which kindergarten
students participate in a variety of activities involving pigs. In the
area of mathematics, students demonstrate their ability to identify and
count coins. They use pennies, nickels, and dimes to purchase straw,
sticks, and bricks for their pigs' homes from the classroom building
supply store. Students act out story problems, participate in making
graphs, and learn counting songs and rhymes.
The students are involved in literature based activities and listen to
many stories about pigs. They participate using interactive charts,
reciting poems, illustrating and completing story starters, and making
class books. Students practice sequencing skills, make predictions, and
participate in choral reading and dramatizations.
In the area of science, a "Picky Pig Table" allow the children to
explore their five senses while tasting a variety of foods that begin
with the sound of "p". Children work in cooperative groups to make
chocolate pudding "mud pies" and "pigs in a blanket " with hot dogs
wrapped in dough.
|
The Students: Opportunities for student
creativity as well as artistic expression occur as each child creates a
piggy bank using a wide variety of media and materials. Children are
actively involved in constructing the three pigs' houses out of straw,
sticks, and bricks, using shredded wheat, pretzels, and cinnamon gum.
Enthusiasm is evident as they role-play the story of The Three Little
Pigs. Art, music, physical education, and media specialists explore and
expand on activities with pig painting, songs, dramatizations, pig
games, and additional stories to enhance literature appreciation. The
unit concludes with a "Pig Out Picnic" involving all three kindergarten
classes. Prior to the "Pig Out Picnic," the students meet in cooperative
groups of four or five students to organize and pack their picnic
materials. Pictures are taken during the" Pig Out Picnic" and a
self-evaluation checklist is completed by each group. " Pig Out Day" is
concluded with the viewing of The Three Little Pigs.
|
The Staff: Maureen Aronson, Diane Clark and Nancy King Pomperaug Elementary School, Southbury |
What You Need: Various art supplies, cooking utensils, cooking supplies, picnic baskets, blankets and literature involving pigs |
Overall Value: This literature based
integrated project, developed in accordance with the Connecticut Common
Core of Learning allows children at all developmental levels to
participate successfully in all activities. Open-ended questions and
activities foster positive self-concept and self-esteem. All ideas and
contributions are encouraged and accepted. Pride in completing
challenging new skills such as cooking and cooperating with a group to
plan a picnic is evident. Experimenting with mud and utilizing senses at
the "Picky Pig Table" enhances intellectual curiosity. Predicting
outcomes of these activities helps children to demonstrate a questioning
attitude, open mindedness, and curiosity. The idea that the school
environment is a community working together is evident throughout the
unit. The pig theme is integrated with art, music, physical education,
and media classes. At the "Pig Out Picnic" all three classes share their
favorite songs and poems as they "Pig Out" on their own culinary
creations! |
Standards: Positive Self Concept Speaking, Listening and Viewing
|
THREE "R" REALTY |
Category: Mathematics |
Grades: 6 to 6 |
How It Works: You do not have to be a realtor
to learn from the wealth of skills offered in your local Multiple
Listing Book. "Three "R" Realty" is a unit composed of teacher-generated
activities that integrate reading, language, writing, mathematics, and
map skills, as they pertain to the fourth grade curriculum. This unit
was devised to motivate children to increase their skills utilizing an
alternate approach to the basic text.
Using the information provided in the Multiple Listing Book, students
familiarize themselves with new vocabulary and become aware of
adjectives and their role in developing good descriptive and persuasive
writing. An area map enables students to become familiar with their
local communities, while they develop the use of map skills. Children
develop interviewing techniques and work in cooperative groups as they
learn decision-making strategies. Utilizing information provided,
children make comparisons between homes, keeping in mind any extra
amenities that may persuade their buyer. Based on their findings,
students compose a persuasive letter to their buyer (teacher or another
student) convincing them that their choice is the best. Advertising
techniques are learned as children create their own ads. Students learn
how decimals are frequently used in the real world as they compare local
mill rates by rounding and ordering decimals, making line graphs, and
seeing how the mill-rate is used to formulate taxes. Children
demonstrate problem-solving skills as they formulate area and perimeter
for rooms, computing the cost of carpeting and molding to decorate a
home.
|
The Students: Approximately twenty-five
fourth graders have participated in the program each year. It is
appropriate for all ability levels and can be adapted to other grade
levels. Assessment is continuous and is geared to many different
learning styles and individual abilities. A portfolio is maintained on
each student; however the most important assessment is ongoing teacher
observations of students' enthusiasm |
The Staff: Dorothy Mancini West Woods School, Hamden |
What You Need: Local Multiple Listing Books (free), standard art supplies, teacher-prepared materials.
|
Overall Value: "Three "R" Realty" links what
students have learned to "real" world skills. While communicating,
listening, and interacting, children strengthen skills in
decision-making, drawing conclusions, and problem solving. Students find
comfort working with familiar areas, and gain an intense desire to
become more informed.
|
Standards: |
Three Rs in Kindergartner |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: The Three Rs in Kindergartner: Responsibility, Respect and Right Choices
is a year-long home/school character education program. Students are
regularly assigned as classroom "R-Rangers" to identify the three
specific core values as practiced by their peers, and acknowledge each
other for using them. The students are introduced to the three core
valuesresponsibility, respect, and right choicesthrough literature
books and related role-playing, lessons from our school's "Developing
Character" program and material from the Jefferson Center for
Character Education program. Gene Bedley's ideas are also used. Once
students demonstrate understanding of specific core value behaviors and
practice them in the classroom, the teacher selects two students a
week as classroom R-Rangers. They wear (and take home)
specially-designed red vests. They recognize peers who demonstrate the
behaviors using a clipboard with a checklist designed for their use. At
the end of each day, R-Rangers reward students they have identified
on their checklist with a red card. For example, an R-Ranger might say
to a peer, "Today in school I saw you being responsible by putting
your things away when you were finished with them." R-Rangers are given special recognition by having their pictures displayed on The 3 Rs in Kindergartner bulletin
board, as well as the Hall of Fame picture wall display. Students
not using the core values are motivated to begin showing these three
principles in their behavior so they can be R-Rangers. As a result of
the high level of motivation and excitement, students begin to develop
the vocabulary, habits and patterns of the desired behaviors. Each parent receives The Three Rs in Kindergartner
handbook, outlining the core value concepts, related classroom
activities, homework and family activities, plus a selection of ideas
from Frank Schaffer's Schooldays magazine, Creative Changes Inc., and
the "Developing Character" binder. Students also take home their red
cards. |
The Students: |
The Staff: Lynn has taught Grades K-4 for 13
years in North Dakota, England and Lompoc. She is the Process Mentor for
her school and as a part of that assigment implemented a schoolwide
character education program. |
What You Need: Red vests for R-Rangers, clipboards with checklists, red reward cards, The Three Rs in Kindergartner parent handbook, literature books that deal with the core value behaviors are needed for this program. |
Overall Value: Success is measured by
observing positive change in student behaviors, pride in recognizing one
another for target behavior, and by watching the children identify
core value behaviors outside the classroom in other students, family
members and storybook characters. The students build a caring
community as a result of this program. |
Standards: |
Through The Eye Of The Camera |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: Everyday classroom activities,
special visitors and field trips--all provide subjects for the teacher
with a camera. Using the photographs taken by the teacher, children
recall and sequence events, then dictate and write about, their
experiences. The stories are then shared with other classes and parents.
Photos are captioned and collected in a scrapbook in the reading
center for students' use. Selected photographs are enlarged and
displayed in the classroom. A pictorial history of the year is created
with the children in starring roles. Students: This project is
adaptable for grades K-8, Special Education, bilingual and gifted
students. Older students can become the photographers and reporters. |
The Students: |
The Staff: JoNelle Graber holds a degree from
Fort Hays State University, has done post graduate work and is a guest
lecturer at Wheaton College. She has taught elementary school for
twenty-three years. Some of her photographs have been published in area
newspapers. |
What You Need: Materials And Facilities:
The program requires at least one Polaroid camera, film and a photo
album. Selected photos can be enlarged on a color copier. A video
camera would add another dimension to the program. Outside Resources:
Any field trip can be captured on film. |
Overall Value: Children's language skills are
enhanced through the process of discussion, creative writing and
analysis of the photographed events. Self-esteem increases dramatically
when children see themselves,"Through the Eye of the Camera." |
Standards: |
THYME TO PLANT: MILLENNIUM, MUMMIES AND MAGIC |
Category: Special Education |
Grades: 7 to 10 |
How It Works: The purpose of this project is
to give students experience in becoming independent self-directed
learners while learning about plants vital to humans on earth. Students
grow, study, use and compare herbs as used in historic and contemporary
times. They develop unique projects that are used to present what they
have learned in a variety of creative ways.
Students tap existing knowledge through investigation of herbs in
society today. During science class students grow herbs and observe a
variety of growing conditions. After discovering what factors are
necessary for optimal plant growth, students apply these factors while
growing a sample of an herb that they have chosen to investigate.
Students research past and present uses of a selected herb, discovering
fascinating information about uses for herbs ranging from magic,
mummies, witches' brews, and incense to current research that will
produce miracle medicines from plants in the next millennium.
Students apply knowledge by creating a project that is interesting and
fun for their classmates. Homemade herbal cosmetics, potpourri, rose
sorbet, plays where the herb is the main character, puppet shows, games,
songs, raps, videos, and food demonstrations are some ways that
students choose to present their new knowledge.
|
The Students: Excitement about growing plants
and sharing discoveries has students bursting into the classroom.
Students assess their progress continuously by using rubrics and by
keeping a journal. The natural reaction of delight when others see
student projects is authentic assessment that promotes positive
self-esteem.
|
The Staff: Elaine Holcombe and Ruth Bortolan Timothy Edwards Middle School, South Windsor |
What You Need: Herb books, computer
encyclopedia, Internet, planting supplies, herbal products are used.
Options include guest speakers from herb and garden shops.
|
Overall Value: Research, problem solving,
reasoning, and creative thinking activities included in this project
prepare students to be lifelong learners. Integration of the learning in
this herbal project requires students to construct and apply knowledge,
deepen understanding, communicate information and ideas, create
original works, and use technology to facilitate learning. Participating
in this project helps students make informed decisions about current
and future use of herbs and herbal products. Using a wide range of
presentation formats allows for multiple intelligences to be recognized.
A unique aspect of this unit is its versatility; it can be used to
integrate all subject areas.
|
Standards: |
Tidal Pool Exploration |
Category: Science |
Grades: 8 to 11 |
How It Works: presentation and visual display
with an audience. Audiences have included other members of the learning
community who are also studying the ocean, as well as university
students who are studying educational theory and practice. |
The Students: |
The Staff: |
What You Need: Obviously, a stretch of
coastal area with tidal pools is essential. It is also important for
teachers to use appropriate activities with students prior to this
project so they have had adequate practice with similar tasks in a
classroom setting. Each group needs a box containing the following
items: pencils, drawing paper, a tape measure, a ruler, a yardstick, a
calculator, string, and a weight. Some students have chosen to represent
their data using the computer. This project takes approximately one
week to complete and culminates the larger study. It allows students
with varying interests and abilities to be successful in an authentic
situation. |
Overall Value: This may be the first time
students apply their skills and knowledge to a real situation. Students
have the opportunity to assume roles in other learning situations
throughout the school year and find they can apply the skills they
acquired during this activity. Having the opportunity to do tasks in an
authentic environment outside the school is especially effective.
Students learn much by taking on different roles to investigate the
world and then working collaboratively to share their findings. |
Standards: |
TIEMPO, TIEMPO, AQUI Y ALLI - WEATHER, WEATHER, HERE AND THERE |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: Imagine preparing for your
first trip to another country. The guidebook says that the average daily
temperature is 25 degrees so you grab your hat and gloves. Then you
discover it's almost warm enough to swim! Celsius! This is but one of
the cultural points discovered in the unit "Tiempo, Tiempo, Aqui y
Alli", where students become weather forecasters from an Hispanic
country. This project is an opportunity for the students to perform in
an authentic setting as well as to improve their fluidity and
pronunciation through oral presentations. They become aware of the
differences in the seasons and measure of temperature. As they predict
the weather for a particular date in the season they've chosen, they
have to consider the geography and apply their knowledge of science such
as weather fronts.
The introductory level Spanish students begin the unit by learning to
use names, greetings, good-byes, and locations of Hispanic countries, to
state where they are from, numbers 0-39, days, months, seasons, dates,
birth dates, ages, how to convert Fahrenheit to Celsius, and , finally,
weather expressions. This is achieved through oral and written work,
songs, sign language, puzzle making and viewing, and discussing art
using Spanish. After mastering these phases, each student works in a
cooperative group to prepare to become a weather forecaster, Together,
they choose an Hispanic country to research. They learn about its
climate, seasons, and geography and draw a physical map. Partners each
describe the same country but highlight different seasons. They write
and organize sentences in Spanish as they prepare their scripts within a
framework that they have helped to prepare. |
The Students: Students deliver the
presentations using a coherent sequence of thought in a clear
presentation in Spanish. They are peer and teacher assessed as to the
completeness and accuracy of the information, fluidity of speech,
pronunciation, and the public speaking skills of eye contact, voice
control and body language.
|
The Staff: Margaret M. Griffin Rochambeau Middle School, Southbury |
What You Need: Art materials, encyclopedias, camcorder
|
Overall Value: "Tiempo, Tiempo" absorbs the
students in using Spanish and establishes confidence to be able to speak
Spanish in a useful way as they travel and work around the United
States and the world. "Tiempo, Tiempo, Aqui y Alli" is a chance to visit
the world from the classroom.
|
Standards: Positive Self-Concept Motivation and Persistence Speaking, Listening, and Viewing
|
Time Passes: The World From 1900 to 1997 |
Category: Arts |
Grades: 8 to 14 |
How It Works: This program gives students the
opportunity to create clay clocks to document their review of twentieth
century events. The clocks serve a practical function and remind
students of the passage of time. Each clock is made individually and
personally decorated with the student's depiction of the most crucial
events of the time period.
The students first review events and plan the clocks on paper. Then
they make the clocks from clay and glaze them. After the clocks are
fired, the students attach the clock mechanism. To complete the
project, students present their clocks to the class, explain their
choice of events and how they portrayed the events.
The students develop analyzing skills as they review the content of the
academic year to make their list of events. They use evaluation skills
in judging the importance of the events and decision-making skills in
choosing how to portray the events. They also improve their eye and
hand coordination in creating the clock and glazing it. They must use
public speaking skills in presenting the clock to the class. |
The Students: Approximately 55 twelfth grade
students during five 90-minute class meetings completed the project.
The project could be adapted to students age 11 through 18 at all
ability levels. |
The Staff: The art teacher and the social studies teacher developed and implement the project. |
What You Need: White clay, clock parts,
underglazes, and glazes are used to produce the clocks. The project can
best be completed in an art classroom but a hallway outside the art
wing will suffice. A cart for moving materials, portable chairs and
tables for the work area, and a work area for drawing plans, rolling out
the clay, and glazing the clocks are also needed. |
Overall Value: This interdisciplinary project
enhances both the art and social studies curriculum. The academic and
mechanical skills that the project requires foster an awareness among
students of their individual strengths. The students better understand
the connection between history and art, because they have personally
made the connection.
An added benefit comes from the thrill that the parents experience when
their children bring the clocks home. Some of the clocks now reside in
dorm rooms, living rooms, bedrooms, rec rooms, and at least one kitchen.
|
Standards: |
Time Zones |
Category: Social Studies |
Grades: 5 to 5 |
How It Works: As students travel through Time
Zones, they develop and use a variety of math, language arts, social
studies, and problem-solving skills. Hands-on integrated lessons
provide the background for students to experience and learn from world
cultures. Students' destinations include Guatemala, Honduras,
Montserrat, Kenya, Hong Kong, and Vietnam. The Caribbean island,
Montserrat, is re-created so students can enjoy the,"island" life.
The program is designed to provide students with an active approach to
learning. Students write journal entries and postcards, conduct
research, write video scripts, buy postage and souvenirs, determine
elapsed time, plot flight plans, locate countries and climate zones, and
determine strategies for solving problems they might encounter as world
travelers. Cultural experiences, such as eating with chopsticks,
making clay pots, and dancing to steel drum music, are the highlights of
each country's tour. The Students: Twenty-five third grade students
participate in the program. Students meet one to two times a week
during this 9-week program. The activities can be easily adapted to
meet any grade level or individual student needs. |
The Students: |
The Staff: A third grade teacher developed
the program; two third grade teachers implement it. Instructional
aides, a teacher of the learning disabled, and parent or community
volunteers could also be helpful. |
What You Need: Materials and Facilities:
Materials needed include My First Atlas software, Big Book world
atlases, world maps, multiple copies of,"9 O'clock Lullaby," art
supplies, spiral binding and publishing supplies, storage files, and
small souvenirs (flags of the world stickers, chopsticks, etc.). Each
student travels with a suitcase that includes various maps, a flight
plan, an activity book, a passport, and a ticket. Six third grade
social studies trade books provide background information for each
country visited. The program can be implemented in any classroom.
Outside Resources: Embassies and travel agencies donate some souvenirs
and materials. Parent volunteers make presentations or share artifacts.
|
Overall Value: In addition to developing and
increasing a variety of math, social studies, and language arts skills,
students develop a better understanding of the world and its cultures.
Knowledge and acceptance of each other and all the cultures represented
in our student body is an important outcome. The culminating activity, a
"travel convention," encourages students to celebrate and enjoy the
wealth of cultures around us. Sharing ideas, strategies, questions, and
compliments helps students learn with, and from, each other. |
Standards: |
To Kenya With Love |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: Students gain a vivid
understanding of a different culture by: exchanging letters and
postcards with children in Kenya, collecting information about Kenya's
topography, climate, resources, population, languages, foods, comparing
and contrasting their country with their pen pals', exchanging
information about themselves, stories and poems they've written,
postcards of Chicago, even photographs They are thrilled to then
receive letters from Africa, sharing them with the rest of the school.
Students: This program was developed for learning disabled
students in grades 4-6. It is readily adaptable for other skill levels.
|
The Students: |
The Staff: Johnny Barksdale holds a BS in
Psychology from MacMurray College and an MS from Northwestern Illinois
University. She teaches Special Learning Disabled students and has
received a Small Grant Award. |
What You Need: Materials And Facilities:
Filmstrips, videos and books help increase children's understanding of
Kenya. A computer allows students to design their own stationery and
assists them in letter writing. Outside Resources: The U.S. Peace
Corps' World Wise School Pen Pals program will provide videos and lesson
plans. The new Africa exhibit at the Chicago Field Museum of Natural
History offers additional insights. The museum also lends kits on
music, games, metal making and the land of Africa. |
Overall Value: Students learn about a
different culture in a very direct way by communicating with real
people. They improve their writing, study geography and develop
creative thinking skills. |
Standards: |
To Understand Libya, Be Libya |
Category: Global Education |
Grades: 11 to 12 |
How It Works: To Understand Libya, Be Libya
is a role-playing scenario based on the Model, United Nations approach.
The students are introduced to a topic of human rights, and are asked
questions relevant to the topic. Then as two-person teams, the,
students are assigned to take the roles of individual countries and to
maintain the, perspective of each country. Using two days of
library research time, students learn fundamental political and,
cultural facts about their countries. They discover whether a country
has abused, human rights, and if so, how it has justified the abuse.
They also develop a, charter of inalienable rights for their country.
After the research, the team makes a presentation about its country's
beliefs, about human rights and responds to questions from the teams
representing other, countries. After all teams have presented and after
much caucusing, the students, attempt to create a document that
reflects the beliefs of the majority of the, countries as represented by
the students. Students in ninth and tenth grade World Studies
classes participate. The program, can be adapted to other grade levels.
|
The Students: |
The Staff: The program is implemented by the World Studies II teachers. |
What You Need: The library provides resources
on international affairs. Some photocopying of the, guidelines of the
program is necessary. No outside resources are needed. |
Overall Value: The program is successful
because it combines the elements of structure--students, are given a
framework for both research and discussion--and spontaneity--the, debate
and resolution of the debate are in students', not teachers', hands.
These, elements are frequently at the heart of successful classroom
activities. Students become better acquainted with international
issues in a way they enjoy, and appreciate. Their sense of being
citizens of the world will be enhanced, because they learn about
perspectives other than those of the Western world. |
Standards: |
Together is better.Creating an Inclusive Community |
Category: Special Education |
Grades: 3 to 7 |
How It Works: Primary regular and special
education students and teachers learned together in a community setting
for the entire school day. Students experienced an authentic,
multilevel, integrated curriculum, flexible groupings, project based
learning, hands-on math, and guided reading strategies. Diversity was
valued and celebrated.
|
The Students: Seventeen first grade students
participated in the program. The student worked below, at, and above
grade level standards. Included were 11 LD/DH special education
students that achieved at kindergarten through second grade level
standards. Flexible grouping and ample classroom space permitted all
children to be taught during the entire school day.
|
The Staff: Jeanne Mathey is certified K-8 and
has been teaching for five years. She has a Masters Degree in Early
Childhood Education. Diana Treat is certified DH, K-12 and Elementary
1-8 and has been teaching for three years. She is pursuing a Masters
Degree in Special Education. |
What You Need: Resources needed for the
program included regular school supplies, a variety of authentic
materials used for projects, guided reading books, real life and
abstract math manipulatives, science equipment, software, technology
equipment, field trips, parents and school personnel.Both teachers and
students used two classrooms jointly. Space was divided with reading
and language materials, computer stations, and open areas to complete
projects and to use science equipment. A complete description and
rationale for the program and research based information is available
for review. |
Overall Value: A regular and special
education team allows for the opportunity to reflect on and adapt t each
other's expertise in the field. In a community setting, children are
excluded and diversity is valued and celebrated. Students build
character as positive social and emotional development is encouraged.
Students also achieve academic success as learning is facilitated in a
multi-level fashion and better fits individual learning needs.
|
Standards: |
Together We Can Grow In Math And Science |
Category: Mathematics |
Grades: 2 to 8 |
How It Works: Instructional Inquiry Process:
The study examines the impact on teachers' and students' attitudes
toward math and science when math lead teachers present model lessons
implementing five key instructional behaviors using math manipulatives
and Activities in Math and Science (AIMS) materials. The modeling of
lessons by math lead teachers using the five key instructional behaviors
to teach lessons will have a positive effect on attitudes. Key
instructional behaviors include daily reviews, skill development, seat
work, homework assignments, and special reviews. These behaviors were
found to be effective in the Missouri Mathematics Effectiveness Project.
When teachers observe the use of key instructional behaviors, they
will become comfortable with the organization and use of manipulatives
and hands-on activities in math and science. Their attitudes and the
frequency of use will improve as measured by surveys adapted from those
designed originally for the Missouri project. The math lead teachers
and the math committee will gather evidence on classroom use of math
manipulatives and AIMS materials with three instruments: a survey of
teachers and students; data compilation of usage of math resource room
materials, AIMS library resources, and AIMS consumable materials; and
students' participation in presentations on Math Parent Nights. The
Students: All students in kindergarten through grade 6, including
special education students, will participate in classroom model lessons.
|
The Students: |
The Staff: The total teaching faculty will be
involved in the research. Two math lead teachers will present model
lessons, and the classroom teachers will observe, teach additional
lessons, and participate in the surveys. The math committee will
collect and analyze data and prepare for Math Parent Nights. The model
lessons will be videotaped and added to the staff development library
for future teacher use. |
What You Need: Materials and Facilities: The
materials listed in the Program of Studies, AIMS materials, video
cameras, and tapes will be necessary. In addition to using the regular
classrooms for model lessons, the cafeteria, gym, and lobby of the
building will be used for Math Parent Nights. Outside Resources: No
outside resources will be required. |
Overall Value: Students and teachers will
exhibit a positive attitude in math and science with the use of math
manipulatives. Students' overall self-concepts in math and science will
improve as demonstrated by the survey data, their willingness to use
manipulatives, and their presentation of math and science activities for
their parents. |
Standards: |
TOOLS FOR GROWTH |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Tools for Growth is a hands-on
incentive program for young adults with special needs who are in the
mechanical repair vocational class. The goal of the program is to
motivate and reward a student's accumulation of new mechanical repair
skills with the opportunity to use those skills in his or her
neighborhood. As students learn to tune lawn mower engines, adjust
carburetors, and check electrical systems, they gradually earn a set of
their own tools. The students then are able to provide these repair
services for a fee in their neighborhoods and see a concrete return on
their educational investment. As the year progresses toward summertime
and lawn mower weather, students learn the various business skills
necessary to work as an independent contractor in one's neighborhood.
They create business cards and advertising fliers. They learn to
negotiate prices and write out bills for services rendered. Students
also practice appropriate social interactions with customers,
particularly how to communicate when there has been a misunderstanding.
Students All part-time and full-time students in the special education
mechanical repair class participate in the program. Students range in
age from 16 through 22 years and have various disabilities, including
learning disabilities, emotional disabilities, and mild retardation. |
The Students: |
The Staff: A vocational teacher teaches the
mechanical repair skills, and the community integration teacher teaches
customer relations, marketing techniques, and money skills. The social
worker and the resource teacher for students with emotional disabilities
facilitate the positive reinforcement program. |
What You Need: The school's mechanical repair
shop has tools for student use during school. Additional assorted
tools are necessary to make up each student's tool set that he or she
can use in the neighborhood. Outside Resources Customers from the
community bring lawn mowers and other small engines into the shop for
repair by students under staff supervision. Some students also go to
engine repair shops in the community to learn additional skills in a
work setting. Satisfied customers contribute funds to the Tools for
Growth fund. Students are also asked to make voluntary contributions
from the money they earn using their tools. |
Overall Value: Tools for Growth motivates
at-risk special education students and bridges vocational education to a
job in the community. These students have the ability to perform small
engine mechanical skills, but they often do not have faith in
themselves or the vision of where they may be able to apply these
skills. Earning their own tools provides them with the opportunity to
practice their newly developing vocation. |
Standards: |
TOP TEN IDEAS FOR THE 100th DAY OF SCHOOL |
Category: Mathematics |
Grades: 3 to 5 |
How It Works: This project demonstrates that
there are at least 100 different things students can do to reinforce the
concept of one hundred. For starters, list five things there are 100
of at home. Ditto for school. Write and illustrate a story about what
you will be doing when you're 100 years old. Read 101 Dalmatians.
Count out 100 M&M's, sort them into colors, and graph the results.
That's just the beginning!
On the 100th day of school a carnival brings together children and
parents for a celebration of math and art activities. In the 100th Day
Olympics students bounce a ball 100 times, jump rope 100 times, Hula
Hoop 100 times--you get the idea! |
The Students: First, second, and third grade students took part in this project. It is infinitely adaptable. |
The Staff: Jean Becker has taught for seven
years; she holds a MAT from National-Louis University and teaches third
grade. Sharon Frost has taught for more than twenty-years; she
currently teaches first grade. She completed her doctorate at
National-Louis University. Alanna Mertens, who teaches second grade,
holds a MA in curriculum development. All three teach at Norwood Park
School. |
What You Need: The following are needed:
common classroom and art supplies; place value manipulatives; books with
a 100 theme; common supermarket items. |
Overall Value: Children develop math and
reading skills through a variety of integrated activities and they learn
to work in teams as they prepare for and participate in the 100th Day
events.Using the Chicago Academic Standards (CAS), this project's
activities are designed to meet the following Illinois State Goals:
Language Arts goal 1, CAS A and D; goal 2, CAS A; goal 3, CAS A;
Mathematics goal 6, CAS A and B. |
Standards: |
Toucan, Quiche, Dance And Sing |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: This project travels across the
curriculum and into five diverse cultures. It explores their
similarities and celebrates their differences. In learning about a
small Nigerian village, the heart of Paris, or the edge of a Brazilian
rain forest, children find appealing common interests and concerns.
This study focuses on daily life in Brazil, France, Iran, Japan and
Nigeria. Students benefit from direct experiences that demonstrate
human and environmental interaction. They are involved in classroom
activities that include: learning geography - map skills, terms for
land and water forms, using math skills to measure, construct and craft
typical objects, doing science experiments relating to gravity and soil
formation, playing games and singing songs from each area, cooking and
tasting typical foods with their parents |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
TOURING AND TOUTING A TOWN'S HISTORIC TREASURE |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "Touring and Touting a Town's
Historic Treasure" focuses its study on the town's historic treasure,
the Green, and the beautifully preserved buildings that surround it.
The purpose of this multi-sensory unit is to pique the intellectual
curiosity of young learners and develop in them a sense of pride in
their community as they discover the rich history of the Green, envision
the changes that have been made throughout the past centuries, and
delight in fascinating stories about early residents.
Students strengthen their reading, writing, thinking, and map skills as
they explore the past and respond to their learning creatively through
writing and art activities.
Methods of instruction include teacher-directed literature circles,
slide presentations, discussions, writing lessons, and field trips, as
well as student-initiated computer, class, and home art projects.
Children work independently, in pairs, in small groups, and with the
entire class to achieve a variety of objectives. Assessment is anecdotal
and criterion-based as comprehension of past/present comparisons and a
desire for greater knowledge of history grow.
|
The Students: Approximately twenty-two
heterogeneously-grouped second grade students participate in the unit
during the fall and spring each year. The unit could be adapted easily
for grades two through four (or beyond).
|
The Staff: Joann C. Corlett Melissa Jones Elementary School, Guilford |
What You Need: Necessary resources include
materials about the "olden days" and the town's "treasure,"
miscellaneous school supplies, buses and chaperones for field trips.
|
Overall Value: The curriculum unit provides
opportunities to develop an understanding of history and sense of
community among the children in the classroom.
Authentic experiences in reading, writing, thinking, and mapping skills help underscore the importance of learning.
Students and their families appreciate the town more as they become more
knowledgeable about the "treasure" and participate in home assignments
and endeavors and field trips. When a description of the class's
activities is published in the local newspaper, the entire town's
self-image can be enhanced.
|
Standards: |
Toy/Instructional Materials Lending Library |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Working with their parents,
children develop language skills with a take-home toy lending library.
The library includes puzzles, puppets, flannelboard stories, books,
games, science kits and many more items that prepare students for
reading, math and writing. The guidance counselor holds in-school
workshops for individuals and groups twice a week. These sessions are
designed to teach parents how to: select appropriate toys and
materials, use them correctly, work effectively with their children at
home To reinforce these lessons, each parent-child team is assigned
an,"instructional time slot" in the play library before the toy goes
home. Students: When they understand how to help, many parents
become effective teachers and support the teacher's goals at home. This
project was developed with profoundly disabled children three to eight
years old. It can easily be adapted to older age groups and those with
higher achievement levels. |
The Students: |
The Staff: Diane Schreiber holds a Master's
degree from Northeastern Illinois University. During twenty years with
the Chicago Public Schools she has been a second grade teacher, a
librarian and a guidance counselor. Currently she works as a counselor
with severe/profoundly emotionally disturbed children. |
What You Need: Materials And Facilities:
Besides a selection of items for the lending library, the project
requires a place to store the materials, a bulletin board to keep
parents informed and a notebook for parent sign-ins and toys borrowed.
Outside Resources: Parent participation is an integral part of the
project. Field trips to museums, theaters, parks and libraries augment
the project. |
Overall Value: Students develop skills at
school and at home. Positive play experiences intensify bonding and
feelings of attachment between parent and child and reinforce classroom
learning. |
Standards: |
TOYING WITH HISTORY |
Category: Social Studies |
Grades: 8 to 10 |
How It Works: Toying With History is a
hands-on approach that uses manipulatives to teach about major
historical people and events that took place in the United States.
Students are provided with a sandwich bag full of items representing a
person, an event, or a discovery of a specific decade. Using textbooks
and other reference materials, the students first determine what each
item represents and then categorize the toys in the bag.
After class discussion, each student selects one representational item
to research further. Students use the computer to obtain additional
information by using electronic encyclopedias, almanacs, and laser
discs. As a culminating project, the students produce their own
nonfiction book.
