C Incy After School Curriculum

I
Curriculum Guide
for 21st Century
Learning Centers
Cincinnati Public
Schools
II
Table of Contents
OVRVIW
Introduction 1
Components 4
TH PROGRAm
Planning 6
Snack and Chat 26
Recreational Activities 27
Homework Time 78
Alternative Program 79
CRATING LINKS TO TH COmmUNITV
Family Nights 204
Making the Most of Volunteers 208
Involving Parents 211
APPNDIX
Appreciative Inquiry 216
40 Developmental Assets 219
Games List 222
Library Books 223
About the Authors 224
1
Introduction
The Cincy After School curriculum is designed to support the healthy devel-
opment of children by building strengths and meeting the needs of the whole
child Increased student achievement and reduction of risk-taking behavior
are two primary goals of the program The curriculum achieves these goals
through engaging students and their families in balanced activities aligned
with Ohio Academic Standards
The commitment of Cincinnati Public Schools to academic excellence and
the YMCAs commitment to healthy children, families and communities have
been brought together to create a setting for optimal growth The programs
activities and structure incorporate the philosophies of CPS and the YMCA
by building health and supporting academic excellence The Search Institutes
40 Developmental Assets and the Ohio Academic Standards are combined to
represent each institutions values
OHIO ACADmIC STANDARDS
Each activity has been designed with the Ohio Academic Standards in mind
Homework extensions, alternative programming lessons and activities, as
well as the choice time stations have all been matched to ODE Standards The
lesson plans for each activity clearly document which standards are being
addressed (The standards are listed in the left-hand sidebar of the directions
for each activity)
4O DVLOPmNTAL ASSTS
The design of the program refects the 40 Developmental Assets for Elemen-
tary-Age Children based on research of the Search Institute In 1999 the publi-
cation Great Places to Learn: How Asset-Building Schools Help Students Succeed
identifed three themes for asset building in school programming:
3 Building relationships with students is the foundation of fostering
Developmental Assets in their lives as young people as well as learners
3 Creating supportive environments is a key to providing a learning
and growth experience that is both productive and positive
3 Connecting to programs and practices that are instructionally sound
enables a model to infuse the goals and priorities of a school
Building relationships, creating supportive environments and connecting
programs to the academic goals of Ohio create the core of the program
Further research by the Search Institute shows that the development of
assets plays a powerful role in preventing alcohol, tobacco and other drug use
across diverse samples of youth In addition studies show that the assets play
a signifcant role in increasing students academic achievement Weaving the
assets into the design of the Cincy After School Program creates a foundation
for meeting the academic and behavioral goals of the program
BUILDING RLATIONSHIPS
The frst weeks of the program center on the formation of Tribes and the
creation of strong bonds with adult leaders and children in multi-age groups
These relationships with peers and adults will continue to be fostered through
the rest of the year by incorporating the practices of Appreciative Inquiry
2
The building of relationships from the start of the program will promote a
sense of belonging for the students and incorporate the following develop-
mental assets:
3Other Adult Relationships Children have support from at least one
adult other than their parents Their parents have support from people
outside of the home
3Caring Out-of-Home Climate School and other activities provide
caring, encouraging environments for children
3Adult Role Models Parents and other adults model positive, respon-
sible behavior
3Interpersonal Skills Children interact with adults and children and
can make friends
3Peaceful Confict Resolution Children try to resolve conficts non-
violently
CRATING SUPPORTIV NVIRONmNTS
The program combines a predictable schedule, a balance of active and quiet
activities, structured lessons and student choice to cultivate a supportive
environment For instance, a snack in a small group with a caring adult
begins the program each day Obstacles that might prevent full participa-
tion (for instance, a child who has had a diffcult time in school and cannot
focus until theyve had a chance to talk to a caring adult) can be addressed
before the program begins The childrens need to move before engaging in
formal learning activities is addressed by having recreational activities pre-
cede homework time Placing homework early in the program ensures that
the children get the support they need to succeed in school and helps reduce
potential stress at home At the end of the day, when the children are less
able to focus on structured activities, they are offered choices that allow for
greater independence The rhythm of the day and the types of activities cho-
sen incorporate the following assets:
3Children Are Given Useful Roles Children are included in age-
appropriate tasks and decisions and are given useful roles at home and
in the community
3Out of Home Boundaries Schools and other out-of-home environ-
ments provide clear rules and consequences
3Planning and Decision-Making Practice Children begin to learn
how to plan ahead and make choices at appropriate developmental lev-
els
3Personal Power Children begin to feel they have control over things
that happen to them
CONNCTING PROGRAmS TO PRACTICS
As stated earlier, all of the academic components of the program incorporate
the Ohio Academic Standards In addition, the activities have been selected
to incorporate these developmental assets as well:
3Parent Involvement in Out-of-Home Situations Parents are
actively involved in helping children succeed in school and in other situ-
ations outside the home
3
3Appropriate Expectations for Growth Adults have realistic expec-
tations for childrens development at this age Parents, caregivers and
other adults encourage children to achieve and develop their unique
talents
3Creative Activities Children participate in music, art, drama, or
other creative activities for at least three hours a week at home and
elsewhere
3OutofHome Activities Children spend one hour or more each
