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Popular Teacher Designed Activities

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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
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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.

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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.

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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.

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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.

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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.

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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!

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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.

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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.

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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.

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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.

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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.

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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.

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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?"

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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.

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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.

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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.

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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?'"

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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.

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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.

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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.

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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.

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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."

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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.

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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.

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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.

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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.

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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.

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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!

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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.

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Encounter Space 2000
Category:
Grades: to
How It Works:

The Students:

The Staff:

What You Need:

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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.

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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.

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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:

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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.

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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.

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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:

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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.

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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.

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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!

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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.

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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:

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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.

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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.

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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.

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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."

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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.

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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.

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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.

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Folklore Festival
Category:
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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.

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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."

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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:

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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.

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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.

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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!

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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.

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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:

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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.

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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.

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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.

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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.

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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:

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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.

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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.

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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.

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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.

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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."

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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.

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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.

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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.

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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.

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Internet Investigation
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Internet Research For U.S. Government and Politics
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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.

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.

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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.

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.

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.

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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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.

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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.

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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!

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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.

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.

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.

Standards: Intellectual Curiosity Interpersonal Relations Reasoning and Problem Solving


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.

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.

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.

Standards: Interpersonal Relations Reading Writing Speaking, Listening and Viewing


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.

The Students: Seventy-five fourth grade students of various ability levels participate yearly. It can be modified for grades three through six.

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.

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!

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.

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.

The Staff: Bo Wu teaches English at Murry Bergtraum High School in Manhattan. She is a TeachNet Project Mentor.

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.

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.

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!"

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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.

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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:

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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:

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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.

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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.

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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."

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Newsroom
Category:
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How It Works:

The Students:

The Staff:

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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.

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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!

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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

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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.

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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.

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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:

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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.

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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:

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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.

The Students:

The Staff: Margaret E. Cunningham and Carol Halfpenny

What You Need: Newspaper, magazine ads,tape recorder & camcorder.

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.

Standards: Responsibility and Self-Reliance Reading Speaking, Listening and Viewing


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.

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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:

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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.

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:

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Overall Value:

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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.

The Students: Approximately five hundred students of all ability levels simultaneously participate in this project. It is appropriate for grades K-5.

The Staff: MaryAnn Cobb and Sharon D. Maignan Newfield Elementary School, Stamford

What You Need: Journals, authentic artifacts, tote bags & multicultural books

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.

Standards: Sense of Community Moral and Ethical Values Reading Speaking, Listening & Viewing Writing


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.

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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.

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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:

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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.

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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.

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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!

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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.

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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!

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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.

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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.

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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."

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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.

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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.

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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.

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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!

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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:
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How It Works:

The Students:

The Staff:

What You Need:

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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:

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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:

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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.

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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.

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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.

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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.

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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.

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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."

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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.

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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.

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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.

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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!

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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.

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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.

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Tessellations
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test
Category: Arts
Grades: 2 to 5
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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.

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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.

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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.

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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!

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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.

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The American Experience
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The American Spirit
Category: English/Language Arts
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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.

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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.

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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.

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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.

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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.

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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!

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The Making of a Multicultural Magazine
Category:
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How It Works:

The Students:

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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.

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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."

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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!

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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.

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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.

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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:

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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.

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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.

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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!"

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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.

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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

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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.

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The Teenagers' Travel Guide
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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.

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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.

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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.

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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
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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,

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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:

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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:

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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.

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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.

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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.

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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.

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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.

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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!
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Weather Forecasting
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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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We're Roommates
Category:
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The Students:

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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.

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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:

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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.

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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.

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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.

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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.

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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.

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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.

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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!

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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.

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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.

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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.

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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.

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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?

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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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