The toys can be used in a variety of ways. Bags of toys can introduce
events and people of a certain decade. Some of the same toys can also
be used to re-create specific battles that took place during World War
I, World War II, the Korean War, and the Vietnam War. The manipulatives
provide the students with a visual representation that makes the
subject more realistic.
Students Approximately 200 seventh grade students participate. The
program can be adapted for small or large groups and can be implemented
at any grade level. The program is especially suitable to meet the
needs of students for whom English is a second language and students
with learning disabilities. |
The Students: |
The Staff: A social studies teacher developed
the program. The librarian, the reading teacher, and the technology
teacher provide support. No additional staff members are needed. |
What You Need: Toys related to the history concepts are purchased at local toy stores and discount stores.
Outside Resources The public and school libraries provide the students
with resources to research specific people, events, and discoveries. |
Overall Value: The manipulatives used in the
history classroom are particularly helpful for students at the concrete
learning stage. The toys provide the students with concrete objects to
focus on as they examine the people, events, and discoveries that
changed American history |
Standards: |
Tracking The Iditarod |
Category: Technology |
Grades: 7 to 10 |
How It Works: Tracking the Iditarod is an
interdisciplinary program in which students "participate" in the
Iditarod sled dog race. The race takes place each March in Alaska and
is followed in real-time by the students on the Internet. Students
randomly choose a musher (dog sled driver) from among the names of the
men and women entered in the race, and record biographical information
about their musher. Each day a different team of students accesses the
World Wide Web sites bookmarked in the web site browser and records the
race results for the class on the chalkboard. Also recorded are
weather reports for New York City and for different spots along the
trail. The rest of the students enter the pertinent information in
their journals with the ClarisWorks word processing application in
their computers. Students discuss the importance of the weather to the
race and how their musher will be affected. After students update their
diaries, a lesson is taught to prepare them for the day's activity. A
sample class activity is to have students write a "red lantern" story
of perseverance. The red lantern musher is the last musher to cross the
finish line. Students must write their own stories of a time when they
persevered in a difficult endeavor and succeeded. |
The Students: The participating 70 students
include seventh and eighth grade general education students and fifth
grade special education students. The program is incorporated into
their assigned time in the computer lab. This program can be adapted to
any grade level and to small or large groups with various performance
levels. Students work in pairs and assist one another. |
The Staff: Bernye Oppenheimer is a special
education teacher with extensive experience teaching students with
varied academic and emotional learning problems. She is currently
enrolled in a graduate level technology program and has been enhancing
Tracking the Iditarod for the past four years. Dorothea Masdeu, the
school computer coordinator, has a background in elementary education
and reading. She has been employed in the technology field for the past
two years. In addition to being a Project Smart Schools staff
developer, she is an adjunct professor at Mercy College, where she
teaches learning technology at the graduate level. |
What You Need: This program can be
implemented in a classroom or the computer lab. It is preferable to
have at least one computer with Internet access. If Internet access is
unavailable, there is a fax program, where, for a nominal fee, one can
have the race results faxed daily. There are numerous books about the
Iditarod available on many reading levels, including Balto by Natalie
Standiford, Stone Fox by John Reynolds Gardiner, and Woodsong by Gary
Paulsen. A Scholastic Network account, ClarisWorks, A Teachers Guide to
the Iditarod Race from the Iditarod Trail Committee, Timeliner by Tom
Snyder, and the most recent Iditarod race video are helpful resources. A
useful site on the World Wide Web is the Official Iditarod Trail Sled
Dog Race Home Page, # http:// iditarod.com.Tracking the Iditarod is
an interdisciplinary program that increases student awareness of other
cultures and societies. Additionally, student appreciation of the
interaction of humans, animals, and nature grows. It is a creative way
to address the new social studies standards by allowing students to
become virtual participants in an exciting and competitive real-time
event. A personal interest is created when the students are assigned an
individual musher. This motivational program encourages use of the
Internet and independent learning. While best suited for the computer
lab, the program can be easily adapted for use in the classroom. |
Overall Value: Tracking the Iditarod is an
interdisciplinary program that increases student awareness of other
cultures and societies. Additionally, student appreciation of the
interaction of humans, animals, and nature grows. It is a creative way
to address the new social studies standards by allowing students to
become virtual participants in an exciting and competitive real-time
event. A personal interest is created when the students are assigned an
individual musher. This motivational program encourages use of the
Internet and independent learning. While best suited for the computer
lab, the program can be easily adapted for use in the classroom. |
Standards: |
TRANCONTINENTAL AIR RACE FOR KNOWLEDGE |
Category: Mathematics |
Grades: 2 to 10 |
How It Works: Transcontinental air races,
which gained popularity in the early part of this century, presented
many challenges to the flyers who participated. "Transcontinental Air
Race for Knowledge," a cooperative educational activity, presents
challenges in learning for the students who participate. For this
activity the class is divided into flight crews who "fly" their aircraft
across the United States each day. Each crew flies one leg of the race
and works cooperatively to compete with the other flight crews. Points
are earned for knowledge obtained by planning their flights, solving
real-world mathematical problems, discovering facts about the various
areas of the United States, and creatively documenting and writing about
their journeys.
|
The Students: This activity helps the
students learn to calculate math problems to determine time and
distance, figure fuel usage, and keep a budget. It also helps students
learn latitude and longitude, develop map reading skills, and learn
about United States geography. The students develop note taking skills
when they research places where they have landed, by using a variety of
information sources, and using their writing skills for the journals
they must keep of their trips. The flight crew members must participate
in productive group discussions when choosing a course to fly, when
faced with bad weather or maintenance problems, and when sharing their
research. The object of the activity is for each flight crew to amass
the most points possible during the entire flight. Points are awarded by
the teacher for the work submitted by each crew after each segment of
their flights. The activity ends on the day when the first aircraft
reaches the final destination, or after completion of a specified number
of days of play.
|
The Staff: Therese C. Fers |
What You Need: Atlas, maps, computer software and recording forms |
Overall Value: "Transcontinental Air Race for
Knowledge" is a cooperative learning activity which teaches skills in
math, language arts, and social studies, and develops reasoning and
problem solving abilities. All students can participate and are judged
according to each student's abilities. In this activity, the students
are presented with a common challenge, must face problems, and offer and
negotiate solutions. Students develop a sense of responsibility to the
Flight Crew's mission and recognize their value as a member of the
group. Each student has certain responsibilities, but they learn to help
each other in order to achieve their common goal.
|
Standards: Interpersonal Relations Sense of Community Writing Quantitative Skills Learning Skills
|
Travel West By Covered Wagon |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Students take their own,"trip"
by covered wagon just as the pioneers did. They plan this journey west,
answering questions such as: -Which route should we choose? -How
long will it take? -What will the land be like? -How do we cross
rivers and mountains?, -What do we eat?, -What kind of people will we
meet along the way?, -What kinds of problems will we encounter?
After the trip is finished, the students make a quilt together to
commemorate reaching their destination. Students: This project can
be used by students from pre-K through sixth grade. |
The Students: |
The Staff: Lynne Karzi attended Concordia
Teachers College and graduated from North Park College and has taught in
Chicago schools for twenty-three years. Recognized widely, her work
has appeared in People Magazine and The Experienced Teachers Handbook. |
What You Need: Materials And Facilities:
The covered wagon can be a handmade small replica built by a parent or
by the students themselves. Or a small paper wagon could be used. A
variety of books and resources are available to allow students to do
their own research about pioneers. Outside Resources: Field trips
can include Sandridge Nature Center, the Wildwest Amusement Park and
Museum in Union, Illinois and the Chicago Historical Society. Students
may want to read primary accounts or hear from older relative or friends
to share first hand experiences. |
Overall Value: Once students discover what
the pioneers had to endure, they no longer take their way of life for
granted. Students work toward a common goal and solve seemingly
insurmountable problems together. |
Standards: |
TRAVELING THE ANCIENT SILK ROUTE |
Category: Social Studies |
Grades: 5 to 8 |
How It Works: Traveling the Ancient Silk
Route is a hands-on, integrated learning program in which each of five
classrooms replicates an ancient civilization, such as Ancient Greece,
by making the classroom a setting from the selected civilization and by
creating various artifacts from that culture. Replicated artifacts
include columns, pyramids, obelisks, painted fans, pottery jars,
mosaics, and cartouches. The adjoining pod is set up as an ongoing
museum, which is organized and run by the individual classroom teachers.
Teachers can schedule special lessons around the various artifacts
displayed in the museum.
Students travel periodically on a "caravan" through the ancient
civilizations. They map their own trade routes and choose goods they
have made to trade. After each caravan, the students and teachers
evaluate how their class and caravan did economically. When the children
reenact the Silk Route Caravan, they "experience" ancient economic
systems by using the various historical systems of barter and money
changing. |
The Students: One hundred forty third-grade
students from the base school and the gifted and talented (GT) center
participate in this program. The students gain an appreciation for
ancient cultures, and the program encourages collaboration between the
center-based and the school-based students, recognizing that all
students have talents. |
The Staff: The third grade team developed this program. Parent volunteers help with the art projects and conducting the caravans. |
What You Need: A variety of materials are
needed to create the settings and to replicate the artifacts of the
ancient civilizations. Among them are poster boards, assorted papers,
clays, stones, beads, and silk fabric. Students also use history texts,
museum pictures, and archeology magazines. |
Overall Value: Traveling the Ancient Silk
Route is designed to make the abstract concepts of historical time-lines
and ancient cultures come alive for third grade students. By
replicating various arts and crafts and making models of buildings,
students gain a "feel" for each civilization. By mapping and traveling
the ancient Silk Route, they gain a more concrete knowledge of the
accomplishments of ancient cultures and of the geography of Asia and
Europe. By displaying artifacts from the various civilizations in the
museum and encountering "cultural exchanges" with other countries, all
the classes benefit from each classroom's in-depth study. Discovering
that their own civilization has its roots in ancient history helps
students develop a sense of excitement for studying world history. |
Standards: |
TRAVELING THROUGH THE UNITED STATES |
Category: Social Studies |
Grades: 2 to 6 |
How It Works: Starting each January, the
fourth graders go on an imaginary trip through most of the United
States. They keep a daily journal of their observations and expenses.
Students are divided in each class into groups called cars. Daily, a
different child in each car becomes the driver. He or she picks the
hotel and restaurants using the group's AAA Tour Guide and menus from
fast food restaurants. Each day students are given a list of places to
visit along with specific questions they must answer. They enter their
written work in their journals. The students also study the
multicultural contributions of each region in the United States. In a
separate journal/budget book they keep their daily expenditures and
mileage. This helps them to decide gasoline usage and cost. Using the
computers, the students write to chambers of commerce for additional
information about the locales they plan to visit. The computer is also
used to help them work out their budgets on a spreadsheet. Students use
maps to figure the mileage they travel from city to city. Films and
video cassettes help them to visualize the areas they are visiting. When
the teachers cannot conveniently include the curriculum in the trip,
then the students stop at a rest area where they teach other material.
Math is intrinsic to the program, but by using rest stops a teacher can
teach additional material. The same is true with some reading and
science. The "Trip" has been successful for many years. Social science
has taken on far more meaningful and realistic attributes.
|
The Students: |
The Staff: Karen D. Bebyn and Michael D. Norman |
What You Need: AAA Travel Guides & Computers. |
Overall Value: Not only does this project
increase the students' knowledge of the United States but also their
ability to plan and budget their money. As the children travel through
the U.S.A., they develop strong cooperative skills as they work in small
groups. They learn about multicultural contributions. Because we give
different students responsibility of leadership of their groups each
week, all the children develop positive self-esteem. Expository and
descriptive writing shows definite improvement as students better
organize and use more adjectives to describe the areas they are
visiting.
|
Standards: Positive Self-Concept Responsibility and Self-Reliance Quantitative Skills Learning Skills Reading & Writing
|
Travels with Ted E. Bear, Jr. |
Category: Global Education |
Grades: 2 to 5 |
How It Works: This project introduces
students to other students in many communities in the United States. The
students mailed a stuffed animal, Ted E. Bear, Jr., to a school in
Portland, Oregon. A folder was included in the package with a letter of
introduction, explanation of the project, and pictures of the class and
our school. The bear was wearing a fanny pack that contained items
representing New York State (Statue of Liberty, Empire State Building,
an apple). Also in the package was a journal in which the class wrote
about themselves and our community. The recipients of the bear were
asked to contact our class when the package arrived, add items that were
representative and symbolic of their area, include pictures of
themselves and their school, and write in the journal describing their
school, their class and their community. A videotape was also put in the
package so the class could video themselves and their environment.
After the Portland class studied the items in the package they then
mailed it on to another school of their choice. As the bear continued on
its travels, each class notified us when the bear arrived, and we
plotted its location on a class map. We kept track of the mileage from
place to place, used the internet, Trip Maker, Encarta and books to
learn more about the areas Ted E. Bear, Jr. visited.
In May, the bear arrived back at our school filled with pictures and
items from the areas he had visited, and journal writings.
The students developed an understanding of the various communities
across the United States and the similarities and differences in schools
as they followed Teddy's travels around the country. When he returned
to us the students wrote reports and letters to the other schools,
created murals, dioramas, and three-dimensional projects about the
various states that were visited. |
The Students: My class was composed of 21
third grade students with various levels of achievement, from those
receiving remedial instruction to others in the gifted program. This
program can be adapted to any achievement or elementary grade level. The
children worked individually, in centers and in cooperative groups
enabling learners on all levels to participate in the project. |
The Staff: |
What You Need: This project can be done
within the regular classroom. The materials needed are: a stuffed
animal, a folder, a journal book, a box for shipping, items representing
the area in which the class lives, film, photographs, and a computer
and related programs. Other optional items: access to the Internet,
videotape, camera and VCR.The children used the library and computer
programs to research areas that Ted E. Bear, Jr. visited on its travels.
We also used Trip Maker to follow the bear's route and learn more about
the cities. Books, P.C. Globe, Encarta, Trip Maker, Microsoft word,
and Netscape were used as resources to assist in completing writing
assignments, challenge work, center work, and independent and
cooperative group assignments.
|
Overall Value: The traveling stuffed animal
increased the excitement in learning about geographical locations in the
United States and their uniqueness, brought about a greater awareness
of cultural differences across the country, extended maps skills and
improved research skills, and motivated the students to read and write
more. The children eagerly awaited the letters that arrived as the bear
traveled. We kept track of him on a big map. Their interest peaked when
it arrived back in our classroom with the journal entries, photographs,
souvenirs and memoirs. The class was intrigued by the variety of schools
that Ted E. Bear, Jr. attended from a one room school house (grades
K-6) in Montana to a Native American school in Texas.
|
Standards: |
Travels with Ted E. Bear, Jr. |
Category: Global Education |
Grades: 2 to 5 |
How It Works: This project introduces
students to other students in many communities in the United States. The
students mailed a stuffed animal, Ted E. Bear, Jr., to a school in
Portland, Oregon. A folder was included in the package with a letter of
introduction, explanation of the project, and pictures of the class and
our school. The bear was wearing a fanny pack that contained items
representing New York State (Statue of Liberty, Empire State Building,
an apple). Also in the package was a journal in which the class wrote
about themselves and our community. The recipients of the bear were
asked to contact our class when the package arrived, add items that were
representative and symbolic of their area, include pictures of
themselves and their school, and write in the journal describing their
school, their class and their community. A videotape was also put in the
package so the class could video themselves and their environment.
After the Portland class studied the items in the package they then
mailed it on to another school of their choice. As the bear continued on
its travels, each class notified us when the bear arrived, and we
plotted its location on a class map. We kept track of the mileage from
place to place, used the internet, Trip Maker, Encarta and books to
learn more about the areas Ted E. Bear, Jr. visited.
In May, the bear arrived back at our school filled with pictures and
items from the areas he had visited, and journal writings.
The students developed an understanding of the various communities
across the United States and the similarities and differences in schools
as they followed Teddy's travels around the country. When he returned
to us the students wrote reports and letters to the other schools,
created murals, dioramas, and three-dimensional projects about the
various states that were visited. |
The Students: My class was composed of 21
third grade students with various levels of achievement, from those
receiving remedial instruction to others in the gifted program. This
program can be adapted to any achievement or elementary grade level. The
children worked individually, in centers and in cooperative groups
enabling learners on all levels to participate in the project. |
The Staff: |
What You Need: This project can be done
within the regular classroom. The materials needed are: a stuffed
animal, a folder, a journal book, a box for shipping, items representing
the area in which the class lives, film, photographs, and a computer
and related programs. Other optional items: access to the Internet,
videotape, camera and VCR.The children used the library and computer
programs to research areas that Ted E. Bear, Jr. visited on its travels.
We also used Trip Maker to follow the bear's route and learn more about
the cities. Books, P.C. Globe, Encarta, Trip Maker, Microsoft word,
and Netscape were used as resources to assist in completing writing
assignments, challenge work, center work, and independent and
cooperative group assignments.
|
Overall Value: The traveling stuffed animal
increased the excitement in learning about geographical locations in the
United States and their uniqueness, brought about a greater awareness
of cultural differences across the country, extended maps skills and
improved research skills, and motivated the students to read and write
more. The children eagerly awaited the letters that arrived as the bear
traveled. We kept track of him on a big map. Their interest peaked when
it arrived back in our classroom with the journal entries, photographs,
souvenirs and memoirs. The class was intrigued by the variety of schools
that Ted E. Bear, Jr. attended from a one room school house (grades
K-6) in Montana to a Native American school in Texas.
|
Standards: |
Treasure Chest Buddies |
Category: Classroom Management/Intergroup |
Grades: to |
How It Works: This adaptation of The Treasure
Chest (see IMPACT II catalog 1992-1993) pairs fifth grade students,
including mainstreamed learning disabled students, with first grade
student buddies. Fifth grade students prepare treasure boxes with
puppet-making supplies, writing paper, and game materials. For three
weeks the students meet as buddies to participate in activities that
include creating a problem-solving game, making a sock puppet, recording
a story about the sock character, and creating a story-problem book. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
TREE TALK |
Category: Social Studies |
Grades: 2 to 10 |
How It Works: "The cannon balls smashed
through my branches. The smoke was so thick that I couldn't see. I was
so afraid that my leaves were quivering!" Twenty-eight third graders sat
enthralled as the sugarberry tree described what it had witnessed that
fateful day at Yorktown in 1781. "Tree Talk" was born one lovely autumn
day as my 6th graders tramped through the woods behind the school, tree
guides in hand, collecting leaves. One youngster stopped in front of a
huge white oak tree, gazed up at its branches and remarked, "Wouldn't it
be neat if trees could talk?"
We had classified leaves, studied "tree cookies," soaked pieces of green
leaves in alcohol to reveal their hidden colors, adopted our own trees
recording their progress through the seasons, brainstormed autumn words
to use in original stories and poems, and read legends from around the
world where trees played major roles, but we had never viewed the world
through the eyes of a tree. Several days later, a dead branch covered
with brightly colored paper leaves appeared in the corner of the
classroom. Each student was asked to pick a numbered leaf from the tree.
The numbers corresponded to a particular type of tree that had
witnessed an important historical event. Pupils visited the library to
learn more about their trees and events. Using cardboard, garbage bags,
and assorted materials, they made costumes and prepared eyewitness
reports about what they had seen. Parents and younger students were
invited to the classroom to listen to the talking trees and share
refreshments that the children had prepared for their guests.
|
The Students: |
The Staff: Judith Gross |
What You Need: Art supplies, tree guides and performance facilities |
Overall Value: "TreeTalk" is an excellent
culminating activity to a unit on trees because its interdisciplinary
aspects involve cognitive and affective learning. Students use high
level thinking skills, exercise flexibility and creativity, and learn
social responsibility by sharing their knowledge with parents and other
students. The project accommodates students' different learning styles,
offering something for everyone while giving pupils the opportunity to
work individually, in pairs, and in larger cooperative learning groups.
|
Standards: Learning Skills Positive Self-Concept |
True Life Experiences |
Category: English/Language Arts |
Grades: 8 to 14 |
How It Works: True Life Experiences is an
integrated literature unit which, focuses on the theme of growing up.
Students read stories which, deal with the issues and concerns of young
people as they move, from childhood to adulthood. The ultimate goal is
for all, students to locate a connection between childhood experiences
and, adult accomplishments. In other words, are the decisions they, make
today, really going to affect their future tomorrow? Students begin
this unit by keeping response journals to novels, and short stories such
as The Outsiders, and,"The Scarlet Ibis." I select questions from the
text that deal primarily with, personal issues and feelings centered
around decision-making, processes. As we move through the literature,
the class creates, an ongoing cluster of problems on the board that
different, characters face in the stories and discover (to their
amazement!), that many of these problems are the same as their own.
As issues become more complex and personalized, a former Mexican, Mafia
gang member and drug addict from the community visits our, classroom.
She offers powerful testimony to the dangerous, consequences of poor
decision making while growing up. A more objective focus is
introduced as students select and, research an individual who left a
powerful positive or negative, impact on society. Research focuses on
the individual's childhood, experiences and subsequent adult
accomplishments. Some select, traditional heroes and heroines such as
Abraham Lincoln and Susan, B. Anthony. Others select mass murderers such
as Adolf Hitler and, Charles Manson. After they have written a summary
of the person's, biography, students do a personal analysis of the
connection, between experiences/choices and later adult accomplishments.
Finally, students are to pictorially represent their biography by,
creating a collage or a drawing of their individual. They must
however, have two representations: an image of their individual, as a
child and as an adult. The unit addresses both the psychological, and
academic needs of, the adolescent student by connecting the literature
to each, student's personal life in a non-threatening manner. Every,
student turned in a thoughtful biography and many stated that it, was
the most interesting assignment they had ever done. I loved, this unit
because the students loved it. Best of all, students, were eager to
write the biographies and gave thoughtful, consideration to the,"whys"
of their individual's, accomplishments. Parental support for and
enthusiasm about the, quality of the finished project was communicated
to me with, numerous phone calls and notes. The objectives of this unit
support the English/Language Arts, Framework which emphasizes real life
applications of skills in an, integrated and meaningful context. One
hundred ninth graders, including gifted and talented students, as well
as resource students, participated well in this project. |
The Students: |
The Staff: I worked with middle school
students for two years as a Chapter I, tutor. I have completed one year
as an English teacher for ninth, graders and tenth grade honors classes.
|
What You Need: The activities can be
accomplished in any regular classroom, setting. Standard art materials
for pictorial representation are, needed. Contact your local drug
rehabilitation facilities or other social, services agencies for guest
speakers. Visit school and/or local, libraries for research. |
Overall Value: |
Standards: |
Two-Bit Box Co. |
Category: Mathematics |
Grades: 11 to 14 |
How It Works: In the classroom, students
construct toolboxes and other simple wood projects. They plan, draw,
measure, hammer, sand, paint, advertise and sell their products. From
simple plans in a woodworking magazine, students construct a workbench
(a sturdy table will suffice) in the classroom. Additionally,
student-built tool boxes, holiday dolls and bird feeders are made and
sold to faculty members and others. Not only does this project satisfy
the requirements of an Employability Skills Class, it also involves
objectives from almost all the curriculum areas. Thus, every aspect of
the project demonstrates a useful,"real-world" answer to the
question,,"What do we have to study this for?" DCPS Major Systems
Priorities: Critical Thinking, Job Preparedness, Intergroup Relations,
Standard English, Blueprint 2000 Goals, Graduation Rate, Readiness for
Employment, Student Performance, The Students: Eleven high school
students of average and below average ability met for one or two hours,
two or three days a week to produce a variety of wood projects. This
project is adaptable to almost all age and ability levels. |
The Students: |
The Staff: Bill McKinley has a master's
degree from the University of Miami, and has taught emotionally
handicapped students for nine years. Dona DePriest graduated from
Western Carolina University and has worked with severely emotionally
disturbed and emotionally handicapped students for seven years. They
were awarded a Dade Public Education Fund Teacher Mini-Grant for this
project and were asked by DCPS to present it at the Project Phoenix
Conference. |
What You Need: Materials And Facilities:
Materials to build toolboxes and other wood projects are needed.
Woodworking magazines are helpful. The initial cost is less than $50.00.
The project can become financially self-sustaining immediately.
Outside Resources: Field trips to a hardware,"supermarket" and to the
library to search for project ideas can be included as part of the
project implementation. |
Overall Value: Students and staff will report
feelings of satisfaction at the completion of each project. Since the
teacher-student relationship is less traditional during the operation of
the Box Co. these pleasant feelings will spill over into the rest of
the day. In addition to these intangible rewards, this project offers
skills that are immediately applicable in the lives of the students. |
Standards: |
Under the Quilt We Cover it All |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: Under the Quilt helps us
celebrate our similarities and, differences while engendering enthusiasm
about significant ideas literary works, artwork, places and our
families' heritages. Using Hmong, Peruvian, Mexican, Caribbean,
African, and African, American story quilts, we compare and contrast
quilt styles. We, then gather information about the places, climates,
terrain economics, and relate these to people's lifestyles and art.
Students listen to and read relevant literary works, including,,"Nine in
One, Grr! Grr!" ( a Hmong folk tale using Pa ndau, illustrations),,"How
Stories Came into the World" (an African, folk tale),,"Tonight is
Carnaval" (a story of Peruvian village, life, using aparillas as
illustrations),,"Quilt ABC" (historical, stories about origins of quilt
designs), and participate in, multi-cultural art projects. The Quilt,
The Keeping Quilt, The Patchwork Quilt, and The Quilt, Story (and other
stories about love, grandparents growing old and, heritage) provide the
emotional connection between quilts and, families for each child. In
the classroom community circle students share feelings about the
strengths, worries, loves hopes and fears of their grandparents. They
write in their, journals, write about their quilt art projects, write
story, quilts, and write about grandparents. In conjunction with
literature we use sentence strips, highlighting main events in selected
stories. Children predict, the sequence of an upcoming story, thus
drawing conclusions to, evaluate their predictions. Later they hear the
story and correct, their predictions to actual sequence. Homework
assignments center around writing letters to, grandparents, sharing
heirlooms, and creating a family quilt, piece. Each child brings one 12"
x 12" quilt piece to be, assembled into a class composite. This quilt
symbolizes their, place of belonging in the group. Parents later sew the
quilt, together and the students then tie it in a classroom quilting,
bee. Involvement of grandparents has germinated many kinds of, sharing
from grandparents. It sparks inter-generational, communication,
understanding and appreciation. Under the Quilt develops awareness
and appreciation in children. It encourages art and writing and
broadens the range of topics, about which students choose to draw, write
and read. The, enthusiasm of the students is very high. We see the
children, relate and connect to the world, to their roots and the roots
of, the other members of the world family. They can write and want to,
read more than they would with traditional instructional methods. The
unit originated as a four week plan, but it grew into two months. You'll
have a good time, too! State Frameworks: This idea supports the
English/Language Arts and the, History/Social Science Frameworks, which
recommend integrating, both disciplines with hands-on educational
experiences for, students and at the same time providing a means for
children to, develop cultural literacy. The Students: Sixty students,
grades 1-2, with many achievement levels and, special needs,
participated. The idea has been used for several, years. |
The Students: |
The Staff: Mary Brooks has taught first
graders for 20 years. She collects, quilts. Bobbie Kusulas, an ECE
teacher who has taught Chapter 1, students and grades K-1, has been a
social science/literature, Mentor Teacher. Laurie Lane has taught 1st,
2nd, 6th, and adult, ESL for the past 20 years. She has a special
interest in the, Hmong people and culture. |
What You Need: Facilities and Materials:
Art materials are needed. Fabric--12" x 12" fabric quilt squares, and
quilt backing--is needed plus batting, yarn for tying the, quilt, and
Lucite quilting needles. Access to a variety of quilts, is a plus.
Outside Resources: Parents and grandparents |
Overall Value: |
Standards: |
Understanding Children's Literature Through Dramatic Play |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Folktales and fables come alive
when students actively respond to literature. Dramatic play extends
each story and helps students make connections between the story and its
characters. For example, using What's In Fox's Sack?, by Paul Galdone,
students learn by: hearing a good story read aloud by the teacher,
handling laminated animal pictures of characters in the story, sitting
in small groups, placing,"their own animal" in the Fox's sack at the
appropriate moment as the story is narrated again, handling the book,
sacks and animal pictures in free play time |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Unless. |
Category: Science |
Grades: 5 to 7 |
How It Works: This learning experience
consists of eleven lesson plans, which take approximately four to six
weeks to complete. The learning experience teaches students about the
tropical rainforests, but may be utilized in an environmental unit.
Within this LE, students are in charge of their learning, and the
teacher serves as a facilitator. The unit encompasses ten student goals.
For example, goals six and seven state: students will learn that our
actions have consequences. Too much greed causes harm. Students will
learn that life is interdependent. The book, The Lorax by Dr. Seuss,
is used as an introduction to the unit. The first lesson involves the
teacher reading the book to the class and leading a class discussion. On
the second day, the teacher reads the book again. This time, the
students create a semantic map using a word sort. This two day lesson
targets communication skills, higher-level thinking skills, predicting,
listening, and classifying.
Later in the unit, students work in groups or independently, to research
an area of the world where rainforests are found. In their research
project, students will create a climate web, and the class will create a
graph of average temperatures and rainfall. For the culminating
activity, students plant a "Truffula Tree." |
The Students: This integrated learning
experience is developed for students in grades 3-5. This LE has been
successfully implemented in both third grade and fourth grade with
students ranging from learning disabled to gifted. Lessons can be
modified and differentiated to meet the needs of various learners. |
The Staff: Classroom teacher |
What You Need: All the materials needed for
this unit are either contained within the unit or are readily available
in the classroom, such as construction paper, maps, and globes. A list
of literature for the unit is also included within the unit. |
Overall Value: This learning experience is
student centered and project oriented. All students find the LE
motivating, challenging, and engaging. All students experience success!
Each lesson involves higher level thinking skills. There is a strong
emphasis on writing, research skills, mapping skills, and group work. |
Standards: |
Unlocking The Mysteries Of Geography |
Category: Social Studies |
Grades: 8 to 10 |
How It Works: This project uses Carmen
SanDiego, the popular computer software program, to promote interest in
geography. Integration of the software with cross-curriculum
assignments is crucial to this project and transforms it from a game to a
relevant learning experience. Students track,"suspects" around the
world while - consulting a variety of reference materials, improving
their vocabularies, using deductive reasoning and making group
decisions, building a knowledge base for map projects, writing and art
Students work on several cases together, in small groups, gathering
information, writing expository reviews, character sketches of suspects
and drawing posters. Finally they work on the computer to develop an
original case which their classmates attempt to solve. After revision
and editing, a booklet of cases is published to share with others.
Students: Meeting once a week, about fifty 8th graders participated
in this project. It is suitable for upper grade groups and might be
simplified and adapted for the middle grades. |
The Students: |
The Staff: Karen Cushing holds a BA and MA
from St. Xavier University. She entered teaching having had computer
training and seeks to integrate technology into the learning process.
She has been the computer teacher at Tonti School for two years. |
What You Need: Materials And Facilities:
One or more computers are needed for this project. One copy of Carmen
SanDiego is needed for each computer. Versions are available for Apple,
Macintosh and MS-DOS computers. Outside Resources: Teacher
resource guides are available from Broderbund, creators of the Carmen
SanDiego software. An activity guide is also available from WGBH, the
PBS station in Boston which broadcasts a TV series which can be taped
and used as part of this unit. |
Overall Value: Students gain increased
awareness of world geography through this interactive computer program.
They learn to use a variety of reference materials to successfully
solve geography mysteries. Later they report the results of their cases
in news articles, and ultimately write several original mysteries. |
Standards: |
UNMASK THE WORLD |
Category: Arts |
Grades: 2 to 10 |
How It Works: In many parts of the world art
does not exist in a vacuum, but is used for social, political,
religious, historical, or economic purposes. This project combines art,
social studies, and music to introduce students to different cultures of
the world.
Slides, videos, books, music, and cultural artifacts are used to
familiarize students with Inuit, Aztec, Chinese and African cultures.