week in extracurricular school activities or structured community pro-
grams
3Achievement Expectation and Motivation Children are motivated
to do well in school and other activities
3Children are Engaged in Learning Children are responsive, atten-
tive and actively engaged in learning
3Stimulating Activity Parents and teachers encourage children to
explore and engage in stimulating activities Children do homework
when it is assigned
3Enjoyment of Learning and Bonding with School Children enjoy
learning and care about their school
3Reading for Pleasure Children and an adult read together for at least
30 minutes a day Children also enjoy reading or looking at books or
magazines on their own
Through building relationships, creating supportive environments and con-
necting to programs and practices that are sound instructionally, the Cincy
After School program is founded on a structure designed to meet the needs
of children, promote achievement and reduce risktaking behavior
4
Components
The Cincy After School Program incorporates the Ohio Department of Educa-
tions Academic Standards, the philosophy of Appreciative Inquiry, the Search
Institutes 40 Developmental Assets and Nine Program Components
OHIO ACADmIC STANDARDS
Ohio Academic Content Standards defne what children should know and be
able to do at every grade level The standards are in English language arts
(reading and writing), mathematics, science and social studies These stan-
dards let teachers know what they are expected to teach and what each child
should learn
The standards are addressed in the programs Homework Extension activ-
ities and in the Alternative Programs lessons, activities and choice time
stations
APPRCIATIV INQUIRV
The curriculum design of the Cincy After School Program is grounded in a
process called Appreciative Inquiry Appreciative Inquiry, developed by David
C Cooperrider, Case Western School of Management, is a strength-based pro-
cess focused on fnding out what works and getting more of it rather than
fnding out what the problems are and getting rid of them
Three sections of the curriculum are specifc to the Appreciative Inquiry
process
1 The snack and chat time during which Tribe leaders will inquire about the
days happenings from an appreciative perspective
2 Each lesson has an appreciative inquiry section geared to helping the
students consider their own positive experiences related to the days les-
son
3 Family Nights will focus attention on the best thing that happened
between parents and children
4O DVLOPmNTAL ASSTS
The Search Institute has identifed 40 Developmental Assets that are essen-
tial to raising successful young people The framework of the assets is cat-
egorized in two groups of 20 assets: external assets which children receive
from the world around them and internal assets that refect positive internal
growth Research indicates that the assets are a tremendous tool in raising
student achievement and reducing risk-taking behavior
As explained in the Introduction of this guide, the assets form the foun-
dation of the program In addition, activities have been selected to reinforce
the specifc assets The sidebar of each Alternative Programming Activity
and each Recreational Activity informs the adult leader which asset is being
addressed See the appendix of the guide for a complete list of the 40 Devel-
opmental Assets
NIN PROGRAm COmPONNTS
The Cincy After School Program incorporates nine different components
Each component should be adapted by site based on developmental appro-
5
priateness Listed below are the nine components and where they are found
within the program In addition, each activity identifes in its sidebar which
component is addressed
3Tutoring and Mentoring is addressed daily in the homework section
as well as through the Alternative Program Activities
3Telecommunication and Technology is incorporated into the choice
time activities of the Alternative Program section
3Career Exploration will be addressed in the development of the pro-
gram for older children
3Service Learning Activities will be addressed in the development of
the program for older children
3Fine Arts is woven throughout the program daily in Alternative Pro-
gram planning
3Leadership Development is addressed through appreciative inquiry
and visiting programs
3Recreational Activities are included in the program every day
3Non-School Day Programs are not included in this guide
3Family Sessions are listed in Creating Links to Community and will
occur on a quarterly basis
6
Planning
TH VAR
Each month of the year has a specifc theme as well as suggested activities
September Tribes
October Healthy Habits
November Heroes and Heroines
December Celebrations
January Cultures of the World
February Local Cultures
March Work and Play
April The Environment
May Making a Difference
BV mONTH
To plan activities for a month, simply use the Monthly Planning template
It will tell you each months theme and Appreciative Inquiry focus You can
then select the homework extensions, science kits and choice time activities
On the left-hand sidebar there is a place to record special monthly events and
guests
You will also fnd a list of community resources in the appendix These
resources may be scheduled to meet with the children during the alternative
activity time
The Monthly Planning template is then used to plan weekly and daily
activities A schedule of the complete month with all activities can be easily
made after the Weekly Planning templates are complete
BV WK
For weekly planning, use the Weekly Planning template For each weekday
you will need to select a recreational activity from the suggested list When
choosing Alternative Program activities and lessons please choose:
3Two activities from the science kit and/or Save the Horses
3One to two math lessons
3One to two reading lessons
In addition, you may need to select new homework extensions and choice
time stations based on the childrens needs You will also fnd a place to
record plans for feld trips, special events and volunteers All of the weeks
activities can be recorded in the weekly calendar (Note: all alternative activi-
ties are identifed by the letter a; all recreation activities are identifed by
the letter r)
BV DAV
The Daily Planning template is used as needed to plan daily schedules It
incorporates all of the monthly and weekly planning into an easy-to-read
schedule On the left sidebar you will fnd a place to make notes for materials
and special events
7