Children create masks and learn about the rituals and music associated
with them. A geography game which matches artwork with cultures make
learning fun! |
The Students: The project was developed with
550 students from kindergarten through eighth grade. It is adaptable
for all ages, ability levels, and class sizes. |
The Staff: Constance Heimann has taught for
seven years in Chicago Public Schools. She holds a BFA from the
University of Illinois and a MFA from Northern Illinois University. She
has also worked as an Artist-in-Residence for the Illinois Arts Council
and the Chicago Council for Fine Arts. |
What You Need: Materials needed include celluclay, milk jugs, egg cartons, drapery rings, newspapers, and ordinary art supplies. |
Overall Value: All children can succeed with
this project. Hands-on art and music create enthusiasm to learn more
about the peoples of the world. As children become familiar with
different cultures, their understanding of and respect for differences
increase. |
Standards: |
Up the Missouri!
Up the Missouri!
Up the Missouri!
Up the Missouri!
Up the Missouri! |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: Up the Missouri is a cross
curricular unit integrating the study of the Louisiana Purchase with
meteorology. Students take on the roles of Meriwether Lewis or William
Clark and, using information gained through their physical science and
history classes, recreate their own version of the famous expedition for
a report to President Jefferson.
In science, students study major climates of the United States, then
explore the six major biomes. They participate in a map activity and
form teams to create biome charts.
In history class, students study Thomas Jefferson and the famous
expedition with videos, reading assignments, and written assignments
that enrich the story of exploration. Students use a computer simulation
by MECC called "Lewis and Clark Stayed Home," in which they choose
their own routes, trade with the Indians, plot terrain, record weather
data, and discover flora and fauna as they try to reach the Pacific
Ocean.
To conclude, students write a descriptive, unbiased 3-5 page report
for President Jefferson, using their scientific and historical
knowledge. As a scientific paper, it must address President Jefferson's
questions about the new territory, which requires applying information
learned on the simulated expedition. |
The Students: 1997-98: 150 heterogeneously grouped 8th graders, including hearing impaired and ESL students. |
The Staff: Members of the same core academic
team, Ole has taught junior high history for 29 years, and Anna has
taught junior high science for 10 years. She has participated in the
Science Partnership for School Innovation and GLOBE. Both have been
mentor teachers, and are members of the IMPACT II Nationwide Teacher
Leadership Project. |
What You Need: Teacher packet, textbooks, software and other books, U.S. maps, and Hands on Geography worksheets. |
Overall Value: This project achieves our goal
of creating cross-curricular thematic units that address the different
learning styles of our students. Nearly 85% of our students achieved
success (average or above) on this project, determined by a test on
science material, content and quality of written report, and accuracy of
the biome chart (95% of the students completed their charts with 100%
accuracy). Students receive a report rubric at the beginning of the
unit. The report assessment pulls all the components together and
synthesizes all previous lessons for the students. |
Standards: |
UP, UP AND AWAY |
Category: Science |
Grades: 7 to 10 |
How It Works: "Up, Up and Away" is a
creative, interdisciplinary unit focusing on hot air ballooning as part
of a study on flight from Leonardo Da Vinci to Neil Armstrong in both
technology education and science classes. Within these two disciplines, a
prototype is built and tested at the school. Measurements taken in
science class are charted, graphed, and evaluated in math class. Further
interdisciplinary enhancement is achieved when other subject areas
incorporate the air ballooning theme into meaningful lessons. In art,
students create a design for use on both the balloon itself and on tee
shirts as a means of advertising the project. In reading, students learn
all about the history of hot air ballooning and recent spectacular
exploits; in writing, they record their impressions and express their
understanding of this special kind of experience and apply it to other
aspects of their lives. Social studies provide a framework for plotting
hypothetical geographical destinations and accompanying flight pattern
travel routes. Even music can be used to create a particular spirit of
adventure as is done regularly in motion pictures.
The planned lessons accommodate a variety of learning styles; auditory,
visual, spatial, oral, kinesthetic, musical, tactile, and audiovisual
activities. Solutions and understandings of complex problems come
through observing, summarizing, interpreting, data collecting, map
reading, evaluating, synthesizing, listening, reading, construction, and
group problem solving.
|
The Students: Assessments are ongoing and
accomplished through observations, tests, experimentation, and
discovery. As students work through the activities and lessons
independently and cooperatively in all of their classes, they are ever
directed towards the culminating activity which is the group launching
at a nearby park. This activity can be modified for high school.
|
The Staff: Linda Bagoly, Alana Callahan, Bill Celedon, Joe DeGroate, Joan Flasko and Marilyn Smith Roosevelt School, Bridgeport |
What You Need: Audio cassette, hair dryer, balloon launcher, altitude finder.
|
Overall Value: This unit creates excitement,
understanding, interest, and an intense desire to know more about
flight. Reasoning and problem solving are vital to our students' success
in life. Students work with their peers, strengthen skills in decision
making, draw reasonable conclusions, and formulate and test predictions
and hypotheses based on data they have gathered. Students remain highly
motivated as they share their new learnings with each other through
teaming; a very real world skill needed to successful in life.
|
Standards: Motivation and Persistence Reasoning and Problem Solving |
UP, UP AND AWAY WITH BOOKS |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: "Up, Up and Away with Books" is
an innovative reading incentive program which culminated in our
principal taking a hot air balloon ride. Each child's goal was to read
ten books, with a cooperative school goal of 4,000. To motivate the
children, the principal agreed that if they reached the goal, he would
ascend in the hot air balloon. When a child completed ten books, he
received a colored-paper figure with his name and class. As each student
earned a colored figure, it was placed on a giant balloon mural outside
the library. The more the children read, the more colorful the balloon
grew. When we reached the goal, first graders put a drawing of the
principal under the balloon and composed a victory song. The project
finale was a Children's Book Week celebration which incorporated
reading into every aspect of the school day. A daily reading-related
slogan was chosen, and students and staff dressed accordingly. Stories
came alive when PTO volunteers, dressed as favorite characters, visited
the school. Famous author-illustrator Diana Engel came to share her
expertise. Our school ate, drank, and even slept reading!
With "Bedtime Stories," a school-wide event became a community-wide one.
Over 700 children, parents, and staff enjoyed an evening of milk and
cookies and stories read by town and school officials. Finally, THE DAY
arrived, and the balloon was launched. Each class had an ice cream
party, and every child received a certificate and handshake from our
high-flying principal. After "Up, Up and Away with Books," the children
learned that they can achieve any goal if they all work together. The
reading project was truly an "uplifting" experience.
|
The Students: All 434 children in the school, Pre-K to grade 2, participated. The project is suitable for all grade levels. |
The Staff: Joanne Dowling and Rhoda Whitman Quaker Farms School, Oxford |
What You Need: Regular classroom space and materials, school library, incentives provided by PTO or parents. |
Overall Value: Working toward a school-wide
goal and seeing daily evidence of their progress motivated the children
to continue reading to reach a final total of 4,970 books. The week-long
celebration involved parents and the community in our effort to foster a
continued love of reading in our students.
|
Standards: Motivation and Persistence Sense of Community Reading |
Ursa' s Family Tree: A Bear's Eye View of the Millennium |
Category: Social Studies |
Grades: 1 to 14 |
How It Works: Ursa, the Bear, took students
on a tour of the millennium by exploring his family tree. Ursa had many
relatives that had traveled with some of the most famous people in
history! Using reference texts and software, students researched people
who were prominent in the history of the Western Hemisphere, and
particularly the United States. Working in collaborative groups,
students wrote about their characters from the point of view of a small
stuffed bear that, incredibly, traveled with every famous person in
history. Period costumes were created for the bear and pictures were
taken to accompany the text, which will be collected into a book, Ursa
in the Millennium. A time-line (Ursa-line) was also be created. Ursa,
the Bear, was appealing to all students and could be easily adapted to
any period of history. |
The Students: Students worked in groups of
3-4 students to put their research into a story written from a bear's
perspective. One class period per week was devoted to this project over
the nine-week quarter. Students were expected to work on this project
outside of the classroom. |
The Staff: Melinda Wachtel has been at Holy
Family for three years and Faith Cook has been teaching for 20 years.
Parents and paraprofessionals can be used to help with research and
costume design. |
What You Need: Resources for this project
included textbooks, reference books, reference software, on-line
resources, local and school libraries and adult assistance with
costumes.A lab with Internet access and an abundance of materials was
ideal. This project could be accomplished with a minimum of reference
material and the students' textbooks. A small stuffed animal was needed
as well as material and notions for the costumes. A camera and film
was also needed to take pictures of the bear in his costumes.
|
Overall Value: This project uses imagination,
creativity, technology, collaborative learning and adaptive curriculum
to reinforce the facts of history. Students adopt a mascot and imagine
his/her adventures in time. "Paws-on" learning will excite and engage
students at any grade level. |
Standards: |
USING LITERATURE TO IGNITE YOUR SCIENCE PROGRAM |
Category: Science |
Grades: 2 to 7 |
How It Works: This project proves that great
literature can lead the way to exciting science. For example, the story
Stellaluna is used to introduce a science unit which compares bats and
birds. Exciting hands-on science experiences give children a basic
understanding of difficult concepts. Bartholemew and the Oobleck spurs
an investigation into the states of matter. Is the oobleck (equal
measures of cornstarch and water) in the classroom a liquid or a solid?
(Answer: It's a colloid.) The Sweet and Sour Animal Book inspires
children to create their own animal coloring book of verses. Who would
have thought science could be so much fun! |
The Students: This project was developed with
students in grades two through five meeting in the science resource
room once a week for forty minutes. The project is easily adaptable for
classroom teachers with students in pre-kindergarten through fifth
grade. |
The Staff: Karen Malhiot has taught for 9
years; she received her BS from Bennington College and holds a Masters
in Childhood Development from the Erikson Institute. She is currently a
Science Resource Teacher. |
What You Need: The following materials are
needed: the teacher's resource book Science Through Children's
Literature: An Integrated Approach; copies of story books; craft
materials such as colored pencils, paint, glue, and book binding;
science supplies such as baggies, paper towels, chart and graph paper,
post-it notes, etc. |
Overall Value: Children come to science class
excited and unable to wait to find out what they are going to learn
about each day. Years later students can usually remember these science
activities and the lessons they taught. |
Standards: |
Using Pine Trees to Teach Mathematics |
Category: Mathematics |
Grades: 3 to 8 |
How It Works: Guiding Principles: #1
Students understand the nature of mathematics and science #2 Students
communicate effectively in mathematics and science #7 Students
attain and apply essential knowledge and skills of mathematics and
science
Content Standards 1A: Students use scientific inquiry to provide
insight into and comprehension of the world around them. P1 Make
accurate observations using appropriate tools and units of measure. 2A:
Students use clear and accurate communication in sharing their
knowledge. P2 Read and write instructions to be followed or
instructions which explain procedures. P5 Share and support
mathematical and scientific understanding orally and in writing. 7F:
Students understand and demonstrate measurement skills. P1 Estimate and
measure length, time, temperature, weight and capacity. P3 Select
standard and non standard tools for determining length, time,
temperature, weight and capacity, and use them to solve everyday
problems.
The Approach In this project, students see the forest and the trees!
USING PINE TREES engages students in making quantitative observations
regarding the health of white pine trees. Students explore the
mathematical concepts which serve as the basis for environmental
monitoring measurements and procedures. As scientists are doing all over
the world, students collect data to monitor long term environmental
conditions. Working together and with their parents, students use the
same format to study single trees around their own neighborhood and then
pool their data to draw conclusions. Traditionally, standard
measurement techniques used by scientists are effective for collecting
accurate data. However, involving young students in meaningful
environmental studies requires revision of these techniques to engaging
and exploratory activities so students can construct an understanding of
the mathematical concepts and relationships. The field study provides a
vehicle for immediate application of these concepts and assessment of
the students' understanding. The consistent and original lesson format
for each project activity includes a problem, defined parameters for
exploration, exploration, and the sharing of findings and incorporates
the essence of the scientific and mathematical inquiry processes.
Inconsistent data is analyzed to determine the reason for the disparity.
Students implement procedures they have investigated for monitoring a
study site, and the field experience generates unexpected obstacles that
require solutions. The assessment approach is two fold. The accuracy
of the collected data tells teachers the level of understanding and
proficiency the student has acquired for each task. The students also
participate in a class project to compile data on individual pine trees
throughout the school district. Each student writes an explanation of
each measurement procedure to a parent so the parent can accompany the
child and assist in the data collection of a single pine tree in his/her
neighborhood. Parents provide feedback about the clarity of the written
communication and the expertise shown by their child in collecting the
data. |
The Students: |
The Staff: |
What You Need: Specialized equipment
requirements are minimal: metric tape measure, meter sticks and rulers, a
compass, washers for each child, the altimeter pattern, hand lenses, a
simple balance, and clipboards. Students make their own measuring
devices, including a densitometer to measure canopy and ground cover and
an altimeter to estimate the height of a tree. In addition, they devise
informal methods to weigh water retention in the soil and establish the
length of their pace for use in the field. Parents reinforce and
expand learning experiences at home and as supervisors in the field.
Middle school students may carry out the traditional environmental
monitoring measurements using standard procedures and instruments and
compare their data to that of project participants' evaluation of
reliability. Students may also visit the middle school and be paired
with these older students to use microscopes and look at the pine
needles samples. Local citizens knowledgeable about botany contribute to
the knowledge base. Students write instructions for activities to their
parents and engage them as partners in field work.) The unit takes
three to four weeks to complete. |
Overall Value: obstacles, using your body as a four and a half foot marker when you're only three and a half feet tall. |
Standards: |
Using Portfolios To Illustrate And Communicate Iep Progress And Goal Attainment |
Category: Instructional Inquiry |
Grades: 8 to 10 |
How It Works: Instructional Inquiry Process:
As the model for special education involves more inclusion, the need
for both the regular and special education teachers to work together on
the progress of a student's individual education plan (IEP) becomes
imperative. The team approach mandates joint responsibility for student
achievement. Often special education students are not involved nor do
they feel a responsibility for their educational progress. Also,
parents of special education students do not really know how their
children have met the IEP goals and objectives and whether they have
indeed shown progress or met these goals. This study looks at the
use of portfolios to monitor IEP progress and goal attainment and to
communicate this information to both parents and students. It also
investigates whether students' knowledge of this progress increases
their involvement in and commitment to their own education. Surveys
will be used to measure parents' feelings for the level of communication
of progress and success in meeting IEP goals and students' perceptions
of their level of involvement in the education process. Both regular
and special education teachers will be surveyed regarding their
involvement. Both regular and special education teachers will be
involved in developing the IEP goals and objectives, in incorporating
these goals and objectives into their lesson plans and portfolio
components, and in helping students to meet these objectives in the
classroom. Both groups of teachers will contribute to the education
plan: the regular education teachers with their expertise in the subject
area and the special education teachers with their expertise in dealing
with the special needs of the students. The Students: Sixth,
seventh, and eighth grade students with learning or emotional
disabilities will participate in the research study. This process can
be adapted and used by any grade level and in any special education
population. |
The Students: |
The Staff: The research team will consist of
regular and special education teachers. The portfolio conferences will
be held in the basic skills classes for resource-level students and in
English and/or Math for Majority-level students (self-contained). The
coordinator for the learning disabled (LD) and emotionally disabled (ED)
will compile the research data. Both special and regular education
teachers will be involved in the development of the portfolio process.
No additional staff members will be needed. |
What You Need: Materials and Facilities:
Portfolio materials and a file system for each teacher will be needed.
Storage of the portfolio materials will require some space: each
special education teacher will store individual students' portfolio
materials in the classroom, and a file cabinet in the LD and ED office
will be used for research and IEP materials. Outside Resources:
Parents will be involved in developing IEP goals and objectives and in
completing surveys. |
Overall Value: It is expected that the use of
portfolios to communicate to special education students and their
parents the progress toward IEP goal attainment will increase students'
involvement and commitment toward their educational progress. Also, it
is felt that the joint involvement will strengthen the relationship
between regular and special education teachers. It is hoped that
special education students' increased involvement in their education
will strengthen their ability to help themselves and will help to make
them their own best advocates. |
Standards: |
Using Technology |
Category: Science |
Grades: 5 to 8 |
How It Works: I structured an action research
project to assess how primary school children can define a problem,
research that problem, devise a solution, and produce a final product
showcase for that work. I chose to work within the framework of the
science curriculum, choosing water conservation as the area of study.
The third grade curriculum for our district includes a study of the
water cycle, which sparked an interest in the class as to how we could
better use and reuse water. The class developed a question,
brainstormed about what they knew, and what they wanted to know. As a
class, we did a mini-research project to become more fluent with
research methods. The children worked on the Internet, and created new
pages for our website. The children also elected to build a model of the
water treatment plant to show the rest of the school how water is
treated and recycled. To view the results and products of these
projects, please view us at: http://ncook.k12.il.us |
The Students: This learning experience was
originally designed for a third grade class but can easily be adapted to
older students. Student population included children with a wide range
of ethnic backgrounds and ability levels, including students with IEPs.
Class size averaged 23 students. |
The Staff: Classroom teacher and various local consultants. |
What You Need: This project was carried out
primarily in the classroom. We had three Internet connections in the
class, with occasional access to a Macintosh lab with 20 connections.
Our classroom computers use Netscape and Claris 4.0. We designed forms
for research and Internet skills. We used a Quick Take camera, a
scanner, and PageMill to put our work on the Web. We also used a video
camera to capture field trips and interviews. |
Overall Value: Our district is committed to
the new paradigm of learning encompassed by the engaged learning model.
We have attended workshops and seminars on current research into the
brain and how it form patterns and connections that enable children to
store information. We realize that children will learn much more when
they are allowed to construct their own learning and to be immersed in
experiences that help them formulate their own solutions. |
Standards: |
Using Technology |
Category: Science |
Grades: 5 to 8 |
How It Works: I structured an action research
project to assess how primary school children can define a problem,
research that problem, devise a solution, and produce a final product
showcase for that work. I chose to work within the framework of the
science curriculum, choosing water conservation as the area of study.
The third grade curriculum for our district includes a study of the
water cycle, which sparked an interest in the class as to how we could
better use and reuse water. The class developed a question,
brainstormed about what they knew, and what they wanted to know. As a
class, we did a mini-research project to become more fluent with
research methods. The children worked on the Internet, and created new
pages for our website. The children also elected to build a model of the
water treatment plant to show the rest of the school how water is
treated and recycled. To view the results and products of these
projects, please view us at: http://ncook.k12.il.us. |
The Students: This learning experience was
originally designed for a third grade class but can easily be adapted to
older students. Student population included children with a wide range
of ethnic backgrounds and ability levels, including students with IEPs.
Class size averaged 23 students. |
The Staff: Classroom teacher and various local consultants. |
What You Need: This project was carried out
primarily in the classroom. We had three Internet connections in the
class, with occasional access to a Macintosh lab with 20 connections.
Our classroom computers use Netscape and Claris 4.0. We designed forms
for research and Internet skills. We used a Quick Take camera, a
scanner, and PageMill to put our work on the Web. We also used a video
camera to capture field trips and interviews. |
Overall Value: Our district is committed to
the new paradigm of learning encompassed by the engaged learning model.
We have attended workshops and seminars on current research into the
brain and how it form patterns and connections that enable children to
store information. We realize that children will learn much more when
they are allowed to construct their own learning and to be immersed in
experiences that help them formulate their own solutions. |
Standards: |
Using the Speech Synthesizer To Proofread |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: How would you like to offer
your students a totally objective editor to help them learn to proofread
and edit? Using the Speech Synthesizer To Proofread provides students
with that objective third party to read exactly what they have written.
No judgments rendered! No possibility of ridicule! No chance of one
student doing another student's work! The process of getting text from
the students' minds to the computer to the synthesizer involves a
multi-sensory approach. The student first types the information into the
computer (tactile), then sees the information on the monitor (visual),
and finally hears the speech synthesizer read text (auditory).
Short-term memory skills are strengthened and brain/eye-hand
coordination is improved as students learn and appreciate the benefits
of computer technology. Students follow simple instructions that
include easy-to-follow commands in order to save their word processor
files on disk. Once a file is saved in ASCII format, the Textalker
software can translate the text to speech. As Textalker software reads
back student writing, certain grammatical and punctuation errors become
obvious. For instance, the synthesizer does not voice the period at the
end of a sentence. If a student has failed to type the normal spaces
after a period, the synthesizer reads the period as a decimal point.
When the student hears the synthesizer say "decimal point," s/he knows
an error needs to be corrected. The Students: This program was
originally used by special education students in grades 9 - 12 with
various learning disabilities and ability levels. It can easily be
adapted to all grades and achievement levels. |
The Students: |
The Staff: |
What You Need: Materials Needed: The original
program used an Apple IIe computer (with extended memory card), the
AppleWorks word processing program, and an Echo II speech synthesizer
with Textalker software. |
Overall Value: By using the computer and
synthesizer, students utilize three out of their five senses, an
approach which is especially beneficial to visual/hands-on learners.
Students develop proofreading skills and seem to enjoy the process. |
Standards: |
Using Visual Arts To Improve Literacy |
Category: Arts |
Grades: 2 to 7 |
How It Works: Using Visual Arts To Improve
Literacy is a program that enhances literacy among ESL students
through art appreciation, computer technology, enrichment experi-ences,
and student-created works of art. The multiple intelligences of the
students are addressed through visual and fine motor tasks as well as
reading and writing. Students study works of some of the great
painters and reproduce these works while reading biographies of the
artists. This allows them to see the link between the artist's
personal life and his/her artwork. Technology is used to help students
prepare and report their findings to both classmates and the school
community. The Internet provides biographies of the artists, and the
library media specialist can be very beneficial in making the search a
positive experience. Enrichment experiences help solidify student
motivation in the project. PBS documentaries on the master artists are
useful. A museum trip to view some of the original works of art that
students have seen on the Internet and in books can be a powerful
experience. The finale includes written reports and oral presentations
to both the class and the entire school. These activities can be done
individually or in groups. |
The Students: The students are ESL 5th graders with intensified English instruction. Many of them receive double-period instruction. |
The Staff: Bonnie Cohen has been a bilingual
and ESL teacher for seventeen years. Evelyn Collazo, ESL and bilingual
paraprofessional, helps the children with their research and writing.
Alice McElroy is a paraprofessional assigned to work with children in
computer technology. |
What You Need: Children have access to four
computers with two printers in the ESL lab. The ESL room is equipped
with an extensive library. Materials are borrowed from the school and
public libraries by both the students and teacher. Students use word
processors to write their artist reports; graphics pro-grams like
KidPix help them arrange their presentation of the art; and scanners
digi-tize photos of their own artwork. Posters are available from art
supply stores, and other materials can be bought at the gift shop of
The Metropolitan Museum of Art. Regular trips to the library to use
online computers are a central part of the program. The museum trip
adds a dramatic finish to the project, with the students responding
excitedly to the origi-nal works. In addition, providing students with
professional-grade tools (canvas, brushes, and paints) helps bring the
project to a meaningful conclusion. |
Overall Value: Students who are not native
English speakers need a variety of ways to express their knowledge.
The multiple intelligences are called into action through the various
tasks required to complete the project. This program uses visual
perception, fine motor ability, computer skills, and lan-guage
capabilties while raising self-esteem by enabling students to express
them-selves in new ways and gain recognition for their
accomplishments. This confidence-building program creates a long-term
awareness and appreciation of art as an important means of
self-expression and a powerful force in society. |
Standards: |
Using What You Learn |
Category: Mathematics |
Grades: 6 to 10 |
How It Works: Students learn to design, make
and assemble buttons and plaques using CAD (computer-assisted drawing)
programs and a button-making machine. Organized for mainstreamed
classes, which include physically handicapped and limited English
proficiency as well as general education students, this practical arts
program uses a team approach and adapted equipment. It teaches students
to: follow directions for specific tasks, apply knowledge in
writing, math and critical thinking, develop computer, manufacturing and
work skills Each person responds to directions for making flow
charts on a word processor. Then the student programs a robotic arm,
produces blueprints and makes the product. The teacher writes all the
lessons and can control the level of difficulty to set up focused tasks
for individuals. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Victorious Vocabulary |
Category: English/Language Arts |
Grades: 5 to 8 |
How It Works: Our school's Target Priority
Goal is to improve student achievement in mathematics and reading. One
strategy that we have used successfully to impact the language arts area
is, |
The Students: |
The Staff: |
What You Need: Materials: Duplicating paper,
computer (to print lists), computer paper and ribbon, two timers,
certificates, trophies, ribbons, two megaphones, and four pom-pons.
Daily activities take place in the classroom. The play-off competition
and the,"Super Bowl" will be held in the cafetorium. Outside Resources:
Not applicable |
Overall Value: The Houston Independent School
District's overall mission is to make certain that students are
prepared with life skills that reflect both the needs of the global
economy and students' individual needs and aspirations. "Victorious
Vocabulary" provides our students with an educational/motivational
activity that enhances their oral and written language. They have the
opportunity to work together in cooperative settings thus enabling them
to develop academic and interpersonal skills. These skills are
tantamount to success for youth today as they enter the 21st century. |
Standards: |
Video Game Parlor |
Category: Mathematics |
Grades: 7 to 11 |
How It Works: Video Game Parlor, is an
interactive computer program that puts, students in charge of running a
business. Students plan, execute and document strategies in response
to teacher-posed and, student-generated questions. It is rare for
students to have the, opportunity to pose,"what if" questions, and to
have the means to, investigate the questions. The program starts with
a letter from a game company offering to, help the students set up a
game parlor at their school. The, letter includes the prices of various
games. The students begin, each session with $1 000. The program allows
them to buy and sell, games, and report on the monthly earnings of each
game they own. What is the best way to make money in the first 12
months of, operation? How much does it help to have a change machine?
Which, games generate the most money? Which are better long-term,
investments? Short-term investments? Is there a fixed rule for,
reselling games to the company? Students come up with these and, other
questions during class discussions, plan ways to, investigate the
questions, then document and report their, findings. In the course of
the investigations, many math topics are, introduced. These include
line and bar graphs, ratios percentages, slope, and mean values.
Class discussions reveal multiple solutions to the same, questions. For
example, some students searched for a rule to, explain the resale values
of the games by making a line graph and then interpreting its slope.
Other students approached the, same problem as a ratio. Students were
able to draw on their own, strengths and interests, while learning about
new techniques. The program is open-ended, and the investigation can
be adapted, to other grade levels simply by changing the questions,
investigated by the students. This year the investigations lasted
five class periods (43, minutes each). As a final assessment the
students received a, teacher-designed letter from another middle school
which took, another two periods to answer. The letter posed some key,
questions. Students made use of notes and their own graphsÑand,
investigated further with the computer programÑin order to answer, the
questions. Each student wrote a letter to the other middle, school
explaining the answers and techniques used to obtain them. The
students' letters, along with teacher observations of, behavior and
attitude, showed Video Game Parlor to be a success. The Mathematics
Framework calls for extended investigations of, math concepts,
emphasizes learning through concrete experiences and places great
value on student expression of math ideas. Two classes of seventh grade
students participated during the, 1993-94 school year. The makeup of
each class was approximately, 32 heterogeneous students, and five
special education students. |
The Students: |
The Staff: I have taught middle school math for 13 years, at Lompoc Valley, Middle School. I am currently a math Mentor for my district. |
What You Need: I wrote the computer program.
It runs on APPLE II computers and, Macintosh computers with APPLE II
cards. The initial letter is, part of the program. The assessment letter
will be provided with, the program. My classroom has 20 computer
stations but a computer, lab provides an adequate alternative. No
outside resources are required. |
Overall Value: |
Standards: |
VIEW: VISUALLY INTERPRETING EACH WAVE~~THE GREAT MIGRATION |
Category: Arts |
Grades: 2 to 7 |
How It Works: VIEW~ enhances the study of
U.S. history through visual analysis. Visual analysis is the process of
analyzing historical artifacts (primary source documents, contemporary
paintings, sculpture, everyday objects) in order to reveal the essence
of past societies. The theme of this unit is to study the history of our
country through the movement of people. Students learn to appreciate
art and use it as a means of interpreting the lives of our ancestors.
Prior to this unit, students have studied and come to understand their
own heritage through their family's migration to America. Students
connect the importance of belonging to a specific group and the
significance of the artistic traditions and value of the larger group.
This enables them to personalize their study of history and realize the
importance of each individual and group in shaping historical events.
Students begin their study by analyzing historical documents to gather
background knowledge of forces affecting the Great Migration. Students
continue their analysis by studying Harlem Renaissance artists and their
works depicting various lifestyles. In addition to analysis of art,
students experience the idea of artists' perspective through
interpretation of satire in political cartoons from the Great Migration.
Students then work collaboratively to conduct an analysis of one
painting, "Blues, 1929" and learn to recognize how art reflects social
and historical experiences. Students conclude the unit by applying
analysis skills to create a series of paintings chronicling the lives of
important African-American crusaders.
|
The Students: VIEW~ empowers student learning
and encourages students to express their own concepts, ideas and
emotions through the creative and performing arts reflecting the
experiences of those involved in the Great Migration.
|
The Staff: Lynn Collings, Thomas Lucey,
Colleen O'Brien, Paul Sutterlin, Roxanne Vendetti Noah Wallace
Elementary School, Farmington |
What You Need: The library media center,
local art/historical museums, district collections of prints, artifacts,
and historical documents, classroom supplies.
|
Overall Value: VIEW~ develops the independent
thought necessary when discussing, critiquing and interpreting
historical artifacts. Visual analysis skills are developed to examine
the whole community in a historical context. Students make cause-effect
relationships and draw conclusions based on their visual analyses. This
process of creating and analyzing art is assessed by interdisciplinary
rubrics. The unit emphasizes open-mindedness and curiosity while
developing both creative and critical thinking skills, and empowers
students to pursue lifelong learning. Creative interpretations of art is
a sign of independent thought and students come to realize that all
ideas have validity in the arena of historical inquiry.
|
Standards: |
Vincent van Gogh |
Category: Arts |
Grades: 9 to 9 |
How It Works: Students will use computer
technology as a resource to learn about the Post-Impressionist artist,
Vincent van Gogh. 2. Students will analyze and interpret van Gogh's
painting "The Starry Night". 3. Students will create a line drawinig
entitled "Scary Night".
Teacher Steps To Prepare
1. Teacher preparation of web sites to be used as reference.
2. Gather visual resources.
3. Print lyrics of "Vincent" by Don McLean.
|
The Students: Student Activities
1. Students will use world wide web to gather research information and acquire photos of van Gogh's works.
2. Students will read, review and discuss a short history of van Gogh's life entitled "Forces of Nature".
3. Students will compare and contrast van Gogh's works and the relationship of the song "Vincent".
4. Students will investigate the role of van Gogh's relationship with his brother and his series of mental illnesses.
5. Students will analyze and interpret "The Starry Night".
6. Students will create their own emotional interpretation of the
Halloween season, entitled "Scary Night" utilizing van Gogh's
brushstroke with the art medium craypas.
Assessment Methods
1. Class discussion
2. Short quizzes
3. Reading comprehension assignment
4. Oral interpretation of poetry
5. Peer review and evaluation of work.
6. Classroom critique
Standards Addressed by This Unit
1. Students will apply their understanding of art history to their own work.
2. Students will respond and analyze works of art.
3. Students will create a work of art in a variety of art mediums.
|
The Staff: Lori Langsner has been teaching
fine arts in the NYC school system for the past 20 years. She currently
teachers at I.S. 24 in Staten Island, New York and is a TeachNet Project
Mentor.
|
What You Need: Teacher Technology Skills Required
Teacher exploration of web sites to be used for reference. Picture scanning.
Student Technology Skills Required
Students will navigate the web, to gather research material and acquire photos.
|
Overall Value: |
Standards: |
Visual Diaries |
Category: Arts |
Grades: 2 to 10 |
How It Works: This project allows children to
explore their feelings through art and writing without the restrictions
of spelling and grammar. Each week students are introduced to an
artist and are given a page from that artist's own sketchbook or diary.
The teacher and students then write or draw daily in their own
sketchbooks, relating how they feel about the particular artist and
his/her work, about their own feelings and about everyday events in
their lives. Children are invited to share their entries with the
teacher and classmates. The Students: This program is adaptable
for regular and special education students at all grade levels. |
The Students: |
The Staff: Roseann Mark holds a BS in
Communication Design and is state certified in Art for kindergarten
through twelfth grade. She has been the Art teacher at R. Nathaniel
Dett School for four years. |
What You Need: Materials And Facilities:
Established artists' diaries and sketchbooks, blank sketchbooks and
various art media (chalk, charcoal, pencil, ink, paint, pens, markers,
found objects, glue, etc.). Outside Resources: The teacher keeps a
daily journal which is shared weekly with the class. Parents are
invited to participate in the diary-keeping project. |
Overall Value: By making daily visual
entries, children create a record of their life experiences, emotions
and ideas, generating self-improvement and increasing their self-esteem.
|
Standards: |
Voices From Vietnam |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: "What do you know about the
Vietnam War?" the teacher asks. The silence in the classroom echoes in
her ears...she thinks of friends with lives altered forever.... How can
they not know? We never told them. A team of English, history, special
education teachers and librarians from two high schools taught an
integrated unit on the Vietnam experience, which combined literature,
interviews with Vietnam veterans, library displays, computer technology,
playwriting and student attendance at Veteran's and Memorial Day
observances.
English students read and discussed Voices from Vietnam, by Barry
Denenberg, examining civic responsibility from the participants'
disparate points of view. They also read poetry written about this and
other war experiences. History students interviewed Vietnam veterans
from the community, then transcribed their notes and tapes for display
in the library and posting on the Lompoc Vietnam Veterans' web site.
The librarians, assisted by the special education teacher and
students, developed November displays at both high schools. They
included student interviews, collectibles from veterans, and
student-digitized photos. They advertised the exhibits in faculty
newsletters, school bulletins and morning announcements. Veterans
visited the exhibit and classes to talk with students. In Graphic Arts,
one resource student created an electronic "Wall" of our city's Vietnam
war dead (also available on the veterans' web site). |
The Students: 1997-98: eighty history,
language arts and special education students particpated, plus many more
students, staff, and community members. |
The Staff: Chris Brooks is a Vietnam war
veteran, and has taught resource/special education for 23 years. Marell
Brooks has taught language arts for 29 years, and is a California
History/Social Science Project fellow. Penny Hennessy has been a school
librarian for 27 years, Suzanne Schwark for eight years. Myron Webster
has taught history for 31 years, and is in Who's Who Among America's
Teachers. |
What You Need: Local veterans' groups, computer, scanner, Internet access, art supplies, teacher packet. |
Overall Value: Students and community members
increased their awareness of sacrifice, pain, courage, patriotism,
honor, and the importance of freedom of speech. Negative stereotypes
about Vietnam veterans were dispelled.
Essays, "I search" papers, and oral reports were measured by
teacher-made rubrics. History unit testing indicated gains in knowledge
of the era. Interpretive essays demonstrated a grasp of the background
of the Vietnam War, what it was like to be a soldier, and the
significance of political and military decisions. |
Standards: |
Volley Knowledge |
Category: Health/Physical Education |
Grades: 2 to 10 |
How It Works: Too often, after skills and
rules instruction in physical education, we leave the cognitive domain
behind and set up a tournament from which there is only one winner.
Volley Knowledge rewards successful play, and at the same time
acknowledges students who have rules and technique information. The game
uses a board similar to one used in "Chutes and Ladders." Team scores
for games played provide a way of advancing on the gameboard. A team
landing on specially marked squares draws a question and a correct
response or proper demonstration also moves the team up the board. The
player who might not excel in physical performance has a chance to shine
in the knowledge area and make an important contribution. "Chance"
cards, designated by red squares, add another element of interest as the
"hand of fate" can move a team up or back, depending on the card
selected. To keep interest high, a team is never sent back more than two
squares. Students are really excited as we get together at the end of
the period and mark off points. In addition they all pull for team
members to give a correct response. The team captain can designate a
respondent, or the team, upon seeing the question, may select someone to
answer. This process allows the instructor to give an advanced player a
very challenging question, or a less able student one that will spell
success. I use Volley Knowledge as a closing activity for the last two
weeks and the points accumulate during this time period. Each class
decides what the winning team's reward will be. The game not only keeps
activity and interest levels high; it also serves as an excellent review
for a written examination. This format also breaks away from a
traditional "team one plays team two, circle the winner and forget it"
approach. It keeps all students responsible for playing their best and
for maintaining their knowledge base of rules and techniques. This game
has proven fun and educational. I developed it when I taught English.
In that setting, I made three or four game boards with
informatio/question cards and "chance" cards, and divided students into
teams. Pupils rolled dice to advance and then drew cards with items
relating to the current unit. It was a great incentive to work together
and a creative way to learn material or review for examinations. State
Framework: This activity complies with the Physical Education Framework
in a number of ways. First it has a balance of activities from both the
cognitive and affective domains. Furthermore, there is an emphasis on
play as well as skill development. It has additional benefits in
providing opportunities for socialization, teamwork, leadership, and an
appreciation of and respect for individual differences. The Students:
In 1992-93, I used Volley Knowledge in all of my sixth grade physical
education classes, which ranged in size from 28 to 42 students, 10-12
years old. I have used it successfully with 14- and 15-year olds, also.
My pupils are heterogeneously grouped and are honors as well as special
education students. All seemed to enjoy the activity. |
The Students: |
The Staff: I have taught physical education
and English in grades 6-12 for 23 years. My classes include modified
physical education for special education students. |
What You Need: Materials and Facilities: I
used poster board for the game and had it laminated so it could be used
indoors or outdoors. For game pieces, I simply wrapped coins in
different colored tape to designate individual teams. Outside
Resources: None are needed. |
Overall Value: |
Standards: |
Voyage to the Missions |
Category: Social Studies |
Grades: 6 to 8 |
How It Works: Voyage to the Missions is a
cross-curricular simulation which places students in trading ships
headed for the California missions. Through this role-play, students
gain knowledge of the mission period and develop skills in research,
report-writing, math, critical thinking and cooperation.
This simulation, loosely based on the novel/diary Two Years Before the
Mast by Richard Henry Dana, divides students into small crews which
navigate their ships to California, where they trade their cargoes for
hides. Each crew shares responsibility for completing a fact sheet on
each mission, which is used to write a brief report and drawing.
Completed reports earn sailing days to take ships from Boston to
California. Progress is charted on a map gameboard of North and South
America. Along the way, ships encounter Fate spaces, which present
problems requiring critical thinking skills to solve. Upon arrival in
California, ships first go to Monterey to declare their cargoes and pay
taxes. Ships then travel on to the missions to trade for hides, with
students moving ship markers on a large California mission map. The
final accounting shows which ship is most profitable. Finally, each
student's report is bound into a book. |
The Students: 1996-97 and 1997-98:
heterogeneously grouped grade 4 classes of 27 and 24 students, including
gifted, resource, LEP and migrant education students. |
The Staff: Marye has taught grade 4 and 3-4 for four years. She is her school's technology coordinator and its technology Mentor. |
What You Need: Teacher packet, which includes
Voyage to the Missions game with description, rules, playing pieces,
report and accounting templates, maps, checklists and ideas for
extension activities; student research materials on the missions,
available from the County Education Office library. |
Overall Value: This simulation addresses the
following components of the Language Arts, Math and History/Social
Science Frameworks: research and report writing skills, oral
communication, math and accounting skills, teamwork, and critical
thinking.
Each report and accounting sheet is assessed on a 10-point rubric for
accuracy, completeness and presentation of information; Fate responses
are scored on a 5-point rubric for completeness of response, reason for
choice, and clarity of written response. Cooperation with their
shipmates is assessed also. More than 80% of the students achieved 80%
or more on these components.
Students learn the importance of accuracy in recording information.
This unit stimulates students to be active learners and results in more
in-depth learning. Their ability to work in groups increases. Personal
experiences in the simulation strengthen their understanding of the
mission period of California history. |
Standards: |
VSEPR BY INQUIRY |
Category: Science |
Grades: 11 to 14 |
How It Works: We live in a three dimensional
world and since our world is made of molecules and atoms, they must also
be three-dimensional Molecules and atoms are far too small to be seen
by the naked eye, so teachers refer to models usually drawn on a planar
surface such as a blackboard to explain how the atoms in a molecule are
arranged in space against each other. Whenever it becomes necessary
during the a high school chemistry course to discuss some of these
spacial orientations, students very often experience difficulty in
moving to the three-dimensional arrangement, particularly when it comes
to the tetrahedral or pyramidal geometries. Sometimes, students try to
memorize the various molecular shapes and then try to work out the
geometry of a molecule directly from the Lewis structure and don't
bother to work through the three-dimensional solution. They wonder why
they are not successful.
|
The Students: The purpose in this unit is to
have students discover the geometry from an investigative and problem
solving approach to the VSEPR (Valence Shell Electron Pair Repulsion)
model of molecular geometry. This particular project is worked in with
the unit on Bonding. After working on the Lewis structures, the teacher
presents a scenario to the students on the idea of electrostatic
repulsions between electrons but explain that, as in Lewis structures,
the electrons seem to pair up when not bonding. The students then work
in a small group to investigate this concept using Styrofoam balls,
toothpicks, and paper clips. Once the set of atoms is correctly designed
and drawn they make molecules from these atoms by attaching terminal
atoms (halogens or halides) to this model atom which becomes the central
atom. Once we are comfortable with this, polarity of molecules is
introduced. The idea of electonegativity difference is easily
determined, but when molecular geometry must also be considered, again
the three-dimentional models are represented. The three-dimensional
models make this idea of balance visually and logically clear to the
students.
|
The Staff: Kathleen R. Kennedy |
What You Need: Styrofoam balls and other art supplies.
|
Overall Value: Having the students
investigate and try to solve this problem by themselves in small groups
definitely makes a difference in their overall comprehension of the
molecular shapes. Students find that they can reason out a molecule that
they have never seen just by applying their new skills. It is very
rewarding to see students investigate and comprehend this problem.
|
Standards: Intellectual Curiosity Reasoning and Problem Solving |
WAGONS WEST: AN INTEGRATED LEARNING FRONTIER |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: Wagons West" is a six week
multidimensional learning experience that integrates reading, writing,
social studies, and math. Students actively participate in a wagon train
simulation that allows them to assume the identity of a pioneer in the
1840's. By building their frame of reference through literature that is
read aloud, grade level historical fiction, videos, audio tapes, and
pioneer costumes, the students are able to "become" their pioneer
identity. The Interact simulation Pioneers provides the daily "fates"
that allow the students to simulate actual events that occurred on the
trek west. Using journals designed specifically for this unit, students
complete daily entries related to the fates. To culminate this unit of
study, students participate in a Pioneer Day by dressing in their
pioneer costumes and participating in a variety of pioneer activities
such as square dancing, quilting, model wagon construction, and
preparing a variety of frontier foods.
All learning styles are addressed through teacher directed, large and
small group instruction, cooperative learning and hands-on activities.
Teachers measure student learning and appreciation for pioneer life
through the daily journal entries and observation of cooperative
learning and small and large group participation. Pre and post tests
reveal overall learning acquired during this unit. |
The Students: Forty-five fourth grade students participate in this program each year. |
The Staff: Debbie Lamond and Susan Gallo Willard Elementary School, Berlin |
What You Need: Literature and audio visual
materials depicting Westward Expansion during the 1800's, parent and
student supplied artifacts, the Interact simulation Pioneers, student
copies of teacher made Hacker's Journal.
|
Overall Value: This wagon train experience
brings to life the remarkable migration of Americans westward in the
1800's that could not be fully realized through literature alone.
Through the simulation, daily journal writing, and reenactment of the
frontier experiences, students develop an awareness and appreciation of
the trials and tribulations faced by early settlers. History, being the
common core of this unit, is enhanced through participation in reading,
writing, and problem solving activities. This unit awakens the pioneer
spirit within each student and fosters an individual's sense of
adventure!
|
Standards: Motivation and Persistence Responsibility and self-reliance Reading Writing Reasoning and Problem Solving
|
Walking Authors |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: This project builds writing and
presentation skills. By creating their own stories, students become
authors, storytellers and expressive oral readers. They learn to:
write in complete sentences, use quotes, edit for spelling and
punctuation errors, create a coherent story with strong conflict
After the stories are completed the students: illustrate their
stories, including a photo and an information page about the author,
publish their stories as big books and half-size books, tape-record
their stories and read them to younger students, present the big books,
half-size books and tape recordings to the primary classes Students:
The project was developed with a 4/5 split grade class with a broad
range of reading abilities. Both LD and ESL children participated. The
project is adaptable for older children or smaller groups. |
The Students: |
The Staff: Martha Cerda has a degree in
Graphic Design and an M Ed in Reading Disabilities. She has been a
reading specialist and is currently a whole language classroom teacher. |
What You Need: Materials And Facilities:
Besides ordinary classroom supplies, this project requires laminating
film, spirals to bind the books, a tape recorder, blank tapes and ziploc
bags. Outside Resources: Parent volunteers help record stories,
accompany children to primary classrooms and photograph authors reading
to others. |
Overall Value: Each student's writing and
storytelling abilities are developed. Low-achieving students increase
their self-esteem when younger children interview them as,"published
authors." |
Standards: |
WASTE NOT, WATT NOT |
Category: Science |
Grades: 2 to 7 |
How It Works: "Waste Not,Watt Not" allows
students to explore the use of energy in their everyday lives and
encourages them to work cooperatively to make decisions, solve problems,
initiate effective energy-saving techniques, and share acquired
knowledge and skills with their school and the community. Students
develop an understanding of the importance of each individual to the
improvement of the quality of life for all in the community. They
develop an understanding of the implications of limited natural
resources, the study of ecology, and the need for conservation as they
engage in the gathering, analyzing, synthesizing, and evaluating of
information pertinent to the problems at hand. This project presents a
myriad of integrated learning experiences which can be applied across
the curriculum. It links the school and the community while
simultaneously preparing students to be lifelong conservation advocates.
The concept of energy is taught to both second and fourth graders. The
students create "Jolt Journals." Their entries summarize individual
thoughts and ideas, lessons learned, and reflections. Fourth graders
develop energy projects as they simultaneously engage in service
learning connecting energy skills learned in school with real life
problems. The children conduct an energy audit of their school and their
homes. They identify areas of energy waste and propose workable and
cost-efficient solutions.
The second graders collect empty milk gallons to create a display which
realistically depicts the consumption of water by common household
fixtures and appliances. Using cross-grade sharing sessions and
partnering, they compose poems and narrations focusing on energy and
conservation. They illustrate energy saving and conservation facts and
tips on grocery bags which are donated to a local store.
The exciting culmination of this endeavor is an Energy Expo and Art
Exhibit where a sense of accomplishment is achieved and information
about the importance of energy conservation is disseminated to both the
school and community.
|
The Students: Approximately forty-two
heterogeneous students in grades two and four participate in this
project each year. It is appropriate for grades two through twelve.
|
The Staff: E. Leslie Coursey and Marilyn H. Yacavone Highcrest Elementary School, Wethersfield |
What You Need: Camera, journals, empty plastic milk gallons, grocery bags, grade-appropriate pre/post energy surveys and energy audits.
|
Overall Value: The project compliments and
integrates with the curriculum in a way that is easy to replicate. The
components are open-ended, flexible, and adaptable to meet the needs of
different grades and ability levels. Through Service Learning, a
teaching/learning method that connects meaningful community service
experience with academic learning, personal growth, and civic
responsibility, students are engaged in activities that connect skills
learned in school with real life issues. Through displays, journals,
fact/tip booklets, grocery bag art, and school-made videos, students are
given the opportunity to teach their peers and the community the
importance of energy conservation. "Waste Not, Watt Not" provides
opportunities for the development of an authentic energy-issues course
of study which can pyramid and expand as it enriches the curriculum for
children and adults of all ages.
|
Standards: |
We Are Authors (CAP) |
Category: English/Language Arts |
Grades: 4 to 5 |
How It Works: "We study authors, we learn
from authors, we grow to be authors": This is the theme of the We Are
Authors project. In the reading center are shelves of books by Eric
Carle, Norman Briwell, Arnold Lobel, and others. Since books are made
of paper, the science center displays papers of all kinds and samples of
recycled paper that the children made. In the math center are a
variety of math word problems that children wrote to challenge their
peers and paper money they can use to,"order" books from, book clubs.
The social studies center explores the history of paper making, life
before the invention of paper, and the invention of paper in China. The
art center is full of paper craftsÑpaper foldings, paper cuttings,
potato printing, and calligraphy. In the writing center are children's
writing portfolios and a selection of letters to their pen pals. The
language arts center contributes to the theme with punctuation and
spelling tips, an editing check list, and a chart comparing aspects of
the English and Chinese languages. But what is best loved is the We Are
Authors center, where some fifty books beautifully made by the children
are on display. The project concludes with a book fair in which
parents, teachers, and children from other classes share students' pride
as authors. |
The Students: |
The Staff: Project developer Jing Chen uses a
whole-language approach to integrate various subject areas into the
central theme. She has presented the project at several workshops and
has participated in her district's professional development laboratory,
in which her classroom was opened for teachers to observe the project in
action. |
What You Need: A variety of books for the
reading center, bookmaking materials, and art supplies are the basic
materials needed for the project. A paraprofessional may assist in
activities in the learning centers. School and community libraries and
your local bookstore are an invaluable resource. |
Overall Value: The class continues to create
new books; and Chatham Square Library has offered to exhibit them. The
community art center at the Henry Street Settlement also asked that a
workshop be given in the classroom. Both institutions have suggested
that some of the books should be published. "Children enjoy what they
are doing so much; very often they are so absorbed in their projects
that they are disappointed to find that it is time to go home," says
Chen. |
Standards: |
We Are Curious |
Category: Arts |
Grades: 2 to 3 |
How It Works: On the first day of school, the students meet a Curious George stuffed monkey and I read Curious George
by H.A. Rey. We discuss what it means to be curious, then share
George's crazy adventures during the following week, enjoying many other
books about this mischievous monkey. We discuss how our curiosity
helps us learn, reinforcing this concept as we question and
problem-solve throughout the curriculum. As a result, I often hear "I am
curious about..." Student-made Curious Georges hang whimsically from
the ceiling. Each day the children find Curious George in a
different part of the classroom, e.g. by the attendance chart to remind
the children to sign in, perched in the loft to remind us to review
safety rules. I often change his location two or three times a day to
prompt discussion of classroom procedures.. After the first day, the
children excitedly come into the room looking for their new friend. This
reduces their separation anxiety. At the end of the
first week, the children discover that George is nowhere to be found, so
we go searching for him. We ask the custodians, groundsmen,
librarian, speech and language specialist, ESL teacher, school nurse,
secretary and principal if they have seen him. I introduce each staff
member, who explains his/her job and how they help students at Monte
Vista. The staff members really get into the game and often tell
children they just saw George scamper by. He is eventually found and
brought back to the classroom. He becomes very real to the children;
some worry about him running out in the street or climbing on the roof.
George continues to sit in the front of the classroom
and is available whenever someone needs a hug or a friend. He
encourages discussion on friendships and appropriate social behaviors,
and is often the subject of our daily journals and our class-made books.
After the winter holidays, children take turns each
week taking George home in a special backpack which contains a journal
and other items. They return him at the end of the week and share
journal entries about his adventures. The children's literature in the
backpack encourages parents to read to their children, and the activity
booklets give parents insight into their children's skill development.
Our school participates in Quest, Skills for Growing
and S.T.A.R., which stress social skills. Curious George makes a fun
addition to these programs. |
The Students: |
The Staff: Kimberly has taught kindergarten
for 15 years. Prior to that, she taught grades K-6, including three
years in the now defunct San Marcos School near Red Rocks. She is
currently a physical education Mentor. |
What You Need: Curious George books by
H.A. Rey are needed, as are learning activity and coloring books, a
stuffed George, and backpack. Parental support to read books and join
the fun is a bonus. |
Overall Value: We Are Curious helps integrate
kindergartners and first graders into their new classroom and school
environments, and fosters curiosity as an important motivation for
learning throughout the school year. |
Standards: |
WE ARE THE SAME AND DIFFERENT |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: We Are the Same and Different
provides a learning environment in which students in a regular first
grade class can get to know and communicate with nonverbal first grade
students with severe disabilities. Computer technology provides
inclusive learning and social interaction not possible otherwise.
Connectix QuickCam and QuickTake digital cameras, the Intellikeys
expanded keyboard, a CheapTalk augmentative speech device, and other
computer software and peripherals enable the students to work, play, and
learn together. By learning to use single switches, the IntelliKeys
keyboard, and the digital cameras, the first grade students develop
skills that let them take part in group instructional experiences with
their nonverbal peers with high levels of interest and enthusiasm.
The first grade students take pictures of themselves and their nonverbal
peers and then create overlays to be used with the adapted keyboard and
the computer programs IntelliPics and Overlay Maker. They will use
photos, graphics of their choice, and their recorded voices to relate
special information about themselves and their new friends. The
students will also use single switches, the keyboard, and special
computer peripherals to share in activities using computer programs that
teach grade-level skills.
Students Five students with severe disabilities and a regular education
first grade class take part in a minimum of two 45-minute inclusion
experiences each month. |
The Students: |
The Staff: The special education teacher
facilitates the computer activities, and the first grade teacher plans
activities for her class to share. The special education speech
clinician provides augmentative speech devices and other communication
needs. |
What You Need: In addition to the technology
mentioned, the following are also needed: Instant Access Sets 1-3 for
the Living Books Series, a Macintosh switch interface, a BIGmack
communication aid, and Instant Access Overlays for Edmark software.
The students work in the regular classrooms, in the electronic music
studio, and the media center at the special education center.
Outside Resources Fairfax County Public Schools' shuttle buses
transport students from one school to the other. Parents participate in
specially planned group activities whenever possible. |
Overall Value: By introducing younger
students to their nonverbal peers in a learning environment, students
with and without disabilities get to know one another and share
experiences in a supportive atmosphere. Shared experiences result in
new levels of understanding and awareness for everyone involved. |
Standards: |
We Believe In Magic |
Category: Mathematics |
Grades: 2 to 10 |
How It Works: Magic provides a fascinating
way to learn and reinforce principles of mathematics and science.
Students explore cause and effect relationships and increase their
problem-solving skills by studying and performing simple magic tricks.
Each magic lesson includes: the secret of the trick the
vocabulary, props and preparation needed the performance of the trick
Students then participate in a discussion of the math or science
principle the trick illustrates. Students: This project was
developed with a group of K-8 students of varied achievement levels,
including Special Education and bilingual students. It is highly
adaptable. |
The Students: |
The Staff: Ann O'Connell holds a Master's
degree from Northeastern Illinois University and a Doctorate from Loyola
University. She is a speech and language pathologist and is an IMPACT
II Mentor and Adaptor. |
What You Need: Materials And Facilities: A
variety of simple magic books, decks of cards, ropes and inexpensive
magical equipment are all that are needed. A video camera to tape the
tricks adds to the fun. Outside Resources: A real magician as a
mentor makes the project exciting. The Chicago Public Library and
Abbot's Magic Manufacturing Company provide assistance in researching
magic tricks. Urban Gateways furnishes information on magic workshops. |
Overall Value: Magic provides a fascinating
incentive to learn basic math and science principles. Small group
performances at school and in the community build students'
organizational skills and their self-esteem. |
Standards: |
We Calculate Our Classroom Meal |
Category: Mathematics |
Grades: 6 to 8 |
How It Works: One classmate's diagnosis of
diabetes was the incentive for an entire class to learn more about
nutrition. Using their knowledge about food groups, students generated a
list of foods necessary for a healthy meal. The lists were translated
into Spanish for the non-Spanish-speakers in the class, and everyone
learned to use calculators to compute costs.
Field trips to three grocery stores in a predominantly Spanish
neighborhood revealed food costs; more calculations enabled students to
identify "best buys." The culminating event was a Food Fest in which
the best buys were eaten. |
The Students: Thirty-seven third graders of
various learning abilities participated in the project. It can be
easily adapted for higher grade levels. Although diabetes was the focus
of the project, another illness or nutritional concern could be
substituted.
|
The Staff: Laura Kubitz holds a BS from DePaul University. She has taught at Sawyer School for six years. |
What You Need: Aside from the need for a
calculator for each student, this project uses ordinary classroom
supplies. If the Food Fest features hot foods, either the use of the
school cafeteria or electric hot plates or skillets is required. |
Overall Value: Children become experts on
nutrition, using calculators, and estimating costs. The diabetic
learner's self-esteem increases, and students become better consumers by
the conclusion of the project. |
Standards: This project addresses the following Chicago Academic Standards and Illinois State Goals: Goal#7, CAS B; CFS 1. |
We Know Who You Are! |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Weather Forecasting |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
WEATHER WATCHERS |
Category: Science |
Grades: 3 to 4 |
How It Works: Everybody watches it. We dress
for it and change our plans because of it. This hands-on,
interdisciplinary project lets students learn all about weather and have
fun while they are doing it.
As Weather Watchers, children:
? create a classroom weather station ? make different clouds from
shaving cream ? create electricity using balloons and candy ? make
tornadoes ? capture and determine what is wind ? learn to read
a thermometer
Students acquire an entire weather vocabulary as they learn all about the one thing that everyone talks about! |
The Students: Thirty heterogeneous first
grade students took part in this project. It can be adapted for other
ages and for larger or smaller groups. |
The Staff: Beth Yaccino holds a BS in
elementary education from Northern Illinois University and a MA from
Northeastern Illinois University. She has taught first grade for six
years. |
What You Need: In addition to basic classroom
supplies, the following items are needed: weather-theme children's
literature; shaving cream; metal spoons; paper towels; eye droppers;
blue food coloring; toothpicks; clear plastic 2-liter bottles; long
balloons; wintergreen candy. |
Overall Value: To young children weather is a
topic of great interest and something they see every day. This project
raises students' curiosity and uses weather as a starting point for a
year-long, hands-on thematic unit. |
Standards: |
Weather Watchers |
Category: English/Language Arts |
Grades: 5 to 8 |
How It Works: Weather Watchers is an
interactive unit that investigates weather and climate. The purpose is
to develop strategies for implementing a student-centered approach
through hands-on activities in which reading, writing, science and
technology are integrated. Methods include searching web sites to
develop task cards for student use, using weather related software,
investigating on-line interactive weather sites and communicating
between students via e-mail. New media is infused into every aspect of
the curriculum from the creation of a student-produced Weather Gazette
using desktop publishing, posting weather data on school TV and
publishing weather poems and stories on the Internet to comparing
results of weather observations with key pals.
In the area of language arts, students research various aspects of
clouds and rain then write poems and stories. Poem types include shape
poems, haiku, name, cinquain and four-line poetry. Stories can reflect
creative writing ideas and weather prompts. The poems and stories are
edited and posted on the Kid's Story web site http://kidstory.com.
Student articles submitted for the Weather Gazette are comprised of
weather reports, eye witness news reports of weather happenings, weather
jokes, and weather poems. Student teams plan, edit and publish the
Weather Gazette; teams can act as reporters, editors, graphics, typists
and layout designers.
In the area of science, students investigate and collect data from
weather web sites, make daily weather observations using weather station
equipment and conduct weather experiments using thermometers,
barometers and rain gauges. The National Weather Service Page provides
weather data, forecasts, current weather conditions and interactive
weather information http://nws.noaa.gov /. The GLOBE Program web
site provides earth science resources, a virtual science museum and
weather animations http://globe.gov In the Mad Scientist Network
http://madsci.org/ , students can access the Ask-A-Scientist section
for weather related questions and answers. Finally, students share
results of weather experiments with key pals.
|
The Students: Student population suitable for
this project includes students in grades three through six. Average,
gifted and exceptional education students will benefit from project
activities. Students need to have basic skills in reading, writing and
clicking the mouse. The only prerequisites are an interest in learning
and curiosity. Students can work individually or in small and large
groups as guided by the format of the activities.
|
The Staff: Jennifer Williams has worked for
Miami-Dade County Public Schools as an Educational Specialist of
Curriculum, Gifted, Kindergarten and Music teacher. She has been awarded
numerous grants and was the 1998 FACE (Florida Association of Computers
in Education) Elementary Technology Teacher of the Year and the 1998
Pine Lake Elementary School Teacher of the Year.
|
What You Need: Estimated number of class periods for students to complete this project: 18
Software or Materials Used:
Software needed to complete multimedia presentations includes
HyperStudio, PowerPoint or KidPix. Word processing and desktop
publishing can be completed using The StudentWriting Center,
ClarisWorks, or any other writing software. Earth Science activities can
be completed using Everything Weather or another weather-related
software. Students should have access to the Internet and email for
research, online inquiry and communication with key pals.
|
Overall Value: The project's best feature is
the complete integration of new media into the traditional classroom.
Students participate in up to the minute and accurate Internet weather
reports, weather observations and experiments; with this data, they can
predict weather phenomena and patterns. Effective uses of new media
include the correlation of classroom activities with subject-related
software, online inquiry using weather web sites and communication with
key pals via the Internet. Students use desktop publishing to create a
classroom Weather Gazette and write poems and stories to post on the
World Wide Web. Increased student achievement is demonstrated through
the production of high quality student projects such as dioramas,
weather models, research reports, simulations, mock interviews, science
experiments and student-produced weather games. This is a fun unit with
loads of hands-on activities and technology that offers strategies for
visual, aural and kinesthetic learners.
|
Standards: Standards Addressed:
1. The student uses the reading process effectively
2. The student uses the writing processes effectively
3. The student recognizes that processes in the atmosphere interact to shape the Earth
|
Weatherwatch |
Category: Science |
Grades: 2 to 8 |
How It Works: Weatherwatch has been
developed as a World Wide Web site to be used as a tool for teaching an
integrated unit on weather. It is motivating and fun for students,
providing teacher and students with access to real life weather data, an
introduction to using the Internet as an integrated curriculum tool,
and the opportunity to interact globally by sharing local weather
conditions. To begin, students build weather stations which
measure current local weather conditions, and make a forecast for the
next day's weather. Using website weather maps and data, students
discuss trends and predict the weather. Conditions are updated daily
and are available on the site's daily report. Weatherwatch
promotes interaction with our neighbors near and far, encouraging
others to send their local weather conditions to the Weatherwatch
Guestbook. To date, our weather watchers have received over 60 weather
updates from as far away as Japan, Australia and Denmark, and as close
as a neighboring school. The student weather watchers
also write research reports. The website serves as an excellent starting
point as they search for resources on the World Wide Web. Students
are expected to navigate the site with accuracy as they research. Students
explore different types of poetry (haiku, cinquains, quatrains, etc.)
and write weather poems on many themes. Each poem is illustrated,
using varied techniques (watercolor, cut paper, crayon resist, etc.),
and scanned into the computer to accompany each poem on the site. |
The Students: |
The Staff: Nancy has taught K-8 for 23 years,
but has focused on third grade for the last 12, and is a social science
Mentor. D.J. and Nancy won honorable mention in the 1996
International Schools Cyberfair. D.J. has taught primary grades for 14
years. He is a SCWriP fellow, technology Mentor, trainer for SBCEO, a
Computer-Using-Educators (CUE) board member, and recipient of a CUE
grant to develop the County Connections project. He directs the Santa
Barbara County Schools Cyberfair. |
What You Need: A computer with WWW
accessibility is needed. Materials used and directions to make the
instruments are available on request and accessible on the website, as
is information regarding poetry, art projects and research reports.
Science lessons are based on the Goleta Union School District third
grade science curriculum, developed and adapted by the district Science
Mentors. (http://hollister.goleta.k12.ca.us/weatherwatch/wwhome.html).
Local meteorologists from TV stations or newspaper staff can speak
on information gathering and forecasting. A field trip to the Santa
Barbara Airport (including release of a weather balloon) is also
available. |
Overall Value: Weatherwatch is an
excellent example of integrating technology into existing curriculum.
What began as a list of weather resources has been transformed into a
powerful website for students and teachers engaged in the study of
weather. Weatherwatch is a model for schools interested in
connecting curricular areas to the Internet, as a research and teaching
tool, and as an example for future websites. |
Standards: |
Weaving Writing Across the Curriculum |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: The single most important
purpose of the newspaper project was to provide students the opportunity
to use writing as a tool for communication. Students had the chance to
elevate their awareness of the purpose and nature of writing not only
as a part of the required curriculum, but also as a process that was
nurtured through valuable cooperative experiences with their peers who
brought to the project a variety of perspectives. One specific
classroom activity that illuminated this principle well was the decision
to combine teams in the building and pair students with peers with whom
they normally would not have the opportunity to work. School spirit
and teamwork were fostered as students from the different teams worked
together. This project gave a new student the opportunity to showcase
her strength and talent in writing while building a solid group of
friends from at least two different classrooms. |
The Students: The students and teachers
involved in this writing project set a weekly goal of one newspaper
publication per grading period. Students of varying ability and talents
met weekly to discuss the current edition and angles for their stories.
"Weaving Writing Across the Curriculum" could easily be transferred to
fit the needs and achievement levels of students in any building. |
The Staff: Kathy Bearer has taught for 15
years at the elementary and secondary level. She is a National Board
Certified Teacher, a Middle Childhood Generalist, has written several
grants and has received the Governor's Educational Leadership Award in
1997. |
What You Need: Instructional resources
included membership in the National Elementary School Press Association
that provides connection to member's classrooms throughout the United
States. Basic supplies used were steno pads, dictionaries, folders and
access to a computer and word processing programs. |
Overall Value: The demands and time
constraints placed upon a teacher often hinder the ability to fully
utilize the instructional resources that are available. This project
gives teachers the opportunity to expose their students to a larger,
more diverse group of learners and to broaden the perspectives of their
own students. |
Standards: |
Web Sight |
Category: Technology |
Grades: 3 to 4 |
How It Works: "Web Sight" helped to develop a
cross curricular program using a multi-media approach to showcase
students' artwork of spiders and their webs. Students were engaged in a
number of artistic activities such as painting, drawing and
constructing interspersed with listening to readings and music about
spiders. The students learned patterns, radial designs, sequencing,
proportion, and American and Filipino folk music. Multi-media teaching
techniques were utilized which included music, art, science, math and
language arts. |
The Students: Twenty second graders, 20 third
graders, and 2 vision-impaired students took place in four weekly art
sessions of 45 minutes each.
|
The Staff: Andrea Senich has taught art for
22 years in grades K-6. She has received a Bank One Educational Grant
in 1998, is an Art in Business participant and was Lawndale School's PTA
"Outstanding Educator" in 1998. |
What You Need: Resources included help from
the music teacher, various audio-visual aids and various library
booksMaterials needed included: slide film and projector, title slides
with acknowledgements, reading materials, tempera paint, construction
paper, manila paper, pipe cleaners, yarn, synthetic spider webs, tree
branches, and regular art and classroom supplies. |
Overall Value: "Web Sight" is an innovative
and creative way to incorporate multiple subjects into art projects.
Many students look forward to Art as a "break" from their regular
classroom studies. They often do not realize that they are learning
fundamentals of math, science, and language arts while in the Art class.
|
Standards: |
Wee Deliver - In-School Postal Services |
Category: English/Language Arts |
Grades: 4 to 10 |
How It Works: In this project children create
their own in-school/out-of-school postal system. They: sharpen
their letter writing skills, send letters to each other, to their
teachers and principal, and finally to friends and relatives, create
their own mailbox and stamps, work as postal,"employees," sorting and
delivering the mail each week The Students: The Wee Deliver
In-School Postal Service was a school-wide project involving 415
students in grades 2-8, including Special Education classes. The
project can be adapted for a single grade or class. |
The Students: |
The Staff: Patricia Kilmartin holds a BA in
Sociology/Elementary Education and an MA in Learning Disabilities. She
has taught in Chicago Public Schools for, 32 years. She was selected as
Teacher of the Year (Geography) in 1992. |
What You Need: Materials And Facilities:
An accessible location is needed for the mailbox and a long table for
the mail sorter box and space for three or four,"workers." Outside
Resources: Start-up materials are available free from the U.S. Postal
Service. A field trip to the Main Post Office in Chicago and a
classroom visit from a real,"mail person" are fun. Students work with
their parents to send letters to relatives near and far. |
Overall Value: Children learn how the U.S.
Postal System works, help set-up their own mail system and eagerly apply
for and learn,"job skills" for positions as,"mailperson." They learn
how to write letters and properly address envelopes. |
Standards: |
WEE SCIENTISTS |
Category: Science |
Grades: 3 to 7 |
How It Works: In a hands-on laboratory,
students learn to handle the tools a scientist uses. Children learn to
use the graduated cylinder, eyedropper, measuring cup, gram scale,
measuring tape, ruler, and thermometer. They learn basic laboratory
safety rules and how to use the metric system.
Students practice the scientific method by formulating and testing their
own hypotheses. Does chewing gum gain or lose weight after it is
chewed? Why? Working in cooperative groups, Wee Scientists find the
answer to this and other mysteries as they gain confidence in their
ability to investigate the world around them. |
The Students: Over 750 children in first
through fifth grade, including bilingual and special education students,
participated in this project. Classes met every day in their own
classrooms for three weeks. |
The Staff: Terri Crowley holds a bachelor's
degree from the University of Illinois at Chicago Circle and a master's
degree from National Lewis University. She currently serves as the
science resource teacher at Avondale School. |
What You Need: The following items are
needed: disposable aprons; graduated cylinders; pipette-glass; a scale;
indoor-outdoor thermometer; poly gloves; safety glasses; meter wind-up
tapes; eyedroppers. Possible outside resources include: the local
library; the Internet; a field trip to the research and development
department of a food or toy company; a guest speaker from one of those
companies. |
Overall Value: Learning to use laboratory
equipment and to think and act like a scientist develops a child's sense
of accomplishment. Children become the experts as they predict,
measure, observe, and learn to manipulate variables. They use their
knowledge to problem solve as they become higher order thinkers. |
Standards: |
Welcome To The U.S.A. |
Category: Social Studies |
Grades: 8 to 11 |
How It Works: Welcome To The U.S.A. is
primarily designed for ESOL students as a, means of introduction to the
diverse elements of American culture. The project also creates a
positive attitude towards language, acquisition. The students'
objective is to identify and examine, the regional elements of the
United States, thereby gaining a broad, understanding and appreciation
of this country and its complex, culture. The tour of Americana
begins via travelogue films, folksongs, and, popular music. Each
student receives a blank map of the United, States that requires state,
capital city and region identification. A state is then assigned to
each student and consequently regional, groups are formed as research
teams. The initial task is to write, a letter of request to the state's
Tourism Bureau asking for, information, brochures, maps, etc.
Utilizing the school library, each group is required to compile and,
present to the class a fact list of their regions's most, significant
information, i.e. history, physical geography economy, people and
customs, famous personalities, cities and, national parks. Each
student then prepares a written report on his or her, individual state,
including a map, state flag and travel poster, which are orally
presented to the class. As the travel materials, begin arriving, the
groups are simultaneously cutting and pasting, their visuals onto the
regional sections of the class map. DCPS Major System Priorities:
Bilingualism, Critical Thinking, Achievement Blueprint 2000 Goals:
Student Performance, Learning Environment The Students: Two
middle school, low intermediate language proficient classes, worked on
the WELCOME TO THE U.S.A. project. It can be modified, for use within
an interdisciplinary unit project or applied in, Social Studies. The
scale and scope of the project can be adjusted, to any size or age
group. |
The Students: |
The Staff: Sharon Hine has directed various
children's art workshops and is in, her third year of teaching middle
grades ESOL. She is presently, the ESOL/BCC Team Leader at Hammocks
Middle School. She is, currently enrolled in a program for a master's
degree in TESOL, awarded through the U.S. Department of Education and
the University, of Miami. Nancy Valle has been teaching foreign
languages, English and ESOL, since 1966, in Dade County middle and high
schools as well as, Florida International University and Miami-Dade
Community College. |
What You Need: Materials and Facilities:
The project can be done in any classroom. An overhead projector
paper, glue, scissors and markers are the only materials used. DCPS
Film Library and local video stores can provide travelogue, films and
the school's Music Department can supply various samples, of regional
music. A list of State Tourism Bureaus can be obtained, from The Miami
Herald travel section. Basic reference materials, and resources are
available in the school's Media Center. Outside Resources:
Theater/dance productions or museum exhibits which focus on the,
American arts are a suggested source of enrichment. Food sampling, is
always a fun hands-on activity. |
Overall Value: This project provides an
avenue of American cultural exploration, that promotes acculturation as
well as citizenship with pride while reinforcing English Language
skills. The array of course, work and creative dissemination of
knowledge acts as a catalyst to, begin the process of Americanization
pertinent to students' future, successes. |
Standards: |
Welcome, Aliens! Promoting Earth to Out-of-This-World Tourists |
Category: Science |
Grades: 8 to 10 |
How It Works: Through interdisciplinary
studies, the students will produce a book promoting tourism to Earth
while doing the writing illustrating and publishing. The students
will work in cooperative learning groups to come up with a title for
their book, a publisher, and a price at which to sell their books. They
will use an integrated software package to promote and manage the
selling of their book. The book must include a title page and a credits
page as well as a copyright date, publishing company and ISBN number.
Each page must be numbered. A map, a graph and a sales report is to be
included. DCPS MAJOR SYSTEM PRIORITIES: Success for All Students,
Cooperative Learning, Reading, Writing, At-Risk Student Involvement. THE
STUDENTS: Computer Applications students in grades six, seven and
eight including ESOL and ESE students (LD, SLD, EH and Gifted) have
participated in,"Welcome, Aliens!" Student responsibilities became
evident in each student's performance and attitude. |
The Students: |
The Staff: Lottie Simms is a 13-year teaching
veteran with an educational specialist degree in Computer Science
Education. She teaches computer technology classes at MLMS and is an
Adjunct Teacher for Barry University's School of Education. Ms. Simms
is also the Middle School Coordinator for Miami Lakes Middle School, an
advocate of interdisciplinary instruction and a cooperative learning
instructor. She is also the recipient of a Dade Public Education Fund
Teacher Mini-Grant for the 1990-1991 school year. Whenever possible, she
incorporates new technologies in her classroom. |
What You Need: MATERIALS AND FACILITIES:
This project has been taught using a computer lab setting but can easily
be adapted to the traditional classroom setting. If computers are
used, then the materials include word processing software as well as a
variety of commercial graphic packages or BASIC programming software.
If the project is being utilized in the traditional classroom, then art
supplies are needed. In both situations, ample construction paper (five
sheets per student), glue, scissors, solar system maps and imaginations
are needed. OUTSIDE RESOURCES: Ms. Simms began the project with a
brief video on how Earthlings view aliens (teacher made). A second
video on tourism was viewed showing the students how to promote a place.
Prior to the book publishing, a PBS video on how books are made was
viewed by all students. |
Overall Value: Students enjoy coming to class
to write!!, They develop team skills by working in pairs and develop
responsibility for their particular task in completing the project.
Through this project skills in writing, reading, listening, science and
social studies are reinforced. They also show pride when their book is
completed. |
Standards: |
We're Blooming Like Spring Flowers |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This intergenerational program
uses a "whole language" learning approach. Young children work with
senior citizens and grandparents and learn to: -plant seeds, identify
parts of a plant, -see effects of light and water on growth, -chart
plant growth, count sprouts, -write, illustrate and bind books, -put on a
show with songs and stories. Grandparents, senior citizens and
relatives are invaluable assets for this program. The students enjoy
their visits and volunteers leave with a revised attitude and respect
for Chicago Public Schools. Students: Designed for kindergarten
students, this program can be modified for any primary grade. It is
especially useful for Special Education classes, where individual
attention and volunteers help address student needs. |
The Students: |
The Staff: Marilyn Burns has worked in
Chicago schools for twelve years. She began the first multiple
handicapped program in Dupage County schools. She received her degree
from Northern Illinois University and has taught in grades K-8. |
What You Need: Materials And Facilities:
Implemented in the classroom, students need a reading section and a
sunny spot for plants to grow. Outside Resources: On-going help
from volunteers is important for the success of this program. Once they
had worked with the children, many continue to volunteer for an
extended period. Trips to the library to get cards and a nature walk
extend this experience. |
Overall Value: This program motivates all
students, regardless of their ability. They learn to read their own
books and share them with others. The program creates an excitement for
reading and the classroom becomes truly alive. |
Standards: |
We're Going On A Safari! |
Category: Social Studies |
Grades: 2 to 5 |
How It Works: Students are introduced to
African lifestyles, songs, foods, arts/crafts, dress, jewelry and
musical instruments. They begin by studying a map of Africa on the
globe. Then they pantomime a flight to Nigeria, Ghana, Kenya and
Botswana. Diverse activities follow, including: study of landforms
and geography of Africa, creation of a mural and small dioramas showing
native animals, focus on lifestyles of peoples using videos and books on
Africa, setting up a hut, dressing up, playing with games and puzzles,
dancing, printing, playing and making musical instruments, having
parents and children hear compliments while sitting in a classroom
praise chair, mask making, cooking regional foods, trip to the zoo,
culminating celebration with a school-wide African Festival
Students: Designed for young children in kindergarten, this project
has been adapted for students in all grades. |
The Students: |
The Staff: Linda Barrett graduated from
Purdue University and has taught in Chicago schools for ten years. She
is recipient of three small grants awards and participates in many
educational workshops. |
What You Need: Materials And Facilities:
Arts and crafts materials, posters, books and videos are needed for this
interactive project. Outside Resources: The Harris Loan Center
at the Field Museum offers print materials, artifacts and experience
boxes. A field trip to the zoo is appropriate for animal study.
Parental involvement in the classroom Praise Session is a touching
element of this program. |
Overall Value: This,"journey" to Africa makes
children culturally aware and introduces them to the diverse texture of
African societies through exploration of arts, artifacts and geography
of the continent. |
Standards: |
We're Roommates |
Category: |
Grades: to |
How It Works: |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
We've Walked in Your Shoes |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: Feeling comfortable at a new
school is a challenge to any, student, regardless of age. Arriving at a
new school, as an ESL, student, can be a terrfying experience. Helpful
words of advice, and comfort are welcomed and remembered by the student
forever. After many years of having students in my writing class write,
about their trials and adventures as immigrants, I decided that, their
experiences could benefit others who were,"walking in their, shoes" now.
The book of advice, which our class created, is read, by newcomers to
San Marcos in English and Spanish. The creation, of this classroom
device to ease future students' discomfort was, a challenge to my
students as well as a source of pride. The publication of the book
is preceded by work using directed, reading/thinking activities (DRTA),
vocabulary development dictionary searches, brainstorming, group work
and writing, assignments. First, the students write a list of words
which describe feelings, experienced when they were new students. On the
overhead a list, of emotions is compiled from their individual lists.
Initial, words such as bad and unhappy are expanded to include depressed
frustrated and embarrassed. Students keep their new words in a,
writing notebook for reference and knowledge. Next, each student
writes about a specific situation encountered, as an immigrant at a new
school. The process of writing and, vocabulary development culminates
with a read-a-round of their, stories in a group. Common themes and
problems are listed on the, board. Lastly, students discuss what
things helped them emotionally, during these difficult times. We came to
the conclusion that, support services provided by teachers, newcomer
centers, and, counselors helped make the transition easier. The next
task is to write,"words of advice" from their heart for, our book.
Their interest in the project makes the writing, assignment a great
learning experience. Students write and revise, their own personal
messages. I offer no examples but instead, tell them to write what they
truly want to convey. I simply ask, them,"What advice would you give a
new student now that you have, been here for a year or two?" Each
student is introduced to publishing on the computer and, encouraged to
be creative with font and border. Since students', ability to use the
computer varies, our aide assists with final, editing and paste-ups.
Their text was sent to the district, translator for editing and
publishing. This is a lesson in the, value of bilingual education which
validates their immigrant, experience. Success to me is watching the
students' proud, delighted faces as, they hold and read their own words
in the finished book. We've Walked in Your Shoes, supports the
English/Language Arts, Framework by using meaning-centered, integrated
language arts, lessons that incorporate all learning modalities, develop
higher, level thinking skills and are accessible to all students. ESL
students, Levels 2 and 3, multiple language groups, grades, 9-12. |
The Students: |
The Staff: I have taught ESL at San Marcos
High School for six years. I, previously taught history for seven years
in the Bay area. I am a, South Coast Writing Project fellow. |
What You Need: Computer and Xerox facilities
are required, as well as paper and, tag board. Teacher packet includes
sample book and lessons. Guest speakers on publishing are an
option. |
Overall Value: |
Standards: |
Whaleology: The Study Of Whales |
Category: Mathematics |
Grades: to |
How It Works: Whaleology, an adaptation of
American Heritage Stitchery (see IMPACT II catalog 1988-1989) encourages
students to develop research and math skills. The students use their
knowledge and skills to construct a scale model of a whale and to design
and stitch quilt squares. Students research the measurements of the
orc whale--total length; girth at the widest part; and length of the
dorsal fin, flippers, and fluke. The students then apply
problem-solving skills, multiplication, and division as they construct a
papier-mache whale to scale. In addition, they must measure the
doorway to ensure that the finished whale will fit through the opening. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
WHAT A DISASTER! |
Category: Science |
Grades: 7 to 10 |
How It Works: Do you want an exciting and
challenging way to "hook" students? Simply tell them that part of their
school year will be a "Disaster!" Three weeks of integrated curriculum
revolving around the theme of "Disaster" allow students of all abilities
to recognize and appreciate the impact calamities have on people's
lives - locally, nationally, and internationally. Students are able to
successfully engage in all planned activities. Knowledge becomes more
meaningful when students' minds are able to organize and to look for
patterns of information. Visual, auditory, and tactile modalities are
incorporated to address the various learning styles.
In this thematic study, students identify natural disasters throughout
the centuries. In language arts they read Exploring the Titanic, make a
timeline of events of the four day voyage, incorporate map skills, and
write journal entries imagining the voyage as a passenger.
In social studies, students read excerpts from a book chronicling the
history of the Flood of '55, view actual footage of flood disasters and
write a reflective piece on possible preventive strategies. They also
write a comparison/contrast essay on the Floods of '55 and '97.
Interviews of those who lived during this local disaster are conducted.
In math, students read excerpts from The Stock Market Crash of 1929,
research the causes and effects of the crash, and compare and contrast
the controls of the stock market then and now.
In science, students identify the causes and effects of major
earthquakes throughout the decades, identify various earth waves and
types of faults, measure the magnitude of quakes, and work cooperatively
in constructing an imaginary city around a fault line.
|
The Students: Approximately one hundred grade
seven students of all abilities participate in this thematic unit. It
is appropriate for middle school or high school students.
|
The Staff: Kathy Boettner, Annette Caselli, Richard Collette and Virginia Paolino City Hill Middle School, Naugatuck |
What You Need: Library/Media Center, overhead
projector, VCR; Videos: National Geographic, "The Titanic;" "How Wall
Street Works;" Books: Exploring the Titanic; The Stock Market Crash of
1929; A Brief History of a Borough; guest speakers.
|
Overall Value: Disasters can have a
monumental impact on people's lives. Even if one is prepared, he is
unprepared. By gaining knowledge from past disasters, students are able
to use critical thinking skills to appreciate how unusual and untimely
developments can occur during their lifetime. The study and analysis of
various disasters throughout history helps develop a sense of
understanding and appreciation of one's vulnerability in the world.
This thematic unit encourages students of all ability levels to think,
reason, and explain their thought processes. The students are assessed
based on their individual learning-style strengths and modalities.
|
Standards: |
What Can We Learn About Oobleck? |
Category: Science |
Grades: 3 to 8 |
How It Works: The primary goal of What Can We
Learn About Oobleck? is to introduce the concepts of scientific
inquiry and provide an understanding of the scientific method in a
stimulating and academically challenging manner. Oobleck, an amorphous
chemical substance with both liquid and solid properties, is a
composite substance made with two parts cornstarch to one part water.
Food coloring is added to provide interest. The Dr. Seuss tale of
Bartholomew and the Oobleck is used as the means for introducing
oobleck. The first week of lessons focuses on the story and its events.
Homework is based on the students' comprehension of the reading.
Younger students draw pictures to demonstrate comprehension. Older
students complete written assignments. Deaf students can sign their
descriptions in American Sign Language to portray events and details in
the story. A digital camera is used to record pictures of students
describing oobleck and story events. The pictures are entered and
stored in Hyperstudio. This provides a personal illustration for the
students as they enter their own stories into the computer. The
students make oobleck by measuring and mixing all the necessary
ingredients. They experience the tactile and visual effects made by
dripping oobleck onto the table, pouring oobleck into cups, spreading
oobleck on plastic plates, and collecting oobleck in plastic food bags.
They describe the material and then make observations. |
The Students: Thirty-five students
participate in the program. The students are primarily deaf or hard of
hearing and have learning problems due to the late acquisition of
language. Students represent a diverse nationalistic
background-Jamaica, Guyana, Poland, Russia, China, and a variety of
countries in Central America. This program can be adapted to all age
groups at all levels of achievement. Based on grade level standards,
students form appropriate questions, decide upon the experiment, make
predictions, hypothesize, observe, and derive conclusions. First,
second, and third graders' activities revolve around the actual making
of oobleck, such as measuring ingredients, handling the substance, and
describing their observations. Older students, working in teams of two,
design their own experiments. |
The Staff: Leslie Markus has been a teacher
of the deaf for 26 years, teaching at all age levels and in both the
regular deaf program as well as the SIE X (special needs) program. The
school began its elementary science program five years ago with classes
of students coming to the science room for instruction.
Paraprofessionals accompany individual students as mandated by the
individual educational plan. |
What You Need: Work stations may be set up
by putting together four desks to create working teams for hands-on
activities. Scientific inquiry worksheets allow students to cite
responses and observations as they experiment with oobleck. Elementary
science activities of this nature can easily be accomplished by using
materials found at the local supermarket. Students create digitized
stories using the Hyperstudio program. A trip to a college chemistry
lab allows students to observe how different chemicals combine to
change properties. A book to bring home to parents may be composed as a
culminating activity. A school aide can help write letters to the
parents in their native language. |
Overall Value: What Can We Learn About
Oobleck? combines literature, scientific investigation, and writing
endeavors in a high-interest activity. Oobleck's simple properties
invite exploration in easy-to-control experiments. The satisfaction of
achieving their tasks leads students to improved self-esteem and the
desire to continue with further experimentation. The activities and
promote the development of proficiency in measurement, observation,
prediction, and recall. |
Standards: |
What In The World Is Really In The Sea? |
Category: Science |
Grades: 2 to 5 |
How It Works: This project takes children to
the depths of the ocean floor without getting wet. Using all their
senses, children feel the textures of starfish, smell and taste kelp and
clams, listen to a Queen Conch, visit the John G. Shedd Aquarium and
make their own sea-life book. The classroom is turned into an, |
The Students: |
The Staff: Recipient of awards and grants,
Mary Ann Mangano holds a BS from Loyola and an MS from the University of
Illinois. She has been at D.R. Cameron School since 1970, working as a
Kindergarten teacher since 1975. She has helped develop teacher
training video tapes for Northeastern University. |
What You Need: Materials And Facilities:
The project requires space for display tables and enough room for work
stations and various hands-on activities. A clean-up area is needed for
working with specimens. Outside Resources: Ethnic food stores
provide many varieties of sea life for examination and tasting. Parents
and other teachers can talk about sea life specimens they bring to the
classroom. The Chicago Public Library offers underwater video
adventures and a wealth of books about sea life. The Shedd Aquarium and
Oceanarium make learning about sea life especially exciting. |
Overall Value: This underwater adventure
brings excitement and mystery to the classroom. With so much to study,
children plug into their own areas of interest, becoming their own
motivators and teaching themselves. |
Standards: |
What's in a Name: The Stamp of a Storyteller |
Category: English/Language Arts |
Grades: 5 to 8 |
How It Works: What's in a Name introduces
storytelling on a personal history, level, then helps students to become
tellers of stories which, stretch beyond their experience, on which
they stamp their unique, storytelling voice. Storytelling is an
invaluable means of, developing oral language listening, reading,
writing skills, and, multi-cultural awareness. It builds self-esteem and
respect for, others by valuing and celebrating diversity among
individuals and, communities. At the beginning of the school year,
students listen to,"name" stories told by professional storytellers
Olga Loya and Johnny, Moses. From these professional storytellers,
students gain a, sense that within a name lies not only an individual
identity but often an entire cultural thread. As a follow-up,
students, interview family members to learn the story of their names.
More, often than not, these stories lead to telling some piece of,
family history. thus, through this initial interview, students, initiate
a process of passing down stories, which they begin to, recognize as
the essence of oral tradition and the passing on of, culture from one
generation to the next. Students present their stories in three ways:
as storytellers, as, historians who preserve their stories in written
form and as, creators of a personal,"crest" or quilt square. To create
the, crest, the student types up her or his story and designs a,,"stamp"
or border around the edge to illustrate her/his name or, something else
of personal importance. Each student's crest will, in turn become one
square of a class name quilt, which can be, hung in the classroom
throughout the year. Students are, encouraged to read and learn name
stories of other students in, the class as a first exercise in putting
their own,"storytelling, stamp" onto someone else's story. Throughout
the school year, students continue to listen and, respond to stories
told by professional storytellers. They learn, to recognize and develop
storytelling techniques, such as timing voice control, visualization,
and awareness of audience response. Students tell stories throughout
the year, some of which are, borrowed from other traditions and
storytellers, and others that, are original. No matter what the source,
students are aware of, their own voice development as storytellers, and
the class begins, to recognize what is unique about each student's
stamp. They see, how their stamps can reflect not only storytelling
skills, but, their varied cultural backgrounds as well. State
Frameworks: "Developing oral language skills" is one of the
essential, elements of the English/Language Arts Framework. What's in a
Name, strongly supports this emphasis on oral language as a tool for,
communication, as well as a means of learning about the world and,
supports the History/Social Science Framework by emphasizing the,
importance of,"history as a story well told." The Students: This
unit was used with 4th, 5th, and 6th graders during the, 1991-92 school
year in two bilingual classrooms. As we build a, core group of
storytellers, we will create a storytelling troupe, to travel from class
to class. |
The Students: |
The Staff: Diane Heidemann has taught for 12
years at Monroe School in, bilingual and special education classes.
Harriet Wingard has, taught for three years in a fourth grade bilingual
classroom. |
What You Need: Facilities and Materials:
These activities can be adapted to any grade level. Tapes and,
storytelling books are readily available through catalogs. Teacher and
student response materials are available. Outside Resources:
Students are encouraged to hear storytellers perform at the, public
library and other community events. Local storytellers, as, well as
family members who are willing to share a story, are, encouraged to
visit the classroom. |
Overall Value: |
Standards: |
When Pigs Fly |
Category: Science |
Grades: 2 to 4 |
How It Works: When Pigs Fly" is a hands-on,
developmentally appropriate learning experience that offers
opportunities for students to engage in activities such as graphing,
measuring, estimating, predicting, writing, acting, and cooking, while
learning about pigs. During this study, students participate in
activities such as reading and analyzing several versions of The Three
Little Pigs, visiting a pig farm, and performing a student production.
This learning experience naturally lends itself to several areas of the
curriculum. Different centers in the classroom are arranged to promote
the learning experience. For example, in the art center, a step-by-step
process for how to draw a pig is displayed; the block center has hard
hats and construction signs for student use as they build brick, straw,
and stick houses. The book and listening center contains pig and wolf
puppets, pig stories, and materials for the children to record their own
three little pig stories. The wall games relating to the learning
experience are displayed throughout the classroom. We end our learning
experience by inviting parents/guardians to a performance of "The Three
Little Piggy Opera." Every first grade student is involved in the
production. Student self-esteem is enhanced through this very successful
experience of being "on stage." |
The Students: This learning experience was
used with first grade students. Two classes participated in the learning
experience. There were 26 students in each class. |
The Staff: Classroom teacher |
What You Need: This activity was carried out
in a regular classroom. The student production was in our all-purpose
room. A packet of the activities and projects is available upon request.
|
Overall Value: The best measures of
assessment for learning experiences at this level are student interest,
teach observation, and parental involvement. This learning experience is
very popular with students and parents alike. This unit of study brings
in more parent volunteers and participation than any other learning
experience we do during the year. As the teachers, we are very pleased
with the community and parental response, and we observe a significant
growth in students' academic skills. |
Standards: |
Where Does Conflict Resolution Fit? |
Category: English/Language Arts |
Grades: 2 to 14 |
How It Works: Conflict Management and
Mediation throughout the Curriculum is a program intended to improve a
school's social climate, its participants' language arts skills, and
ultimately to assist children in handling conflict in a safe, consistent
and productive manner. Beginning in October, each participating class
begins an eight-week series of daily 15- to 20-minute lessons. These
lessons, which utilize role-playing of playground/classroom conflicts,
are designed to give students a 10-step method to manage conflicts that
arise in day-to-day school life, including listening skills. They are
based on the Conflict Management Program which originated in the San
Francisco School District, the Mediation Training Program of the Santa
Barbara Mediation Center and the work of Jack Canfield in self-esteem.
Ultimately, trained students form teams of two, are put on a daily
rotating schedule, and are present on the playground to assist fellow
schoolmates with their conflicts as they arise. Communication and
conflict resolution is embedded in many other parts of the curriculum.
For example, in history/social science, students study how conflicts
have been resolved and how the conflict resolution process might have
prevented violent outcomes. In math, students graph the number of
playground conflicts and when they occur to determine best use of the
teams. All of us use the following instructional strategies
intentionally to reinforce the conflict resolution training:
role-playing, response journals, peer listening and feedback, and work
in cooperative learning teams. The program began at our school in
1990-91. We love the activities because they have improved the social
climate within classrooms and throughout the school to a noticeable
extent. After returning from recess or the lunch hour, our student
mediators are filled with a sense of accomplishment. We have seen
students begin to internalize the steps and use them individually in
day-to-day life. Parents comment that students successfully use the
skills during sibling conflict and even parent conflict. State
Frameworks: Our conflict resolution program supports the
English/Language Arts Framework by focusing on listening, speaking,
reading and writing skills in meaningful settings. It satisfies numerous
areas of the History/Social Science Framework, including strengthening
the students' citizenship, community involvement and participation
skills. The Students: In 1992-93, 90 third-fifth graders participated
in the program. Of this number, 55 are scheduled as active conflict
managers on the playground. |
The Students: |
The Staff: Jim Brady, who taught 4th and 5th
grade at Los Berros in 1992-93, has returned to Dunn School as a middle
school teacher/administrator. Hollie Hayes has taught grades 3 and 4 for
five years and has completed LDS training. Joe Langston who taught 3rd
grade for four years, is a senior fellow in his district's Math-Science
Eisenhower Institute and a Central Coast Math Project participant. |
What You Need: Facilities and Materials: The
training lessons and 10-step method can be adapted to any grade level.
Materials needed are: student-made mediation folders photocopied
training packets, white caps printed with "CM" on the front, and
clipboards. Training lessons, available in the teacher packet,
supplement and, in many cases, form the foundation for academic work
within the context of school/district academic goals. We have found that
no 'extra' time is needed in the teaching day for training and
implementation. Outside Resources: This program reinforces D.A.R.E. and
the Lompoc Mayor's Youth Committee. |
Overall Value: |
Standards: |
WHERE IN THE WORLD DO PENGUINS PLAY? |
Category: Social Studies |
Grades: 2 to 7 |
How It Works: How do you teach world
geography to second graders? You study penguins! Children are fascinated
with these adorable birds, and are surprised to learn that only two
kinds of penguins actually live on Antarctica. By learning about the
seventeen species of penguins and where each species lives, students
become familiar with the continents of the world.
Starting with the penguins on Antarctica and moving northward, each
species is discussed in class, and the continent which is home to each
is located on a large classroom map. Having learned the four "penguin
continents," the class goes on to learn the three remaining continents.
Each student is required to research, write, and illustrate a brief
report on each of the seventeen penguin species using sources available
in the classroom or school library.
Important map skills are taught as each student learns the continents
and where we live in comparison to where the penguins live. Extensive
use of maps and globes results from the students' natural curiosity and
questions, thereby encouraging important Common Core of Learning
attitudes.
To enhance student ability to become familiar with world geography, each
student builds a three-dimensional map of South America, the continent
which is home to more penguin species than any other.
Often when their daily assignments are completed, they gravitate to the
maps or globe in an effort to learn more. They have mastered a basic
knowledge of world geography. Their written reports and high test scores
reflect their successful questioning attitude and make assessment easy.
|
The Students: Twenty-one second grade
students, comprising all ability levels have participated. The unit is
appropriate for grades two through six.
|
The Staff: Laura Travers Tokeneke Elementary School, Darien |
What You Need: Videos and filmstrips on penguins, CD ROMs and books, especially Penguins by Roger Tory Peterson are all helpful.
|
Overall Value: Students also exercise their
natural curiosity as they learn about penguins. They develop an in-depth
knowledge of penguins which is far greater than that of most of their
parents. Many parents report having "penguin lessons" in the evenings.
Since it is rare for a second-grader to be able to provide new
information and facts to the family, the child develops a positive
self-concept, another important Common Core of Learning attribute, in
the process of sharing scientific details with his/her parents. The
pride these young "experts" feel when praised by their parents is
impossible to measure!
|
Standards: |
Where In The World Is... |
Category: Social Studies |
Grades: 2 to 10 |
How It Works: These projects enhance
children's awareness of the world's continents and the geography and
diverse cultures within them. Foreign Coins. Students research
another country and complete an information chart about it, earning the
right to choose and keep a foreign coin. Researching the coin's country
of origin and completing another information chart earns the student
another foreign coin to add to his/her collection. Map Game.
Students choose a continent and, using an atlas, locate geographical
features on an outline map. No errors puts the student into
the,"play-offs," which are played on huge outline maps on the
playground. In response to questions read by a narrator, students run
and place markers on the maps, competing for the most correct
identifications and the fastest times. Students: The project works
for children in kindergarten through eighth grade, either within a
class or for an entire school, competing by grade or age levels. |
The Students: |
The Staff: Elaine Steiner holds master's
degrees in Library Science from Chicago State University and Rosary
College. She has been an elementary school librarian for twenty-four
years. |
What You Need: Materials And Facilities:
Assorted foreign coins can be obtained at minimal expense from a
supplier. Inflated globes and globe key chains let children hold the
world in their hands. A neighborhood hardware store can supply paint
for the playground map. Outside Resources: The project can be
tied to an international week celebration and, outside speakers invited
to talk about their countries. Field trips to Chicago's ethnic
neighborhoods and museums vividly illustrate features of the countries
studied. Older students, parents and other volunteers can paint the
outdoor playground maps. |
Overall Value: Students acquire knowledge of
world geography, the culture and customs of specific countries and the
locations of world-wide current events. Students can also start their
own foreign coin collections. |
Standards: |
Where's Winter Wizard? |
Category: Science |
Grades: 5 to 8 |
How It Works: Three classes of fourth grade
students were divided into groups of three. Each group was given a
clipboard, list of items to find, and a map of the playground. Before
the scavenger hunt began, the students were told not to disturb any of
the items. They were given a time period to find the items and mark
where each numbered item was located/found on the map. A prize was given
the group(s) that found the most items. The items fell into categories
of color and size. We then went to find out why so many animals are
white or turn white in the winter. The children understood why
camouflage helps animals survive/hide in winter. Our classes cut out
pictures of what humans put on to stay warm. These were compared to what
adaptations the polar bear already had. The term insulation was
introduced and explained as it related to the learning experience.
Lastly, the students were asked about finding food. Did the way they
move enable them to find food (keen sense of sight and hearing) and how
did that help us humans? A study of environment and habitats was done. |
The Students: Can be used for all achievement levels in large and small groups. |
The Staff: Classroom teacher |
What You Need: Schoolyard and 25 items. Need a
map of schoolyard, a clipboard, and a pencil. How to Hide a Polar Bear,
Heller, Ruth: Winter Explorers Connection Unit, Brookfield Zoo. |
Overall Value: This learning experience
sparked a quest for answers about Alaskan animals and how they survive
in extremely cold climates. Most activities were done in groups with a
high success rate. The scavenger hunt was an extremely exciting event
that cost no money because the items used were brought from home. This
experience is a hand-on activity to show how camouflage protects all
arctic animals. This is a good beginning activity to question why
certain animals survive winter and where the other animals go. This
learning experience generates insight to animals habitats, nurtures
scientific inquiry through observation, interpretation, analysis, and
prediction. |
Standards: |
WHICH WITCH?: SALEM'S HYSTERIA |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: This unit brings together
content, skill and attitude in a meaningful way which will allow middle
level students to become critical readers of their own society. Using
the context of the Salem Witch trials of 1692, the unit focuses on the
power of the adolescent, the problem of peer pressure and the danger of
scapegoating, allowing learners to make a powerful connection between
significant periods in our own country's history and their own lives.
Students are actively involved in a variety of authentic activities that
are rooted in history, science and language arts curricula, but subject
areas become blurred as students participate in activities that require
them to inquire, associate and synthesize across the subjects. They
sharpen reading, writing, speaking and viewing skills through the use of
literature and primary sources, letter and journal writing, videos and
simulations requiring role play.
A bridge between the past and present begins to emerge as students'
understanding of the fear and helplessness of 1692 Salem inhabitants
deepens. Learning continues on-site when a field trip takes them to the
"bewitched seaport." The most moving aspect of the field trip's
experiential learning is a visit to the Witch Trials Memorial. Students
are truly touched as they visit the memorial to departed friends.
|
The Students: This unit involved
approximately 75 eighth grade language arts students of varied
abilities. Students with special needs and those without participated in
all activities. The project could be adapted for upper elementary
through high school students and could easily be expanded to become more
interdisciplinary in nature.
|
The Staff: Donna Melillo West Shore Middle School, Milford |
What You Need: Literature, primary source
documents and videos dealing with the witch trials, "artifacts" for
archaeological dig simulation, costumes for mock trial, and a camcorder
are used.
|
Overall Value: Students actively learn about
an important period in our country's history through an integrated
approach to the language arts and are able to clearly see parallels to
their own lives. Students recognize, analyze and compare beliefs that
have shaped our nation. The authentic quality of the learning activities
and the hands-on approach to learning increases motivation, stimulates
intellectual curiosity and ensures success for all students. The use of
simulations and on-site, experiential learning not only enhances and
amplifies learning by using multiple intelligence theory, but also
provides opportunities to develop critical thinking skills, decision
making and creativity.
|
Standards: |
Who Lived Here? |
Category: Mathematics |
Grades: 7 to 14 |
How It Works: This learning experience
integrates math, science, social studies, language arts, and art, into
a thematic unit to help the students understand what it was like to be
a part of a primitive culture, understand how archeologists and
anthropologists work to develop theories about early cultures, and
appreciate the rich artistic and cultural heritage these groups have
passed down to us.
Two teachers share two classes of students. Until the dig, each
teacher provides instruction in her content areas to each group of
students. This will include such things as the social studies report
on different Native American groups, the science activity of "Digging
Through the Principal's Trash," the math activity of "Making a Site
Map," and the language arts "Paper Doll" activity. After the
instruction phase, the students take a field trip to Cahokia Mounds.
The final activity of the learning experience is "The Dig." Ten groups
of students, each having a large plastic box of dirt that has been
salted with artifacts and finds, decides on the role each person will
have in the dig. Then, after making a site map, students begin to
carefully dig, one quadrant at a time. As something is found, it is
drawn in the correct location on the site map, numbered, then removed
to be cleaned and weighed and measured. Possible hypotheses are
generated about what it is, what it's use is, etc. After the dig,
students prepare an oral presentation (with at least one poster) to
share with their class. Before work is done on this, students in each
class develop their rubric for scoring these oral presentations. |
The Students: Are all inclusive, but
the
grade range is probably 5
and up. This particular unit was
developed
for fifth graders. It
uses a lot of cooperative
learning, allowing
students of all
ability levels to participate
successfully. The unit
is
presented by the classroom
teachers, using commonly
available
curriculum materials.
The dig WILL require you to
obtain artifacts
and finds from
some source. A packet
containing activities we used
and complete instructions for
the dig is available upon
request. |
The Staff: Classroom teachers |
What You Need: Include a
visit to any
museum with a
Native American display;
community members whose
hobby or interest is collecting
artifacts will often be willing to
share with your class.
Publications which were helpful
to us include
JOURNEY TO
CAHOKIA (American
Educational Press in
Cooperation
with Cahokia
Mounds Museum Society),
NATIVE AMERICANS -
THEMATIC
UNIT (Teacher
Created Materials), PEOPLES
OF THE PAST (Illinois
State
Museum), and ARCHEOLOGY -
THEMATIC UNIT (Teacher
Created
Materials). |
Overall Value: We learned that students can
accurately and appropriately assess themselves! We have also learned
that the learning is more meaningful when done in an activity approach -
we have more students more actively involved for more time than if
we had just used "what's in the book" for measurement, Native
American history, and the scientific method. The activity approach
also allowed lower achievers to contribute and feel a part of the group.
|
Standards: |
Who, What, Where, When on the Move |
Category: English/Language Arts |
Grades: 3 to 8 |
How It Works: Language is the basis for
communication but some of the mechanics involved, such as verb tense,
are difficult to grasp; especially if you're deaf. "Who, What, Where,
When on the Move" attempts to present this in an organized sequential
manner. The children are presented with a verb picture stimulus. Then,
in Stage I the child is asked to: a) conjugate the verb in the present
progressive, the past and the future; b) write a sentence in the same
three verb tenses and c) answer,"Wh" questions sequenced the same as the
sentence presented. While everything is written in black, the verb is
color coded in red. State II is the same as Stage I but the,"Wh"
questions are not sequenced the same as the sentences presented. The
pairing of the correct sentence with the correct question is an
evaluative check point for comprehension of the skills presented. State
III is the same as Stage II but the students will devise their own
sentences or questions per the teacher's instructions. As a follow-up
to written activity the students are asked to conjugate verbs using
total communication. Also, one child is selected to ask questions,
while another student gives the answers. DCPS MAJOR SYSTEM PRIORITIES:
Achievement, Standard English, Bilingualism, Critical Thinking. THE
STUDENTS: This project was used with 10 self-contained hearing impaired
students with severe and profound hearing losses that range in ability
range from below dull normal to average. This project can be easily
adapted to hearing, larger groups, smaller groups or any age, depending
on the flexibility of the educator. This is a project that is important
for Limited English Proficiency Students. |
The Students: |
The Staff: John Quigley has been employed by
DDSC for 20 years in various exceptionalities. He is listed in
Outstanding Elementary Teachers of America, has assisted in development
in the teacher test for Hearing Impaired in the State of Florida, and
helped develop the curriculum for T.M.R. in Duval County. John also
assisted in the selection of state adopted texts for Dade County. Mr.
Quigley will be listed in the next edition of Who's Who in American
Education. |
What You Need: MATERIALS AND FACILITIES:
Classroom based. Materials needed include paper, pencil, chart paper,
and black and red thick line markers. The picture stimuli may be drawn
or purchased from commercially produced sources. OUTSIDE RESOURCES:
None. |
Overall Value: Mr. Quigley has seen a
significant gain in the expressive/receptive language levels of his
students. This is an activity they view as challenging, but are able to
meet with success. With the success of this activity comes a sense of
pride in their work and themselves. With increased language
development, interpersonal relationships become more positive. Who are
you? What are you doing?, Where do you live?, When would you like to
talk? |
Standards: |
Who, What, Where, Wonderful
Whale? |
Category: Mathematics |
Grades: 5 to 7 |
How It Works: This thematic learning
experience integrates biological and physical science, mathematics,
social studies, language arts, and fine arts to provide
interdisciplinary learning experiences that are stimulating,
environmentally current, and fun. This unit is aligned to the
Illinois State Goals of Education and is detailed for instructor
convenience.
Students decide to promote a fund raiser within the school to adopt a
whale, using their language arts and fine arts skills in a
collaborative effort with their parents. Participation in the
environmental community service takes place during their lunch hour.
Making posters to advertise what is to be sold, writing bulletins,
counting money, and making change is an excellent economy lesson. The
painting of a whale to scale is a problem-solving task where skills
are taught through two lessons. Lessons include collecting data on
several different kinds of whales and organizing the information into
different presentations. Students statistically rank the size, then
figure the average, mean, and mode. Three different kinds of charts
are used and mathematics and science journals are logged. Students
describe the differences between a whale and a fish drawing a Venn
diagram. Students do research on whales, and gather information from
the computer. |
The Students: This learning experience
was
originally designed for 4th grade
students ranging from special
education
to gifted. A successful
learning experience was coordinated
with three
fourth grade, multi-diverse
classrooms in a suburban setting.
Curriculum
adaptations can easily be
made for other levels. |
The Staff: Classroom teacher |
What You Need: Regular
classroom; mural paper;
art items. A
fund raiser is necessary to adopt
whales and to purchase
materials for
the frame for the whale. Lessons and
specs for the frame are
available
upon request. |
Overall Value: Any interdisciplinary thematic
unit on whales makes it possible to integrate as many curriculum
areas as possible. Imposing or overlaying skill development from other
curricular disciplines gives students an opportunity to express their
interests and directs their learning. The students are engaged in a
current, environmentally cross-curriculum unit that was fun. |
Standards: |
Who's Who In Mathematics: Historical Math |
Category: Mathematics |
Grades: 9 to 10 |
How It Works: Archimedes, Pythagoras, Newton,
Descartes and many more famous mathematicians are the subject of this
project. Who's Who In Mathematics turns complex formulas into
interesting stories about math discoveries of long ago made without the
use of modern conventional technologies. To begin, students select a
famous mathematician to research. Next, the students produce a written
report. These reports can be presented in front of their classmates.
Students also are encouraged to make a math timeline display
illustrating, chronologically, famous mathematicians with their
discoveries. In addition, students also can use their creativity to
design smaller pictorial poster boards describing the life and times of
their chosen mathematician. Historical Math encourages writing across
the curriculum, and gives teachers another means for academic assessment
and evaluation. Historical Math places math on the same level with
other major subjects such as language arts and social studies, instead
of just being science's counterpart. DCPS Major System Priorities:
Achievement, Standard English, Blueprint 2000 Goals: Student
Performance, Learning Environment, The Students: This project was used
with seventh- and eight-grade students. Teachers can use this project
with students of any level, who are studying complex math theories. |
The Students: |
The Staff: Penny A. Puco has taught for seven
years, of which four years were for the New York City Board of
Education. In New York, she taught math and science to seventh, eighth
and ninth graders while working in alternative education. She also
presented many public speeches on this subject. She currently is in her
third teaching year in Dade County, where she teaches middle grade math.
Ms. Puco has been the yearbook advisor for the past two years. Last
year's publication received a company award presented to Miami Lakes
Middle School. |
What You Need: Materials And Facilities:
Math history books on famous mathematicians and other reference
materials should be used. Many of these materials can be found in the
school's media center and through teacher mail-order catalogs. Many
students may wish to type their reports on a personal computer for a
truly professional look. Outside Resources: Except for materials
ordered from a mail-order catalog or a trip to the local library, no
outside resources are necessary. |
Overall Value: Historical Math gives students
the opportunity to connect math with other subject areas. They realize
that the people responsible for math discoveries are just as significant
as the discoverers in world history, American history and science.
HISTORICAL MATH also emphasizes that reading, research and writing can
be applied, and are important, to any subject area. |
Standards: |
Why Can't We All Get Along? |
Category: English/Language Arts |
Grades: 11 to 14 |
How It Works: Why Can't We All Get Along? is
both the title of this project and the focusing question developed
collaboratively by the 38 students in the ID House. Through group
discussion, the students decided that the question of what creates
harmony and conflict in society was a provocative theme for the next
term's study; they decided upon areas of inquiry in economics,
sociology, psychology, history, geography, science and technology,
literature, and law. The house members looked for connections among the
disciplines as they researched questions in each area. As a term
project, students built model, houses, complete with wiring, working
plumbing, a facsimile heating/cooling system, insulation, and
landscaping. The premise for the project was that the lack of
affordable, ecologically sound housing is a major barrier to social
harmony, as is our lack of knowledge of how things work. The ID
House is the first House project formed by the school's Chapter I
SBM/SDM team. ID has a double meaning: acknowledgment of the
developing identity of the adolescent and the interdisciplinary nature
of learning. The house concept has redefined the roles and
responsibilities of teachers and students: teachers act as catalysts
for the design, implementation, and assessment of class projects, but
the collaborative model means that students take control of their own
learning. The consistency and mutuality created through ID House is
what makes such collaborative projects as Why Can't We All Get Along?
rewarding for students and teachers alike. |
The Students: |
The Staff: Jason Blonstein, a science
teacher, has been on the faculty of Lower East Side Prep since 1976;
Thomas Cheng, an English teacher, has been at the school since 1974.
The House project was initiated in 1991. Their intimate involvement
with their students within a collaborative framework has been
professionally rewarding for them and an inspiration to students. |
What You Need: Materials for Why Can't We All
Get Along? include blank books, art supplies, and access to computers,
if possible. Additional materials for the final project include
cardboard, rubber hosing, styrofoam, assorted packing, electrical
wiring, small bulbs with sockets, plastic sheets, solar cells, seeds,
and a heavy duty staple gun. |
Overall Value: "We express our growth as
improvements in habits of mind," say Blonstein and Cheng. "We have,
come to know our students very well and have observed improvements in
attendance and achievement; our students have become more expressive,
more secure, and more thoughtful than they were when they began. One
student told us: 'Last year, I didn't go to school, but now I'm glad
I'm here. I never had teachers who wrote me back every time, I wrote. I
think I can learn here.'" |
Standards: |
Wildflower! Wildflower! |
Category: Science |
Grades: 8 to 11 |
How It Works: Guiding Principles: #2
Students communicate effectively in mathematics and science #5
Students understand their roles in the natural world #7 Students
attain and apply essential knowledge and skills of mathematics and
science
Content Standards 2A: Students use clear and accurate communication in
sharing their knowledge. I1 Record results of experiments or activities
and summarize and communicate what they have learned. M1 Discuss
mathematical, scientific and technological ideas and make conjectures
and convincing arguments. 2D: Students demonstrate competency in using
multiple media to communicate in mathematics and science. M2 Identify
and use suitable media to collect information and to communicate a given
idea to a particular audience. 5A: Students apply mathematics and
science concepts to demonstrate an understanding that natural systems,
including human systems, are cyclic and interconnected. M2 Describe
some specific cycles of matter. 7.2A: Students understand that there
are similarities within the diversity of all living things. I2 Design
and describe a classification system for organisms. M1 Compare systems
of classifying organisms including systems used by scientists. M2
Decipher the system for assigning a scientific name to every living
thing.
The Approach Through WILDFLOWER! WILDFLOWER! students actively learn
about their local environments while developing their observational
skills and awareness of other living things. Students go out into their
community and examine wildflowers. While they are out there they are
also observing the type of habitat in which the wildflowers live and the
other organisms within that habitat. WILDFLOWER! opens students' eyes
to the world immediately around them, which they previously took for
granted. In the school playground, students find wildflowers and then
use field guides to identify them. They see that all living things have
scientific names and belong in families. Different field guides show the
variations and different approaches used in each. When students have
trouble identifying their finds, they talk with each other to work out a
solution. Students also learn about classification systems and the
similarities and differences between living things. Students create
their own classification tables and dichotomous keys for familiar
objects. They either collect an actual specimen after identifying it as
not endangered or draw each different flower they find. Drawing
encourages intense observation and protects the species from over
picking. As they "collect" their flowers, students also look at what
else is in the habitats. They see that plants do not exist in isolation
but depend on other organisms and factors in the habitat. For example,
students have observed in the past that plants need other plants for
shade, that water is critical to growth and that certain insects live on
particular plants. Each student creates their own wildflower book
using their specimens or drawings. If actual flowers are used, students
learn how to press and dry them. Guidelines for the books specify what
information must be included (scientific name, family, location and date
collected) yet allow students freedom to design their book in their own
creative way. The books are shared with other students and adults
within the school as well as with family members and friends. Students'
learning is assessed in a variety of ways. Students must identify a
plant and show the steps in doing this. The accuracy of students'
identification and knowledge of family and scientific names is assessed
through the wildflower book, which also demonstrates their ability to
label well, design an attractive product and how well the flowers are
mounted or drawn. Students are also quizzed on classification systems
and must create their own system for a group of objects. This
information shows whether students understand that things can be similar
in some ways and different in other ways, and that these
characteristics can be used to identify living and non-living things. |
The Students: |
The Staff: |
What You Need: Each student must have their
own field guide for identification, since the work is done while in
small groups or alone. When guides are covered with clear contact paper
they will last for many years and are water resistant. Other tools
students need are rulers, magnifiers, paper and simple collection
materials. Materials for the books include poster board, contact paper,
labels, o-rings, glue and construction paper. Parents' time and support
is vital in helping children travel around town to find flowers. Family
involvement also increases the enjoyment and success of the project. |
Overall Value: The wildflower book students
create becomes a keepsake for many students, shared and treasured for
years to come. This is something that does not happen often with school
projects. WILDFLOWER! WILDFLOWER! gets students and their parents out
into the natural world of their own communities to literally see what is
in their own backyards. Too often we overlook the beauty in our own
yards. Students - and their parents - become more observant and are
changed by the experience. |
Standards: |
Wildflowers |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: Wildflowers: Planting the Seeds of Responsibility Across the Curriculum
took root because of my students' response to Miss Alice Rumphius
admonition "that you must do something to make the world more
beautiful." Students explore the ideas of stewardship,
civic responsibility, courage, and the beauty of nature through the eyes
and actions of children in literature from different eras and
cultures. They gain practical information about recycling and what they
can do to be responsible citizens. They use field guides, write and
illustrate class books and keep journals about their adventures and
projects. Science activities include identifying California native
plants on a wildflower walk, and hands-on experiments that explore
pollution and litter. In the area of visual and performing arts,
students create rhythm instruments from recycled trash, compose a
recycling song, and dramatize a Ranger Rick story. Art projects
include wildflower photography, fingerprint lupine pictures and flower
rubbings. To reinforce math concepts, they estimate and count the
number of seeds in a sunflower and then plant the seeds and chart their
growth. A trip to the recycling center and a "beautification project"
chosen by students complete the unit. The
beautification project begins with a "Clean Up the Earth Walk" on Earth
Day. Then students and their families collect recyclables. On a field
trip to the local recycling center, they learned more about recycling
and turn our trash into cash. My students experienced true ownership
of the project and responsibility for their valley when they decided to
use the earnings for a tree for the schoolyard. |
The Students: |
The Staff: Sue currently teaches a K-1 class
in an early primary program, having previously taught pre-K through 12th
grade and special education classes. She is a Santa Ynez Valley Union
High School District board member. |
What You Need: Activities took place in the
classroom, the schoolyard, the recycling center, and on a local hiking
trail. A list of art, math and science activities, equipment,
educational videos, and teacher resources is available. Field trips may
include a wildflower walk, a trip to the Botanic Garden, recycling
center, art museum or local nursery. Speakers are also available from
these facilities. |
Overall Value: Formal and informal assessment
is ongoing, including teacher observation, journal writing, group
science reports and class-made books about recycling and wildflowers.
My students demonstrated understanding of recycling and what they can do
to care for the earth. They were able to identify 4-10 different
wildflowers, the parts of the plant and what is needed for a plant to
grow. |
Standards: |
Wings and Things Bird and Butterfly Garden |
Category: Science |
Grades: 2 to 8 |
How It Works: Guiding Principles: #1
Students understand the nature of mathematics and science #4 Students
are problem solvers in mathematics and science #5 Students understand
their roles in the natural world
Content Standards 1A: Students use scientific inquiry to provide
insight into and comprehension of the world around them. P1 Make
accurate observations using appropriate tools and units of measure. P2
Ask questions and propose strategies and materials to use in seeking
answers to questions. 4A: Students demonstrate proficiency using a
variety of problem-solving strategies. P1 Identify and clarify problems
by observing, posing questions, communicating prior knowledge and
formulating a problem to be solved. 5B: Students demonstrate an
understanding of their role in the natural world and how to take
responsibility for the impact on it. P3 Describe relationships and
patterns observed in nature. The Approach From a barren landscape
grows a flourishing garden, enlivened by colorful flying visitors! In
this project, students plan, organize, and create a garden that entices
birds, butterflies - and even bats. From start to finish, students are
involved in an on going project that requires commitment, cooperation
and coordination with parents, teachers, staff and the community at
large. In the fall, students brainstorm, investigate, research and
design the garden's layout. They measure the plot, break the sod,
fertilize and set out posts for bird feeders. In the winter, students
research the best types of bird feeders to build and the types of food -
and then build and erect the feeders. In the spring, students research
and plant seeds that will draw butterflies, and plant annuals,
perennials and tree seedlings. Butterflies will be visiting the garden
by the time school is out in June. Assessment strategies focus on
examining the results of each step in the process. Students share what
they know about birds and butterflies and then do research to find if
they are correct. Teachers assess students' abilities as they design the
garden's size and location and make a blueprint of the area. Skills are
assessed in measurement and problem-solving throughout the project. |
The Students: |
The Staff: |
What You Need: All the important elements of a
garden are needed: seeds, flowers, new trees, bushes, granite bird
bath, park bench, sundial, picnic table, bat, bird and butterfly houses.
Basic garden tools in a variety of sizes enable students to dig into
the work. Community members or businesses may be able to donate some of
these items if asked. Mothers, fathers and grandparents may be able to
volunteer weekly to assist the club. Books, magazine articles and advice
from the University of Maine Cooperative Extension are a valuable
starting point. Teachers and students may consult with local greenhouses
and the garden society (if there is one) as well as local gardeners. On
computers, students write thank you notes and letters to community
donors, and the Internet provides contact with the experts or other
schools that have a garden. |
Overall Value: WINGS AND THINGS provides a
rich opportunity to integrate children's learning throughout the
disciplines. For language arts, children read books and magazines, write
letters and thank you notes, make signs, lists, and garden updates sent
home to parents. Children use mathematics to measure the garden plot
and its brick paths that spiral out form the center and determine the
cost of seeds and tools. Research on birds, butterflies, annuals,
perennials, and trees teaches important science concepts. Students
helped dig holes, plant seeds, bulbs, make cement, paint, and other
endless projects. They communicate their learning to each other and as a
whole group. Students share with each other and also with their
parents. "Open houses" invite the public to become acquainted with the
garden site. Unfortunately, vandals destroyed the garden created by
this project shortly after its completion. After the devastation,
newspaper articles alerted the community to the devastation. Moved by
the need, the community showed its support with donations of money,
garden furniture and homes for the animals. To celebrate the
contributions, the school had an assembly on "National I Can Make a
Difference Day," in which the community members were recognized for
their efforts in the complete garden restoration. The potential for
future expansion of a bird and butterfly garden can excite an entire
school community, since it is something everyone can enjoy. |
Standards: |
Winter Winter |
Category: Science |
Grades: 2 to 5 |
How It Works: Winter Winter is an
interdisciplinary/integrated thematic unit with an emphasis on science
which answers the teaching challenge of how to engage early primary
students to scientifically experience true winter when they have lived all their lives in warm southern California. Student
brainstorming and teacher recordings of the answers to the key
question, "What is winter?" intitiates the unit. Students then step
into the unknown world of true winter and snow through selected hands-on
scientific experiments and displays. These experiments include: 1)
The snow lesson, where each child makes snow in a coffee can with rock
salt and ice; 2) An ice and iceberg lesson using small plastic polar
animals, large blocks of ice and tubs of water that allow students to
discover the difficulty animals have staying on top of the ice, and
floatability properties; 3) the glacier lesson which teaches properties
of glacial action using a large block of ice and garden mulch; 4)
arctic winds lesson involves a large, strong table fan, a block of ice
and wet hands to help students experience wind chill; 5) the food
lesson involves each student making ice cream in baggies. Other
hands-on experiences are valuable. Fur: The Best Winter Coat is a
lesson using students' hands. White on White shows how animals hide in
the snow. Blubber: Keep It Warm is a wonderful lesson with baggies of
Crisco (blubber); the students hand is placed between the baggies and
dipped into Arctic water. Rocks: the Perfect Penguin Nest has students
collect rocks to make into a penguin nest pile. In addition to these
science lessons, students integrate the other areas of the curriculum
into their study by creating personal journal drawings and writings,
picture reflections, graphs, maps, science lab notes, worksheets, and
mini dramas. These assignments are collected in a culminating personal
student notebook, which also serves as an excellent teacher assessment.
Other assessment is based on participation, process
and product, including tests and checksheets, a lab notebook and
journal evaluation. Photos and videotape-recorded student experiences
are collected and later viewed by the class, parents and the community
at Open House. |
The Students: |
The Staff: Petti taught K-8th grades for 27
years. In 1995-96 Petti moved to a K-1 multiage class. She teaches
curriculum classes for Cal Lutheran and is a charter member of the
Project T.I.M.E. math project. |
What You Need: Plan ahead for resources from
the SBCEO and school libraries. Cameras and video equipment is helpful
but not necessary. Supplies for this unit are easily found. Kitchen
utensils and supplies become the "Science Lab." National Geographic
videos on winter and snow, polar regions and animals are helpful. Art
From Scrap and AIMS are also good resources. |
Overall Value: This unit engages students in
exploring cause and effect, and self-discovery. Students demonstrate
understanding of snow's attributes, how harsh polar weather is and
what winter means. Students and parents alike share their positive
feedback |
Standards: |
WISH UPON A STAR |
Category: English/Language Arts |
Grades: 7 to 10 |
How It Works: United by a common interest in
"wishes that come true," students explored this theme in folktale,
poetry, song, news, and literature and made personal connections with
their yearly short and long-term goals that they made at the beginning
of the school year. The unit was a vehicle for integrating active
reading strategies (fishbone, story pyramid, read and retell, story
grammar, Venn diagram, etc.) that became part of students' learning
repertoires. The students engaged in discussions that compared critical
aspects of wishes, prayers and goals to focus their thinking on personal
responsibility and control over their own destinies. The program was
begun during the second quarter and lasted four weeks. The project
addressed the development of reading skills and competencies and the
development of moral and ethical values from the Connecticut Core of
Common Learning.
After discussing and analyzing an element of literature (character
development, setting, plot, conflict) and its relationship to each of
the folk tales studied by the entire class, students were required to
write an original tale of their own. Using a grading rubric as a guide,
students engaged in process writing to produce a story that could be
published in a class book for a YARC conference. Students also used
story telling techniques to share their tales in small groups. They read
and analyzed "The Monkey's Paw" by W. W. Jacobs, using graphic
organizers to increase reader understanding and retention of key
concepts. Students connected the story to their personal experience.
They indicated three wishes, the personal and negative consequences of
each, and used persuasive essay techniques and structure to explain
whether they would accept the paw despite the threat of dire
consequences.
|
The Students: The project was designed and
implemented period by a seventh grade Reading Consultant assigned to a
team of 125 flexibly grouped students and by a language arts teacher who
instructed a class of 28 students in the gifted program.
|
The Staff: Lillian Malkus Wooster Middle School, Stratford |
What You Need: Folk tales with a wish theme,
strategy sheets, overhead projector and transparencies, grading rubrics,
writing, drawing, and bookbinding supplies.
|
Overall Value: Students saw the common
element of "the wish" from a multicultural perspective. The values of
responsibility, caring, trustworthiness, fairness, respect, and
citizenship, connected them with the Character Education program at our
school and encouraged them to look at personal responsibility and ethics
in accomplishing their own personal goals. Active reading strategies
encouraged them to find meaning from the written text and to engage in
higher level thinking skills. Students will understand and be better
prepared to deal with exercises and activities found in the CMT and in
the CAPT.
|
Standards: Moral and Ethical Values Reading Skills
|
Wkey News |
Category: English/Language Arts |
Grades: to |
How It Works: WKEY News, an adaptation of
Team Time TV (see IMPACT II catalog 1992-1993), is a weekly news show
produced by classes in the seventh and eighth grade Speech and Theater
Arts classes. Each week a class divides into learning groups to
research, write, and present the show; each student chooses a role in
the production. The students learn about a computer graphics program and
camera techniques as well as communication and writing skills. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Wolf Studies |
Category: Science |
Grades: 11 to 14 |
How It Works: The wolf is closely associated
with myth, controversy, fear, our pet dogs, and the call of the
wilderness. It was felt that in presenting a high school biology unit on
predators, the wolf might be an interesting focus. From the very
beginning this unit was designed to engage students in a more active
way. As the science unit developed, the importance of other disciplines
became apparent - the legends of the wolf were often based in
literature, history, and in cultures beyond the American experience.
People's attitudes reacted both with favor and anger at wolf
conservation efforts. Controversy seemed present when the students
investigated current wolf ecology. The Illinois Mathematics and Science
Academy unit integrates three major areas - the natural history of the
wolf, a quantitative analysis of the wolf and its prey species, and a
current "real world" problem for students to examine on wolf-human
interactions. |
The Students: Designed to be shared with classes at all levels, K - 14 |
The Staff: This learning experience and these
materials can be implemented by the classroom teacher with the
reference collection available from the Illinois Mathematics and Science
Academy. |
What You Need: The loan materials will begin
with a collection of skulls, study skins, models, a video, a reading
list, and activities for various grade levels. Any Illinois school may
borrow the wolf box. The requesting school must pay postage or pick up
the wolf box at IMSA in Aurora. The loan period is three weeks. |
Overall Value: The wolf can be a topic for
many grade levels, and as topic to present many subjects. The IMSA unit
incorporates biology, geography, history, government, literature,
mathematics, and foreign language. The IMPACT II grant will provide a
collection of artifacts resources available for loan to other schools as
they study this incredible predator in any subject and at any grade
level. |
Standards: |
Wonders of Weather |
Category: Social Studies |
Grades: 7 to 11 |
How It Works: Wonders of Weather, is a
five-week interdisciplinary unit that, integrates science, math, English
and history in an exploration, of the causes and impacts of weather.
Using a common prep period the teachers meet, discuss, and plan the
weather theme in all, four classes. In science students explain
weather phenomena and relate it to, their lives by sharing news articles
and experiences. Hands-on, activities include simulations such as
the,"water cycle dance," drawings and labs. Students complete two other
major activities: the creation of weather journals comparing their
home city and, another city, and the presentation of student-selected
weather, projects. Options include: mock weather forecast videos,
writing, songs, making 3-D models of the atmosphere, writing research,
papers explaining a weather temper tantrum such as a hurricane writing
and illustrating children's books about weather, phenomena. Students
show wonderful creativity with these, challenging, yet fun, activities
and the choices make for more, positive involvement. As they collect
temperature data for cities, the information is, recorded on graphs in
their math classes. The mean, mode, and, median of the data are
calculated. Using this and the information, from other math-related
activities, students eventually analyze, their graphs and present
overall trends and weather patterns for, their cities in a written
summary. Interpretation and prediction, skills assess the student's
knowledge. The English classes read Jack London stories. Special
emphasis is, placed on the polar (arctic) and subarctic (tundra),
biomes/climates and their impact upon the characters. Using the, writing
process,,"found poems" are written using London's rich, descriptive
language of the cold and man's reactions to it. Scientific concepts are
discussed where appropriate. Actual, newspaper acounts of man vs. cold
are paralleled with London's, fictionalized characters. Final projects
(video interviews of, characters, illustrations, maps, dioramas) focus
on student, understanding of setting, plot and weather. In U.S.
history class, cooperative learning groups using primary, sources
research the impact of weather and climate on 19th, century events. Oral
reports analyze the economic, political, and, social impact of these
events on the development of the U.S. Students are surprised to see the
often tragic impact of weather, on history (e.g. the Donner Party
disaster). Posters depicting, historical events use weather forecast
titles. Students are, continually challenged to recall what they've
learned in their, other classes about weather and to relate it to
history and the, future. The Science Framework says,,"An integrative,
thematic approach to, learning will help students develop a meaningful
framework for, understanding science." Math includes statistics,
probability and measurement. English and history emphasize the
integration of, literature and primary sources as well as the writing
process. One-hundred-twenty heterogeneous eighth grade students,
participated in this unit. |
The Students: |
The Staff: Marilyn: English and history for
10 years. Nancy: science and math for 20 years. Jill: science and math
for five years, is a member of the, school's Restructuring Committee
and a science Mentor. Lois: English, history and science for 16 years. |
What You Need: Usual classroom materials and
books are used. The teacher packet, includes all lesson plans and
student work samples. Local television station's meteorologists and
guest speakers are, valuable resources. |
Overall Value: |
Standards: |
WORD STUDY |
Category: English/Language Arts |
Grades: 2 to 7 |
How It Works: Word Study is a hands-on
program designed to teach phonics, spelling, and vocabulary in an
integrated language arts curriculum. Children participate in
developmentally appropriate activities that help them discover the
bridge that spelling provides between reading and writing. Phonics,
spelling, and vocabulary have traditionally been taught in a lock-step
fashion regardless of the child's prior knowledge. Word Study uses what
the students already know in order to learn about the unknown. They
are continually comparing and searching for spelling patterns in
literature and then transfer this knowledge to their writing.
Evaluative procedures include anecdotal records, student
self-assessment, and spelling tests. Program gains are also evident in
children's reading success and writing expertise. Students This
program is designed to be used for the entire class and spans all levels
of instruction. It has been successfully used in both first and second
grades in Fairfax and is used in grades K through 12 in
Charlottesville, Virginia. All students including those with special
needs and those for whom English is a second language participate in
this program. Achievement in reading, writing, and spelling improved,
and children became greater risk takers as their confidence in their
abilities increased. |
The Students: |
The Staff: The special education teacher
facilitates the computer activities, and the first grade teacher plans
activities for her class to share. The special education speech
clinician provides augmentative speech devices and other communication
needs. |
What You Need: In addition to the technology
mentioned, the following are also needed: Instant Access Sets 1-3 for
the Living Books Series, a Macintosh switch interface, a BIGmack
communication aid, and Instant Access Overlays for Edmark software.
The students work in the regular classrooms, in the electronic music
studio, and the media center at the special education center.
Outside Resources Fairfax County Public Schools' shuttle buses
transport students from one school to the other. Parents participate in
specially planned group activities whenever possible. |
Overall Value: By introducing younger
students to their nonverbal peers in a learning environment, students
with and without disabilities get to know one another and share
experiences in a supportive atmosphere. Shared experiences result in
new levels of understanding and awareness for everyone involved. |
Standards: |
Words to Live By |
Category: English/Language Arts |
Grades: 9 to 14 |
How It Works: The goal of,"Words to Live By"
is to create a vehicle and an environment for instilling in students the
power of the spoken word. It is not a self-contained unit, but a blend
of philosophy, techniques and activities designed to be infused into an
existing curriculum. The package is divided into three overlapping
sections. "Connections" discusses the role of speech in developing
social power and self-esteem. It offers ideas for eliciting verbal
responses as well as techniques that encourage students to negotiate the
curriculum. "Thought" addresses the role of speaking in knowledge
acquisition and comprises a number of activities that promote critical
thinking. It includes cooperative learning projects, oral presentations
and impromptu speaking assignments. Most of these activities include a
writing component. For example,,"A Group Newscast," a lesson on
coherence, involves three different kinds of speaking and culminates in a
written news report. Using brief newspaper articles the class has
collected, students sit in a circle portraying news anchors as they find
ways to slip their particular item into the newscast through the
creative use of transitional devices. Afterward, the class divides into
groups, each member in possession of four articles. The group helps
one another find the transitions in the articles. Each student then
writes a newscast using her newfound expertise to link disparate
stories. Finally, the newscast is presented in person or on audio or
video tape. The last section,,"Silence," explains ways well-intentioned
teachers inadvertently suppress speech and suggests methods for
overcoming the fears of reluctant speakers. DCPS MAJOR SYSTEM
PRIORITIES: Achievement, Standard English, Critical Thinking,
Intergroup Relations. THE STUDENTS: Most of the activities, in one form
or another, have been implemented with students from grades seven
through 12 in half a dozen schools. Ability levels have ranged from
skills to honors, and classes have been as small as four and as large as
28. |
The Students: |
The Staff: Donna Dial became interested in
oral language a dozen years ago when she was the adviser for an oral
history magazine at Edison Senior High. Since then she has practiced
her ideas on junior high, high school, and college students. She is now a
resident teacher at the Dade Academy for the Teaching Arts (DATA) and
teaches twelfth grade English. This project is the outgrowth of a
seminar she presents at DATA. |
What You Need: MATERIALS AND FACILITIES:
Handouts, perhaps a tape recorder. OUTSIDE RESOURCES: Ms. Dial has
developed a HyperCard presentation exploring the philosophy and
techniques involved. |
Overall Value: Silence may be deafening, but
according to various studies, it is also deadening. It deadens our
capacity to connect with society, to connect even with ourselves.
Children with low language facility tend to,"act out" and are often
prone to violent responses. They usually suffer from low self-esteem
and lack of both self-identity and social power. Silence also deadens
our ability to formulate ideas. Learning is not merely the stockpiling
of information, but the reshaping of previous perceptions. Students who
talk as they learn, absorb material better and faster than those
students who do not, and they are also able to articulate their thinking
processes. Speech is crucial. We must recognize its value and make a
gift of its power to our students. |
Standards: |
World Literature |
Category: English/Language Arts |
Grades: 8 to 12 |
How It Works: Approaching World Literature: Responding to Text and Cultural History in World Literature is a student-centered unit that investigates Persian Literature using cooperative learning groups. Students work in groups of eight to ten, which consist of several roles: Secretary records notes, role assignments, oversees presentation
Interviewer/Author can be a famous person from the author's time; if no author, then a character from the story may be interviewed
"Siskel & Ebert" evaluate literary work, relate story to our time, suggest movie and actor possibilities
Historian introduces background, history, geography, culture
Artist designs poster or other artistic piece on Persia Groups
present the text, author, historical and cultural backgrounds in a
variety of ways, using multiple learning modalities. Students research
information about the author and music, art, and other cultural aspects
of the time. Not only do students synthesize information, they also
evaluate and create ways to present their information by writing
dialogues, critiques, and eyewitness accounts, including music, dance
and art, in their presentations. Student groups choose from the following selections: The Shahname or Book of King, by Dakiki and Ferdowsi; The Rubaiyat, by Omar Khayyam; The Koran, by Mohammed; and The Thousand and One Nights, from oral and written sources. For example, a student group assigned to study selections from The Thousand and One Nights
would research the history of the story and its impact on Persian
culture, evaluate its modern relevance and classic status, and finally
present music, art, dance and information on modern Persia (Iraq),
using video, laserdisc, CDs and live demonstrations. The
purpose of this research and evaluation is to empower students to teach
specific World literature in an integrated English and Social Science
curriculum. Students choose roles according to tastes and using group
consensus. Each group presentation receives individual and collective
grades which reflect content/research, organization, expressive
creativity, and visual and oral presentation. |
The Students: |
The Staff: Carol has taught for 13 years,
including elementary, secondary, special education and English. In
addition, she taught European wine appreciation at Cal Poly and ESL to
Japanese students. |
What You Need: Textbooks, laserdiscs, music CDs, and videos that reflect Persian culture are needed for this unit. |
Overall Value: Student presentations
demonstrate how the seven intelligences and critical thinking processes
can be integrated into cooperative group study of World literature.
They show a high level of creativity, critical analysis, dynamic oral
communication skills, and the ability to relate literature to personal
experience. |
Standards: |
World Ocean Congress |
Category: Global Education |
Grades: 8 to 14 |
How It Works: Students in grades seven and
eight from four schools were invited to take on this project. 70
students represented 23 countries at the World Congress. Classrooms
were divided into student teams (delegates) and researched their country
for two hours each week for five weeks. During this time they created
country name plates, country flags, graphs, visuals, and their written
policy statements. They also role played the process of usin gRoberts
Rules of Orders within the classroom, before doing it at the World
Congress. Students who work best alone were assigned a small country
and they were the only delegate to that country. Students who work well
in groups were assigned larger countries, and the work was shared among
them.
|
The Students: This program can be used with
upper elementary students and into high school. The quality of the
World Congress depends on the level of the students involved and how
much time is given in classroom prepartation.
|
The Staff: I currently teach gifted students
grades one through eight, the curriculum's emphasis being science and
geography. This is th efirst year that my students and I have used this
program. We connected with three other schools and invited them to
participate in the World Ocean Congress. Their teachers received
suggestions for how to research adn prepare for the actual World Ocean
Congress. Students and their teachers (70+) were in attendence.
Teachers served as facilitators during the Congress.
|
What You Need: Resources needed are usually
available in a school media center (videaos, on-line services, overhead
projector, world map, print materials).A field trip to a local aquarium
or even Seaworld are ideal jumping off points for beginning this
project. The class in this project did a sleep over at SeaWorld in
Orlando, to jump start the project. The classroom and media center was
utilized prior to the World Congress. A local church community hall was
used to conduct the World Congress. Long tables adn chairs are ideal
for allowing delegates to converse. Media centers can also be utilized
for this project. A classroom teacher along with several students to
help set-up on the World Congress day would be needed.
|
Overall Value: Increased awareness of the
global interdependece that must exist in our world. Introdction and
practice using negotiation skills and diplomatic skills. Seeing the
connection between science and geography. Taking a position even if
it's not popular and defending it. Seeing students taking an active
role in how the oceans resources should be shared. Gaining an
understanding of how large bodies of people conduct business.
|
Standards: |
World of Eggs |
Category: Mathematics |
Grades: 2 to 4 |
How It Works: The main part of the egg
learning experience was the incubation of chicken eggs. We weighed
and measured the length and circumference of each of the eggs. We did
this again on the seventh and fourteenth days of incubation. We
estimated how many eggs would actually hatch. We checked the
temperature and turned the eggs three times a day for eighteen days.
For the remaining three days, we just watched the temperature and
humidity. Then we cared for all the chickens that hatched.
During the incubation period, we collected pictures of things that
were shaped liked eggs. We also collected pictures of animals that
lay eggs and animals that are born alive. We also kept count of the
21 days on the calendar. We did several scientific experiments, also. We
put eggs in hot water to see the pores. We put hard boiled eggs into
jars with small mouths and took them out to teach that air expands
when heated and contracts when cooled. We checked the ability of an
egg to withstand pressure. |
The Students: This LE was designed for average ability students. |
The Staff: Class room teachers |
What You Need: Incubator,
egg tester,
books, eggs. Video, The
Growing Embryo, Chickens
Aren't the Only
Ones, by Ruth
Heller, published by Grossett &
Dunlap: New York.
Chicken and
Egg, by Christine Back and Jens
Olesen, published by
Silver
Burdett & Company:
Morristown, New Jersey.
What's
Hatchin Out of That
Egg? By Patricia Lauber,
published by Crown
Publishers,
Inc.: New York. Spring - New
Life Everywhere by Janet
McDonnell, published by
Children's Press: Chicago.
Easter in
November by Lilo
Hess, published by Thomas Y.
Crowell Co.: New York.
|
Overall Value: The purpose of this learning
experience was to learn as many things about eggs as we could. We
used addition, subtraction, estimation, graph making, patters, etc. in
this unit. The involvement of the children, their attitudes, their
willingness to participate in all activities, and student products,
were the indications of the student success. |
Standards: |
WORLD WAR II MUSEUM PROJECT |
Category: Social Studies |
Grades: 11 to 14 |
How It Works: As a means of developing the
intellectual curiosity and skills of a professional historian, students
will research and present a proposal for a World War II exhibit to the
board of directors of a fictional museum. The museum exhibit will have a
theme of the students' own design. The proposal will demand research
and organization skills that one would need in dealing with a
true-to-life museum. Each final product will include a catalog of
pictures and descriptions of the materials selected for display, a floor
plan of how the museum's space will be organized in order to show these
materials, a guide tape for visitors to use in the museum, a visitor's
brochure, and a cover letter to the directors explaining the theme and
the importance of the exhibition. Much of the research will take place
on the World Wide Web using a page designed for the project that can be
found on the school's 10th grade Social Studies Internet site.
The purpose of this project is to allow students to "do history"; that
is, to take on the role of a curator trying to make history alive for
others, and, in doing so, making it come alive for themselves. Their
display choices demand that they think critically about an aspect of the
war. The students will research, process and present information in a
way consistent with performance in the real world. They are asked to
develop a theme for the exhibit in the same way that they develop a
thesis for a piece of expository writing.
|
The Students: The assessment process begins
with the students' initial project plan and a teacher-developed
assessment list that is handed out when the project is assigned.
Checkpoints are employed to encourage students to use these materials
for self-reflection. The final product will be evaluated by both teacher
and student using the criteria on the assessment sheet, as well as by a
final narrative paragraph written by the student. This project is
appropriate for grades 9-12.
|
The Staff: David Bass Pomperaug High School, Southbury |
What You Need: Internet access for at least
four students at a time is crucial. In addition, a well-stocked library
of World War II books and materials is necessary. Access to computers
with graphics programs is helpful, since the use of graphics
applications adds to the authenticity of the project.
|
Overall Value: This project gives students
the chance to pursue an area of personal interest, and to link important
skill development to the content. It asks students to set standards
equal to those of the real world, while performing a task that
practitioners of history face. Students must be historians searching for
historical artifacts, working in groups and solving problems as to how
the final project will be produced. The final product is evaluated in a
way that demands problem solving over the course of the process. This is
an authentic assessment of the historian's trade, using Internet
technology and crucial, transferable skills in the process.
|
Standards: Interpersonal relations Reasoning and Problem Solving
|
World War Ii: Ordinary People In Extraordinary Times |
Category: Social Studies |
Grades: 9 to 9 |
How It Works: World War II: Ordinary People
in Extraordinary Times is a multidimensional unit organized
around,"stations" or learning centers. This approach enables students
to grapple with the issues of World War II in an innovative and
challenging way. The classroom becomes an arena filled with learning
centers that present content by using a variety of techniques and
considering various learning styles. Students rotate from station to
station; reading, researching, writing, and discussing. Each station
has its own card with instructions and assignments for the students to
follow at their own pace. For instance, at a silent area, two
students sit with still photographs of wartime Germany, examining the
pictures and reading captions detailing unimaginable human conditions.
They talk in hushed tones, keeping vivid lists of words that come to
mind. At a poetry station, students craft lists of graphic words into
haiku poetry. They illustrate them with watercolor and calligraphy.
Other students act out a play, The Wave, and discuss Hitler's rise to
power. Other students examine posters from the Holocaust Museum and
analyze historical items. At other stations, students are role-playing
American political discussions, creating commemorative stamps, reading
historical novels, studying primary sources about Japanese internment,
reading eyewitness accounts of the bombs at Hiroshima and Pearl Harbor,
and crafting origami paper cranes. The classroom reverberates with
discussion and activity as students apply themselves to what they are
learning. The Students: The program is designed for an
interdisciplinary team of seventh graders in English and social studies.
Because the activities target different learning styles, the unit can
be used with a variety of mainstreamed special needs groups. It can
also easily be adapted for groups of all sizes and levels. |
The Students: |
The Staff: The team classroom teachers and specialists implement this project. Guidance counselors and other interested adults help. |
What You Need: Primary documents, novels, art
supplies, and posters are purchased for student use. A double
classroom is helpful, but adjoining classrooms can accommodate the
activities. Outside Resources, The United States Holocaust Museum
provides many of the sources and documents. The National Archives is
also an invaluable resource. |
Overall Value: This student-centered program
enables students to research and study topics at their own pace,
choosing activities that showcase their talents. Most activities are
student-led, and the teacher is able to move from station to station,
facilitating rather than directing. Because students are allowed
choices about their own learning, they are more willing to invest
themselves in the subject matter. |
Standards: |
WOULD YOU LIKE SOME PICASSO WITH YOUR MANET? |
Category: Arts |
Grades: 7 to 14 |
How It Works: Students carve out, brush up,
and serve an artistic menu of timeless delicacies via this domain
project which blends art and academics through process and context. This
thematic, multicultural program grew out of the desire to meet the CCI
and Art National Standards. This program gives a twist to art history by
providing students the opportunity to interpret and uniquely represent
the art time line by creating two and three dimensional projects and
displays. Activities appeal to the diversity of students' learning
styles through a variety of activities that include: teacher
presentations, student team planning, museum activities, and celebrated
exhibition. Students are introduced to a traditional time line through
the use of posters, video tapes, slides, resource books, and selected
handout. Students study various art movements by analyzing,
synthesizing, and evaluating an artist's style and content. Through
research with the media specialist and scheduled interviews with various
academic teachers, each student investigates the historical, social,
and cultural significance of his/her selected time frame. A trip to the
local museum helps students to reflect, gain insights, and further
strengthen concepts being discussed. With this new knowledge students
are asked to create a unique version of a two dimensional timeline. The
success of this experience leads students to continue the process in
three dimensional form.
|
The Students: An example of a two dimensional
approach is the students' unique version of a children's art history
book. This book based on fold-out transformations, used the students'
original illustrations to incorporate a copy of artist's work. Text on
the art movement accompanied the illustrations. A three dimensional
approach involved students creating twelve sequential "tables" complete
with painted tablecloths, sculptured centerpieces, and creative
dinnerware. Each table was based on one of twelve major art movements.
The pride students took in their accomplishment was evident when they
invited the community to a reception. |
The Staff: Maryann Y. Grimaldi and Karen A. Porter |
What You Need: Art supplies, recycled objects and research material.
|
Overall Value: This project serves as a
series of sequential, integrated activities that are based on one
central visual concept, the art timeline. This concept has infinite
solutions, is accessible to various levels of technical skill,
challenges students to explore and develop ideas, and evaluates
production, perception, and reflection which are essential to
"process-folio" objectives. Students are evaluated on their media
research, interdisciplinary connections, knowledge of art past and
present, and group process as it develops into an original timeline.
Completed work is based on craftsmanship, originality, and artistic
interpretation. Group critiques, self-evaluation, and daily progress are
weighed with the product, as well as the preparation for exhibition and
celebration.
|
Standards: Motivation and Persistence
|
Wow! Science Is Alive, Hands-On! |
Category: Science |
Grades: 6 to 8 |
How It Works: This project introduces
inexpensive, live specimens for classroom study. Students participate in
an interdisciplinary, cooperative study of land snails and then,"teach"
the unit with a partner in a primary grade. Activities include:
observing and forming scientific hypotheses, estimating, measuring
distances and averaging, research on snail habitats and environmental
implications, snail paintings, creation of a snail book and delivery of
oral reports Students: Developed for students in, fourth through
sixth grades, this project is adaptable for special needs students. |
The Students: |
The Staff: Carol Schmitz is a graduate of
Northeastern Illinois University and has participated in numerous
professional development programs. She has taught for four years and
has received several grants. |
What You Need: Materials And Facilities:
No special classroom facilities are required. Materials needed include
land snails and flex tanks and food for them,,"snail books" and
information packets. Two pertinent films are available from the Chicago
Board of Education. Outside Resources: Speakers are available
from the University of Illinois Extension Services and the Chicago Park
District. Field trips can be taken to the Chicago Botanical Gardens,
the Brookfield Zoological Society and Cook County Forest Preserve
District. The public library is also a valuable research resource. |
Overall Value: The holistic approach of this
project encompasses all disciplines. The activities lead to a
successful cooperative learning, experience and a better understanding
of ecological topics. |
Standards: |
Write by Numbers |
Category: Mathematics |
Grades: 6 to 6 |
How It Works: This program is designed to
help students refine math problem-solving skills, to improve reading and
writing skills and present mathematics using an integrated approach.
The program is called,"Write by Numbers" and involves students in the
generation of their own word- problem stories using strategies, such as
cooperative learning, writing and editing skills, peer tutoring,
drawing, and painting to write math problem-solving books. In
the,"Write by Numbers" program the students begin by plotting a story
on a story map or other graphic organizer. They create a single
character or groups of characters, the setting, problem/conflict, and
resolution/conclusion. Then the students begin writing the story in a
word-problem format. They write one or more problems which describe the
character(s) of the story, the setting, the problem, and the
conclusion. The problems are then shared with another group of students
to be tested and edited. The second group performs the problem and
makes suggestions to the author group on how to improve their problems
and their story. The groups return the problems and create another
draft. The teacher/facilitator checks these drafts and holds
conferences with the groups. After the students incorporate the
teacher's suggestions in their story, the students may create a final
draft for publishing. Students are encouraged to use word processors
where available and also to create drawings to accompany their stories.
The teacher/facilitator laminates and binds the problems to become
story books. These books should be made available in the classroom
library. Students may extend this book- making project to create some
for children in younger grades. They, may also wish to help the
younger children in the writing process to, generate their own
problem-solving books. The Student: The,"Write by Numbers" program has
been used successfully with fourth grade students. The fourth graders
went on to enable second graders to create their own stories. The
program is also suggested for third through fifth grade students. |
The Students: |
The Staff: The staff involved were a fourth
grade math teacher and a second grade self-contained classroom teacher.
The librarians may also help in supplying the classroom with books that
employ a mathematical theme. For example, the teacher may wish to read
the book Alice in Wonderland to the children. MATERIALS The,"Write by
Numbers" project requires book-making materials such as heavy (90 lb.)
art paper or tag board, word processors/typewriters (optional),
laminating machine/film, brass fasteners or other binding materials. If
not available at the teacher's building, all of these materials are
stocked at the HISD Media Center, |
What You Need: Outside Resources: A parent with access to a computer or typewriter may be able to type the text for the class. |
Overall Value: According to TAAS objectives,
the students will need to demonstrate the ability to generate and extend
word problems as well as create descriptive narrative essays. The
students work on these skills simultaneously in the,"Write by Numbers"
program. If a student lacks confidence in math problem- solving, but
has strong writing skills, this activity will strengthen that student's
confidence in math. In addition, the students garner a great deal of
satisfaction and pride from the experience of writing, illustrating, and
publishing their own work. The finished books placed in the classroom
library become very popular with the children (they are the first books
to go during silent sustained reading time). Furthermore, students who
help each other and help the younger children to write problem solving
books will reinforce these skills. |
Standards: |
Write It, Read It, and Eat It |
Category: Science |
Grades: 3 to 5 |
How It Works: Write It, Read It, and Eat It"
had children eagerly learning about nutrition and how to publish a book
all in one lesson! The children chose a specific food of interest to
them, and through the use of computers, software, the Internet, and
books, gathered information to help sell their food.fun facts,
interesting facts, nothing hum drum! The child was exposed to award
winning authors and illustrators in order to view and discuss what made a
book great. A guest poet, as well as a guest author, was brought in to
explain where they got ideas and how they begin writing. Students
transformed the information they had gathered into a picture book for
first and second grade children. Utilizing creativity and
brainstorming, they put their information into language that was
stimulating and understandable to a younger child. What better way than
this to investigate the history, nutritional value, and interesting
facts about food |
The Students: 25 students in the third grade participated in the project. |
The Staff: Carrie Carter is a first year
teacher. Kathy Lehr is a 20-year veteran. Kathy had the opportunity to
spend a week internship with Nancie Atwell at the Center for Teaching
and Learning (CTL) in Maine. Recently, both teachers were awarded a
Martha Holden Jennings Foundation Grant. |
What You Need: Computers, software, paper,
pens, pencils and art supplies were needed to complete the project.The
classroom and computer lab were helpful with this activity. Students
could work independently or in small groups. Parents and other
volunteers were also helpful. |
Overall Value: Good nutrition and healthy
eating are of prime importance in the lives of both adults and children.
The need to impact this knowledge upon children was felt to be best
accomplished through hands-on, authentic experiences. Children also
have a need to be exposed to a variety of audiences. Pairing with lower
grade level children for read-alouds became a part of the program to
stimulate self-confidence. |
Standards: |
Write Like An Author |
Category: English/Language Arts |
Grades: 2 to 10 |
How It Works: Using common literary devices
such as circle pattern stories, cumulative tales and repetitive stories,
students learn to write just as published authors do. Students
participate by: listening to a selection of stories read by the
teacher, completing partially filled-in story maps, performing using
reader's theater activities After moving through the writing process,
students illustrate their own texts and design cover pages. Their
stories are then bound and placed in the classroom or school library.
The Students: This program was developed with non-proficient English
speaking children in bilingual classrooms; it can be adapted for other
grade levels. |
The Students: |
The Staff: Dehlia Mendoza holds a BS in
Elementary Education and an MS in the Teaching of Reading. She has
taught for fourteen years and currently holds a position in an E.S.E.A.
Chapter 1 Reading Computer Lab. |
What You Need: Materials And Facilities:
Big books and small books that illustrate cumulative tales, circle
pattern stories and repetitive stories are a must. Bound student-made
books require crayons, unlined paper, pencils, colored markers,
cardboard for front and back covers and binding supplies. Outside
Resources: Parents can help bind the stories. A field trip to the
local library or to the Harold Washington Library provides additional
books. Children can listen to library storytellers there or a
storyteller can be invited to the classroom. Authors can also be
invited to the school for a storytelling session. |
Overall Value: Children's confidence in their
writing ability increases, along with their skills in capitalization,
spelling, punctuation and usage. |
Standards: |
Writers' Exchange: The Classics And Children's Stories |
Category: English/Language Arts |
Grades: 3 to 12 |
How It Works: Writers' Exchange: The Classics
and Children's Stories encourages high school students to rewrite the
classics and compose original children's stories for an elementary
school audience. High school students are motivated to read and
really understand classics so they can rewrite the stories in a form
that appeals to young readers. High school students also have an
opportunity to write children's stories for a "real" audience. High
school students develop reading comprehension, summary skills, and
creative-writing skills. They identify the most important elements of
the plot and translate the language of the classics into a form
accessible to young readers. High school students develop a feedback
form inviting their young readers to comment on the strengths and
weaknesses of the drafts. Based on these comments, the high school
students revise their stories and prepare them for final publication.
The student-written stories introduce elementary students to the
classics, giving them the opportunity to develop reading and writing
skills as they critique the writing of older students. The Students:
Ninth and tenth grade English students exchange stories with second and
third grade elementary students. The program can be adapted for other
grade levels. |
The Students: |
The Staff: A high school English teacher and an elementary school language arts teacher work cooperatively on this project. |
What You Need: Classics such as The Odyssey,
Romeo and Juliet, Macbeth, the King Arthur legend, Julius Caesar, and
Frankenstein work well as rewrites for younger audiences. Art
materials, a bookbinding machine, a laminating machine, and computer
graphics software are all helpful for the final production of the books.
Access to a small school bus or van for transporting high school
students to the elementary school allows students to get together for a
"Classics" celebration. No outside resources are necessary. |
Overall Value: Writers' Exchange motivates
high school students to produce high quality writing because they feel a
tremendous obligation to produce stories that excite the imaginations
of their young readers. Elementary students are introduced to the
classics and improve reading and writing skills. |
Standards: |
Writing Assessment Program |
Category: Instructional Inquiry |
Grades: 3 to 14 |
How It Works: Instructional Inquiry Process:
Staff members participating in this ongoing study will assess the
strengths and weaknesses of students' writing skills, design appropriate
strategies to improve the students' writing, and then reassess the
skills to determine the students' progress. The evaluation will consist
of periodic review of student writing samples. The teachers hope to
improve the students' writing skills in these areas: fluency,
specificity and elaboration, clarity and organization of ideas, and
mechanical correctness. With the first writing samples, teachers
were trained in holistic scoring, then they holistically scored the
writings, drew conclusions, and refined their research questions. In
the second phase, the teachers randomly selected manuscripts,
holistically scored the writing, drew conclusions, and generated
strategies to address the deficiencies. The third step will involve the
teachers reading and talking about writing and trying new strategies.
Another writing sample will be used to assess progress. The
Students: The study targets all students who take English. All
students participate in the writing activity; about ten percent have
their writings selected for scoring. |
The Students: |
The Staff: All members of the English
Department, including the English teachers of the learning disabled
students and the reading teacher, are involved with the research. |
What You Need: Materials and Facilities: A
quiet place away from the school building is needed for the assessment
and development sessions. Writing resource books are also necessary.
Outside Resources: Specialists from the Office of Educational Planning
Services helped to refine the research questions and to design the
study and provided ongoing training in the holistic scoring of writing. |
Overall Value: Writing Program Assessment
will provide teachers a chance to work together on program development
and refinement. This opportunity should lead to greater risk taking in
the classroom and better scope and sequence between grade levels and
from classroom to classroom. The positive effects on students include
more frequent and appropriate writing instruction, new strategies that
specifically target our student population, and overall improvement in
writing, giving the students the skills they need for success in either
the workplace or a college setting. |
Standards: |
Writing In French: Up With Proficiency! Down With Anxiety! |
Category: Foreign Language |
Grades: 11 to 14 |
How It Works: "Up With Proficiency! Down With
Anxiety!" encourages students to communicate meaningfully and
effectively in French. They produce a monthly French newspaper for
dissemination to younger students of French and to French students
studying English in France. Each year students decide the style and
content of the paper, making it their own. Students read and study
French newspapers, identifying the salient differences between writing
styles, types of articles, and cultures. They analyze morphology and
learn abbreviations. The students then practice writing headlines, ads,
cartoons, editorials, and feature articles. The students are
encouraged to demonstrate their creativity, to express their thoughts,
and to develop writing proficiency in a nonthreatening medium that
captures their interest. Concurrently students develop a confidence in
their writing ability that transfers to timed writings and personal
opinion essays. The students learn to evaluate their own writing
through rewriting and through comments from the editors. Student
editors edit all materials submitted to the paper. This program is most
effective when done as a collaborative effort and when the class
maintains total ownership of the paper. The Students: Forty-four
students are involved in the production of the newspapers. The program
can be used with French IV, French Advanced Placement Language, and
French V students. Approximately 200 American students and 60 French
students read the publications every year. |
The Students: |
The Staff: The French teacher developed and
implements the program. Other French teachers and an English teacher in
France distribute the paper to their students and use it as a teaching
and motivating tool. |
What You Need: Access to a computer, a xerox
machine, and packets of examples denoting the various aspects of French
newspapers are required to implement the program. Also needed are
publishing software and subscriptions to Le Journal Francais. The
activities take place in the classroom and at home. Parents help by
donating copies of various types of French newspapers. |
Overall Value: Students expand their French
language skills and at the same time learn the basic elements of writing
a news article. They also learn to formulate their thought processes
and present their ideas clearly and concisely in order to communicate
effectively. The students take great pride in the finished product.
They begin to edit their own work before turning it in, even if it is
not a newspaper assignment. The students develop confidence in their
ability to write and read in French, reducing their anxiety level
concerning writing in a foreign language. They enjoy writing! |
Standards: |
Writing To Explore Career Education |
Category: English/Language Arts |
Grades: 8 to 10 |
How It Works: In this project students
develop their writing and language skills while exploring career
choices. Student activities include: completing a Career Interest
Inventory test researching careers using books and magazines
scheduling and conducting interviews with adults in different
occupational fields describing their experiences and what they've
learned Additionally, career speakers come to the class and students
visit job sites to gain a better understanding of career paths.
Students: This project was developed with a sixth grade class of
thirty-two children. It is readily adaptable for older students. |
The Students: |
The Staff: Eltha Wong is a graduate of
Roosevelt University and also holds two, MA's in Reading and Guidance
and Counseling from Northeastern Illinois University. She is also a
consultant for the Chicago Area Writing Project (CAWP) with National
Louis University. |
What You Need: Materials And Facilities: A
variety of magazines such as Fortune, PC Computing, American
Woodworker, Working Woman, Auto Week, Popular Science and many others
contain articles about careers and businesses. The U.S. Department of
Labor, Bureau of Labor Statistics publishes the Occupational Outlook
Handbook and several other commercially printed career guides are
available in large bookstores. Outside Resources: A school
counselor can help coordinate and schedule career speakers and help plan
field trips; parents can also assist. The Chicago Careers for Youth
Program and Junior Achievement (Project Business) of Chicago are also
helpful. |
Overall Value: Students' knowledge of career
choices is greatly expanded and the speakers, student interviews,
reading and research develop their language skills. Students take pride
in the final product--their own class book of careers. |
Standards: |
Writing Workshop: Folder to Portfolio |
Category: English/Language Arts |
Grades: 5 to 10 |
How It Works: Collection. . . Selection. . .
Reflection is a method for teaching writing in which the students
become part of a literary community of writers. Students join with
teachers to select topics, share and conference with peers, publish
their writing in various ways, create portfolios for assessment and
periodically bring closure through Author Celebration Days. Writing
Workshop is a 45-60 minute period of the day at least four times per
week. If needed, it begins with a mini lesson on the necessary skills of
writers' craft, such as punctuating dialogue or the use of similes and
metaphors. Students then move into writing their personal pieces. Ideas
for pieces come from many places: literature, personal life, student
journals, current affairs, etc. These writers use real writers' tools Ñ
yellow pads for drafting, green pens for revision and editing, and an
Author's Chair for sharing within their literary community. The teacher
is another member of this community Ñ conferencing, encouraging and
sharing her own writing. My management system is relatively simple.
Students keep current drafts and ideas in writing folders. The writing
period includes a "Talk Time" and quiet writing time. Students may
conference in pairs in corners of the room. Finished pieces are
published in many ways Ñ read from the Author's Chair, posted on our
Author Board, bound into books, read to First Grade Small Friends, and
shared on designated Author Celebration Days. These pieces are then
stored in the student's permanent writing folder. My portfolio process
has evolved to its present form over three years. Prior to report cards
(three times a year), students go through a portfolio process to reflect
on their writing accomplishments and set goals for the future quarter.
They select a designated number of pieces that show their strengths and
growth as writers. Each student then writes a letter to the portfolio
reader summarizing the contents and reasons for selection. I also
conference with each student about accomplishments and goal setting.
Students take their portfolios home and share them with families and
then return them to school. The year's portfolio is assembled in May.
The most valuable resources for me in developing this project were the
books of Donald Graves, Nancy Atwell, Lucy Calkins and other teachers
who use a writing workshop in their classrooms, and networking with
colleagues across Santa Barbara and Ventura counties. Every student
participates as a full member of our literary community regardless of
ability or language. I know this program is effective when I see a
student who could barely write three sentences om September, come up to
me later with a three-page story. Writing Workshop helps me be the
best writing teacher I have ever been. It allows us all to know each
other as we never have before, as we share stories from our hearts.
State Framework: The English/Language Arts Framework and It's Elementary
recommend making the classroom a literary community facilitating
writing across the curriculum. The Students: I have used Writing
Workshop with heterogeneous 5th/6th graders. |
The Students: |
The Staff: I have taught Grades 1-6 for 20
years with an emphasis on upper grades. I was a South Coast Writing
Project fellow in 1982 as well as a fellow in Literature, Math and
History/Social Science projects. I have been a Mentor Teacher for six
years |
What You Need: Facilities and Materials:
Folders and folder storage boxes are needed, as well as paper, pens,
book binding materials, and an Author's Chair. Students use the computer
lab for publishing. A teacher packet is available. Outside Resources:
Parents can form a Parent Publishing Company to help type, especially
for younger students. |
Overall Value: |
Standards: |
Yes, We Have No Bananas |
Category: Science |
Grades: 11 to 14 |
How It Works: "Yes,, We Have No Bananas"
adapts How Does Your Garden Grow? (see IMPACT II, catalog 1990) to a
high school setting to help reinforce science concepts learned, in the
classroom and developed in the garden. This hands-on program involves,
over 1 000 students in developing and maintaining an ongoing,
year-round, courtyard garden. The students have called local stores for
information on plant, prices and care, undertaken special projects for
class reports and science fairs and used the court for inspiration in
art and creative writing classes. |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
You Be The Judge |
Category: Social Studies |
Grades: 7 to 13 |
How It Works: You Be the Judge is a
cross-curricular study which uses persuasive writing and speaking skills
to give students an understanding of how courts interpret the Bill of
Rights. Students role-play arguments before our "Supreme Court,"
using skills and knowledge they have gained in writing and speaking. We
share instruction of 120 students in language arts and social studies
classes, which are usually taught separately but can be combined for
special projects. The students first study and practice
persuasive writing and speaking in their language arts class.
Concurrently, they study the Bill of Rights in social studies, with
emphasis on the role of the Supreme Court in interpreting the
Constitution. Next, students role-play actual Supreme
Court cases without knowledge of the outcome. Student lawyers argue the
case while student judges listen and then write an opinion based on
these Constitutional arguments. The role-playing, a performance
assessment, is done in front of the combined classes. After their role-playing, students, in their language arts classes, either read or watch the video Inherit the Wind, stopping after closing arguments. Students must then write a judge's opinion based on the arguments they have read or heard. |
The Students: |
The Staff: Tom has taught history/social
science for 23 years. He was a history Mentor for three years. He is the
president of the Central Coast Council of the Social Sciences. Diane
has taught English and Journalism for 25 years. She was a language
arts/writing Mentor for four years. She is currently working on the
district's Challenge Standards Committee, and has served on the
multi-district Goals 2000 Project. Both Tom and Diane are IMPACT II
Nationwide Teacher Leadership Project fellows. |
What You Need: Copies of contemporary and
historic Supreme Court cases are used, and may be accessed via
textbooks, lawbooks or the Internet. Copies of Inherit the Wind
may be found in the library or video store. An "extra" which really
increases interest for the students is a supply of black "judicial"
robes (graduation robes) to wear when arguing and hearing cases. Having
a local attorney and/or judge come in to speak to students about the
judicial system is an added instructional tool in this unit. |
Overall Value: Students are assessed on
persuasive writing, speaking and understanding of the Bill of Rights. We
have seen students improve in reading, writing, listening and
speaking. Their reading improves from careful consideration of court
cases, their writing becomes more focused, they listen very carefully
and actively because of the impact of the oral court cases, and we have
witnessed even shy students present impassioned cases before the
court. Students have enthusiastically participated in this project. One
commented, "I feel like I really want to do my very best when I put on
these robes." Another said, " I always thought trials were easy; I
found out that they're really not just like we see on television." Our
Associate Superintendent reported he had "seldom seen students so
involved in learning and taking it so seriously. |
Standards: |
You Can Do It |
Category: English/Language Arts |
Grades: 6 to 8 |
How It Works: Research shows that the most
successful students are those who envision goals early in their lives.
This project helps students, develop a "vision" for the future. Then
they integrate it into action in their daily lives. Continuing
reinforcement from teacher, parents and mentors is an important part of
the program. After completing an interest inventory, each student
declares a "vision" and sets academic and personal goals to achieve it.
Children create shields that illustrate their goals an display them
on bulletin boards. They read books about achievers who persevered to
reach their goals. Students read poetry each day to instill reflection
on their goals. Each student is assigned a mentor with whom they
correspond and visit. Students: Developed for a fifth grade class,
this program can be adapted for other grade levels. |
The Students: |
The Staff: Camille Tomasello is a graduate of Northeastern Illinois University. She has taught in Chicago schools for twelve years. |
What You Need: Materials And Facilities:
Students should have a book collection including poetry, biographies and
autobiographies easily available. In addition, students need stamps
for correspondence and transportation funding for field trips.
Outside Resources: The school counselor, parents and school staff are
helpful in recruiting dedicated mentors who enjoy communicating with
children. |
Overall Value: This project instills pride
and self-esteem in students and parents. Students learn to,"hold fast
to dreams" and their,"visions" becomes a meaningful part of their
academic life. |
Standards: |
You Can Get It Free |
Category: English/Language Arts |
Grades: 5 to 7 |
How It Works: The art of writing friendly and
business letters is a life-long skill that is essential for everyone.
Today and in the future, students will have the opportunities to utilize
word processing programs to produce such letters. This program teaches
third and fourth grade students both the correct format for each type
of letter and how to use the tools in a word processing program that
creates these formats. This program makes letter writing more
motivating by having students write to companies and organizations that
distribute materials for free (or for $1.00) in response to letters of
request. During three class periods in the computer lab, the computer
teacher taught the students how to set tab stops, and type the colon,
question mark, and ampersand. These skills, combined with typing and
editing text that have been taught before, were used to produce the
letters. A poster showing the correct format for each type of letter
was displayed in the computer lab. Also, a sample of each type of
letter, in both English and Spanish, was displayed as an example for
students to follow in composing their letters. A list of companies and
organizations, their addresses, and the materials they provide were
posted in the room. During the first and second class periods, each
student first wrote a friendly letter to his/her parent or guardian to
ask for two stamps. Next, each student chose one company or
organization to which to write. He/she composed a letter of request
based on the material available, whether a stamped, self-addressed
envelope was required, and any cost involved. Letters were proofread,
edited, and revised as necessary. (Students work in pairs for this
process.), Final drafts were printed. Students took the friendly
letters home and left the business letters with the computer teacher.
During the third class period, the computer teacher taught the, students
how to set up the margins on the word processing document for
legal-sized envelopes and taught the correct format for addressing an,
envelope. Each student created and printed one envelope in which to
mail his/her letter of request. Additionally, any student whose request
required a stamped, self-addressed envelope also created and printed
one. Finally each student mailed his/her letter and waited eagerly for
the reply. Students: This project was carried out by third and fourth
grade regular and bilingual students and a fifth grade bilingual/ESL
class. However, it could easily be replicated with any students above
second grade level who had access to a computer and to an appropriate
list of free/cheap materials to request. Both English- and
Spanish-speaking children participated. This project was especially
helpful for the fifth grade ESL students who are working on a transition
into English. |
The Students: |
The Staff: Only, the computer lab teacher was
required for this project. It could just as easily be accomplished by a
classroom teacher with access to the necessary equipment and supplies.
Parent volunteers who assist with some of the classes were a great deal
of help. |
What You Need: Materials: My students used
The Bilingual Writing Center with Macintosh computers for this project.
Materials needed are any word processing program, a printer,
legal-sized envelopes postage stamps, printer paper, chart paper,
markers, and poster board. A book or list of businesses and
organizations that provide free/cheap materials is required. I used a
book, Free Stuff for Kids, available from Meadowbrook Press, 18318
Minnetonka Boulevard, Deephaven, MN, 55391 ($5.00 plus $2.00 s/h.), The
IMPACT II Free Instructional Materials Center would also be a source of
appropriate companies and organizations. Outside Resources: Parents
were asked to donate the stamps for their children. Additionally, they
could be requested to send the envelopes. The list of companies and
organizations will have to be obtained from some source as described
above. |
Overall Value: Letter writing and word
processing are both skills that students can use now and in their future
school and personal experiences. This program provides a motivating
way to teach both skills. The students are so excited when the
materials begin arriving. They are able to see the value of the skills
and satisfy their very material desire to have a reason for learning new
skills! |
Standards: |
You Read To Me, I'll Read To You |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This read-at-home program
generates interest in reading and improves reading skills. Book bags
are set up, each containing two books. One is marked parents - to be
read by the parent to the child, and the other one is marked student -
to be read by the student to the parent. Because there is a limited
number of bags, children consider it a special treat to be given a book
bag to take home. When they are chosen, students: decide when to
take the books home, post stickers on a chart in the classroom when they
return the bags to school indicating both books have been read, receive
awards at the end of the year for number of books read, do extension
activities in the classroom, such as creating their own versions of the
books read at home, |
The Students: |
The Staff: |
What You Need: |
Overall Value: |
Standards: |
Young Inventors Contest |
Category: Science |
Grades: 11 to 14 |
How It Works: This unit is the fourth of six
units in the first year of a two-year integrated science curriculum
required for all students. The Young Inventors contest is designed as a
six-week unit of a year-long integrated exploration of energy.
Specifically, the unit is designed to provide 9th grade students with a
hands-on opportunity to develop an understanding of mechanical robotics
by building their own robotic system. Students receive a parts kit to
start with and must determine what they need to know to successfully
complete this project. The unit is designed to provide an opportunity
to explore electricity, gears, simple machines, and potential and
kinetic energy while also practicing their process skills of inquiry and
problem-solving. As a result of work done, students should be able to:
design and fabricate a robot to perform some task; develop an
understanding of simple machines; gain an understanding of essential
physics principles and how they relate to energy; reinforce and practice
the skills necessary to effectively perform scientific inquiry; and
recognize and apply connections of important information and ideas
within and among academic learning areas. |
The Students: This learning experience was
designed for the ninth grade integrated science course. Classes are
heterogeneously mixed by ability, motivation, and interest. Class sizes
were 18-24. There was one section of self-tracked accelerated students. |
The Staff: Science teacher |
What You Need: The greatest emphasis and
benefit from this unit is the opportunity it presents for students to
practice the steps and methods of scientific inquiry in conducting
experiments and investigating research questions. Students have the
opportunity to apply the methods of effective inquiry in identifying and
resolving questions necessary for their understanding. Students
accepted the challenge of this problem task with enthusiasm and some
trepidation. Students demonstrated great cooperative learning skills and
worked together to resolve problems and develop information. Students
reviewed available materials, consulted text references, sought outside
experts, and used the Internet and other available technology to gather
the information necessary to resolve their questions. Students were
empowered to learn and were aggressive in pursuing their learning
responsibilities. |
Overall Value: The greatest emphasis and
benefit from this unit is the opportunity it presents for students to
practice the steps and methods of scientific inquiry in conducting
experiments and investigating research questions. Students have the
opportunity to apply the methods of effective inquiry in identifying and
resolving questions necessary for their understanding. Students
accepted the challenge of this problem task with enthusiasm and some
trepidation. Students demonstrated great cooperative learning skills and
worked together to resolve problems and develop information. Students
reviewed available materials, consulted text references, sought outside
experts, and used the Internet and other available technology to gather
the information necessary to resolve their questions. Students were
empowered to learn and were aggressive in pursuing their learning
responsibilities. |
Standards: |
Your Country, My Country, Our World |
Category: Global Education |
Grades: 4 to 7 |
How It Works: Your Country, My Country, Our
World is a hands-on, integrated program that connects home and school,
follows district language arts and social studies core curriculum
objectives, and facilitates higher level thinking skills. This program
to various degrees includes all five fundamental themes of geography
identified by the Association of American Geographers and the National
Council for Geographic Education: 1. Location, Position on the Earth's
Surface; 2. Place, Physical and Human Characteristics; 3. Relationships
Within Places, Humans and Their Environment; 4. Movement, Humans
Interacting on the Earth; and 5. Regions, How They Form and Change.
Your Country, My Country, Our World is designed to include six sections.
The first five sections can be done simultaneously. The sixth section
must follow the other five.
Section 1 - Peace Corps Volunteer Correspondence: Throughout the year
students corresponded through letters, photographs, art and audiotapes
with a Peace Corps volunteer in Mali. Excellent class discussions
evolved from information received. The enthusiasm evoked by
corresponding with our Peace Corps volunteer makes this the key
component to this program. This program can be adapted to any country.
Correspondence can be set up with a Peace Corps volunteer, a class, or
individual in another country.
Section 2 - Games: Students were divided into two groups: One group was
given instructions to the Mali game, Sey, and one group was given
instructions to another African game. The assignment was to read the
instructions many times at home with family, gather necessary materials
to play the game, and play the game until becoming an expert. Students
came to class on assigned day prepared to teach the games to classmates.
Section 3 - Creating the Scene and Mood: During the last two months of
school we created a scene of a Mali mosque and marketplace,
approximately 8 x 10 feet, using black marker and crayon. Next we
researched dress and studied African patterns. We designed our own
shirts and cut strips of fabric for turbans. Learning to wrap the
turbans took cooperation and was lots of fun. We enjoyed listening to
African music as we worked. Our culminating activity was a Mali Day when
we wore our shirts and turbans and played the Mali game, Sey.
Section 4 - Folktales: We enjoyed reading and listening to tapes of
African folktales. Discussions included story structure and identifying
common story patterns.
Section 5 - Projects: Students chose topics for further study (ex.
weather, land, animals, and history) and created presentations. Each
presentation included a written or oral section and a poster, diorama,
mobile or model section. Students could choose to write reports or take a
more creative approach such as writing a poem, skit, or writing from
another perspective, for example, the viewpoint of a travel writer
working in the country, a member of the Mali community, or a member of
the Peace Corps working in Mali. Class discussions that evolved from the
presentations helped students see how weather, land, animals, and
history etc. are interrelated. We also discussed similarities and
differences between Mali and the U.S.A.
Section 6 - Writing African Folktales: Keeping in mind the information
learned from our Peace Corps volunteer, class presentations, and African
folktales, along with what was learned about story structure and
discovered about African folktale patterns, students went through the
writing process, creating their own Mali folktales. |
The Students: |
The Staff: The classroom teacher implemented this program with parent volunteers. |
What You Need: The program was implemented
using school supplies, books and information found at the school
library, and on Encarta. Materials purchased included fabric for the
turbans, Games of Africa, and African Folktales. A detailed bibliography
is available upon request.
Outside Resources
Our most valuable resource was our Peace Corps Volunteer in Mali. She
made the whole program much more meaningful and did a beautiful job
helping us understand and feel connected to Mali. St. Louis County
Library, the Internet and the St. Louis Science Center were also used to
enhance this program although not required. Guest speakers, if
available, would have been valuable. |
Overall Value: To make our world a better
place we need to work together to solve our problems. This can be
difficult if we don't understand and respect people from other
countries. In this program students grew in understanding and respect
for all people of the world and became more knowledgeable citizens of
our home, Earth. |
Standards: |
YOUR STUDENTS ARE REVOLTING! ROYAL TYRANNY - COLONIAL INDEPENDENCE |
Category: Social Studies |
Grades: 7 to 10 |
How It Works: In "Your Students are
Revolting! Royal Tyranny-Colonial Independence," students relive the
causes of the American Revolution, enduring a week under an unfair
dictator or "Royal Governor," played by their teacher. Daily
"proclamations" announce a series of tyrannical acts which limit student
rights and cost them simulated "shillings." Sample actions include a
"Stamp Act" tax on all homework, a "Sugar Act" tax on all desserts in
the cafeteria and a special Snapple "Tea Act" tax on beverages. "Red
Coats" (decorated and stuffed trash bags) are quartered in lockers and
mock "Admiralty Courts" swiftly fine students on any number of
capricious charges. Even parents and administrators are enlisted for a
series of activities which simulate colonial era behavior, customs and
chores for students.
Seeking Royal favor, some students petition for positions as employees
of the crown. While these "Loyalists" may gain some advantage, arbitrary
hiring practices help teach about the inherent unfairness of a
dictatorship. Such lessons are reinforced by a judge who, inevitably
finds students guilty of all offenses against the crown. By mid-week,
some students begin to "revolt." Letters written under pseudonyms,
broadsides and petitions appear on a "Liberty Tree" bulletin board.
"Committees of Correspondence" write letters and protests inevitably
mimic those of the "Sons and Daughters of Liberty." (Tar and feathering,
however, is not permitted!)
Culminating activities include a mock "Boston Tea Party" in which tax
stamps are symbolically dumped into Boston Harbor (a play pool) and all
enjoy a cup of tea and sugar cookies (without paying taxes). Using
Thomas Jefferson's words about democracy and the rights of citizens as a
model, each student writes their own "Declaration of Independence"
essay discussing the beliefs our nation is built upon.
|
The Students: This project has been used
successfully with an entire seventh grade class of 170 students in six
mixed ability classes. It is appropriate for grades six through eight.
|
The Staff: Samuel Lewbel Rochambeau Middle School, Region 12, Southbury |
What You Need: Facsimile documents and a standard U.S. History text are needed. The unit can be supplemented with films and literature.
|
Overall Value: Multiple learning styles are
addressed through interactive involvement. Students read, discuss and
experience colonial events - even listen to period music (selected by
the Royal Governor). In this performance-based task, student
"Declaration of Independence" essays can be assessed for conceptual
understanding, content knowledge, and persuasive writing skills. (The
essay format is easily modified for special needs students.) Activities
foster dialogue about the meaning of democracy as well as issues such as
fairness or the abuse of power.
|
Standards: |
YOU'VE NEVER KNOWN POPCORN LIKE THIS BEFORE |
Category: English/Language Arts |
Grades: 2 to 8 |
How It Works: You've Never Known Popcorn Like
This Before is a creative approach to teaching basic math, science, and
language arts concepts. It begins by giving ownership of the unit to
the students and involves their active participation in every lesson.
It encourages fluency, flexibility, originality, and elaboration in
thinking and lesson participation. The lessons provide "wiggle room"
for the teacher to meet a wide variety of academic needs and
developmental levels within each learning experience. Specific concepts
and skills taught during the unit include: designing and participating
in experimental design projects; making and breaking analogies to
explore and discover the function and behaviors of popcorn and poppers;
learning about and dramatizing the three states of matter; using
alliteration to enrich writing; showing motion in art; exploring music
concepts such as sound color, sound texture, steady beat, and random
rhythms in the everyday event of making popcorn; reading nonfiction
text, determining the main ideas, and presenting them as an
improvisation; and using the math and science symbols <, >,= to
show relationships between sizes of popcorn pieces. Assessment rubrics
are written for each lesson. Students Nine classes of first and second
grade students participated in this project. Mildly mentally retarded
and learning disabled students were fully mainstreamed. |
The Students: |
The Staff: The science resource teacher and
nine classroom teachers worked cooperatively on this unit. The reading
resource teacher provided guidance and support in the "making and
breaking analogies" component. The music teachers, the art teachers,
and the librarian all lent their expertise and support. |
What You Need: The activities require the
following: hot air and hot oil popcorn poppers; popcorn to taste and
weigh for collecting data; measuring cups and spoons for making popcorn;
balances for weighing popcorn; popcorn to eat while describing the
experience using the five senses; computer with large-screen projection
to use in recording and manipulating data; construction paper and paint
to use in showing motion of popcorn in art; musical instruments to
explore sound color, sound texture, steady beat, and random rhythms in
making popcorn; popcorn pieces to use in comparing size; and nonfiction
books for gathering facts about popcorn. An area for creative motion to
dramatize concepts is also needed. Outside Resources No outside
resources are needed. |
Overall Value: This program provides an
engaging and nonthreatening platform for the teaching of basic math,
science, reading, and writing concepts to young children of all ability
levels. Research states that children learn best through play. Through
exploring and playing with popcorn, children are extending their
language, reading, writing, and math skills as well as broadening their
concepts of science in everyday life. New leadership arises within
groups of children, self-esteem rises as all children can be successful
in "playing," and motivation and interest increase across the board. |
Standards: |
Yucca Mountain |
Category: Science |
Grades: 11 to 14 |
How It Works: Yucca Mountain is the third and
final platform (curriculum organizer) in the Integrated Science
program. It is meant to capture interest and provide the opportunity for
students to construct meaning from experiences based on the analysis
of the large scale problem of nuclear waste. The authenticity of the
context is in part provided by the press coverage received by both
the national repository at Yucca Mountain and the near obsolescence of
several of the reactors owned by Commonwealth Edison, which has
invested heavily in this technology.
Students are given several days to read this material and to find and
study other materials which they identify as relevant. At the end of
this period students are asked to provide questions which they feel
must be addressed if a resolution of the problem is to be developed.
Reproduction of factual information, beyond that which supports the
importance which they attach to their questions, is discouraged.
In advance, the instructors have anticipated the learnersÕ questions
and have prepared curricula to meet the specific topics of this unit:
1) atomic structure; 2) the evolution of Earth; 3) energy in Earth
systems, 4) the molecular basis of heredity; and 5) matter, energy,
and organization in living systems. Student questions are then answered
through classroom learning situations and are assessed by multiple
approaches, including: short answer response to questions similar to
the learning context; questions which require transfer to a novel
context; concept maps; performance assessment involving the design,
implementation, analysis, communication, and defense of experiments;
and, most importantly, individual conversations with the student. In
these methods emphasis is placed on helping the student to develop
the skill of self-assessment. |
The Students: In the past two
years, Yucca
Mountain has
been the platform for
eleventh graders in the last
semester of a three semester
Integrated Science program.
There are
2-4 sections of
this class with 18-25
students in each section. |
The Staff: Each class is taught
by one
teacher. There is a
common planning period for
all the teachers. |
What You Need: The program requires typical
lab
materials found in a
chemistry, physics, and
biology course.
It also
requires access to both
conventional and Internet
literature resources.
Students are provided with
three papers: an
article
which criticizes the national
repository at the Yucca
Mountain site from an
environmentalist perspective
(Verdict at Yucca
Mountain,
Earth, 3(2), 1994); an article
which advocates the
concept (Can Nuclear
Waste Be Stored Safely at
Yucca Mountain?,
Scientific
American, June, 1996) ; and
a public policy analysis
which presents a position
which argues for a
temporary, locally
monitored
solution (K.S.
Shrader-Frechette, Burying
Uncertainty,
1994).
materials found in a
chemistry, physics, and
biology
course. It also
requires access to both
conventional and Internet
literature resources.
Students are provided with
three papers: an
article
which criticizes the national
repository at the Yucca
Mountain site from an
environmentalist perspective
(Verdict at Yucca
Mountain,
Earth, 3(2), 1994); an article
which advocates the
concept (Can Nuclear
Waste Be Stored Safely at
Yucca Mountain?,
Scientific
American, June, 1996) ; and
a public policy analysis
which presents a position
which argues for a
temporary, locally
monitored
solution (K.S.
Shrader-Frechette, Burying
Uncertainty,
1994). program requires
typical lab
materials found in a
chemistry, physics, and
biology
course. It also
requires access to both
conventional and Internet
literature resources.
Students are provided with
three papers: an
article
which criticizes the national
repository at the Yucca
Mountain site from an
environmentalist perspective
(Verdict at Yucca
Mountain,
Earth, 3(2), 1994); an article
which advocates the
concept (Can Nuclear
Waste Be Stored Safely at
Yucca Mountain?,
Scientific
American, June, 1996) ; and
a public policy analysis
which presents a position
which argues for a
temporary, locally
monitored
solution (K.S.
Shrader-Frechette, Burying
Uncertainty,
1994). |
Overall Value: The Yucca Mountain Platform
provides a complex context to access the curriculum. It creates a
learning environment that responds to the learnersÕ questions while at
the same time making the pursuit of these questions logistically
feasible. |
Standards: |
Zooming In - The Use Of Videotape In A Learner-Centered Environment |
Category: English/Language Arts |
Grades: 2 to 5 |
How It Works: This project uses videotape for
these activities: Author's Chair - students read their own published
works Guest Readers - adult visitors tell favorite stories Staff
Development - teachers view each others' techniques Cooperative
Learning Groups -collaborative editing Bedtime Story Lending Library
Student Performance Assessment for portfolios. Tapes made for the
Illinois Young Authors' Conference and by adult visitors are retained
for the video lending library for all students. Tapes of children and
their progress are used at various levels. The culminating activity, a
Foundations Film Festival, features tapes made during the year of
children, their families reading and their favorite story tellers and
guest readers. Students: Primarily used for 24 kindergarten
students, this program is available for the entire school. Students
from five to eleven years old participate in this project in multi-aged
classrooms. |
The Students: |
The Staff: Lynn Cherkasky-Davis graduated
from Northwestern University and National Louis University. She has
been an IMPACT II mentor, serves on its advisory board and is active in
national IMPACT II teacher reform groups. She now teaches kindergarten
at the new Foundations School where she acts as teacher-facilitator. |
What You Need: Materials And Facilities:
This project requires the use of the school video camera and television.
Students need signed video release forms supplied by the Chicago Board
of Education. The video lending library is housed in the professional
library area. Outside Resources: Community mentors and parents
read their favorite childhood bedtime stories to the children. |
Overall Value: Students and teachers become
more aware of themselves through the use of technology via videotape.
Students can evaluate their own growth in many areas instead of relying
on teacher judgments and standardized tests. Lessons become alive and
teachers can learn from each others' expertise. |
Standards: |
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