The Daily Structure
Children eat snacks at tables with their tribe and one adult
Children are encouraged to play in the structured activity but may choose
spontaneous supervised play on the side
S
N
A
C
K
R
C

A
C
T
I
V
I
T
V
H
O
m
W
O
R
K
The Daily Structure
Children eat snacks at tables with their tribe and one adult
Children are encouraged to play in the structured activity but may choose
spontaneous supervised play on the side
Children begin homework at a table for their grade level When they are fn-
ished, they move to either the reading table or the math table
8
All of the children gather for the alternative activity lesson After the les-
son, the days activity may be done by the whole group or by one small group
at a time If this is the case, the rest of the children may go on to choice time
until it is their turn to do the activity
The children go to the choice time chart to select their choice time activ-
ity for that day Before changing their station, they must check with an adult
and change the choice time chart
A
L
T
R
N
A
T
I
V

A
C
T
I
V
I
T
V
All of the children gather for the alternative activity lesson After the lesson,
the days activity may be done by the whole group or by one small group at a
time If small groups are chosen, the rest of the children may go on to choice
time until it is their turn to do the activity
The children go to the choice time chart to select their choice time activity
for that day Before changing their station, they must check with an adult and
change the choice time chart
C
H
O
I
C

T
I
m
or
9
Daily Schedule Reminders
SNACK
3Sit in Tribes to help children feel like they belong
3Check in with each student using appreciative inquiry questions
3Briefy introduce new recreational activities while the children are
seated for their snack For instance, Today were playing a game with
light sabers and death stars Meet me at the gym door after snack to
play
RCRATIONAL ACTIVITV
3Each recreation time will have a teacher-led game (see recreational
activity plans) and spontaneous supervised play (see list of ideas)
3Students are encouraged to choose the teacher-led game but can join in
supervised play
3Emphasize movement, safety and cooperation
HOmWORK TIm
3Children should be sitting at tables for the entire time
3Arranging the children by grade level makes it easier for you to help
them
3Adult leaders can help set the tone by using quiet voices during home-
work time
3When children fnish their homework, they must check in with an adult
3When all homework is done, the children can move to the math and
reading activity tables (see list of activities)
3This is a great time to use volunteers!
ALTRNATIV PROGRAm
3All children gather for the days lesson
3After the lesson, the days activity is introduced
3Some activities must be done in small groups
3The children who are not participating in small group activity will move
to choice time (see section on choice time activities)
3Children must place their names on the choice time chart before mov-
ing to their choice time activity (see choice chart instructions)
CLOSING
3Adult leaders close the day with the children of their tribes
3Adult leaders can share positive observations with each child before
they leave (You did such a good job on your homework today or I
noticed how well you worked with __________ today)
1O
Monthly Planning
THm

APPRCIATIV INQUIRV FOCUS

HOmWORK XTNSION

SCINC KITS

SAV TH HORSS ACTIVITV

CHOIC TIm
Art
Drama
Reading
Games
Computer Lab
Community Resources
SPTmBR
SPCIAL VNTS

GUSTS

NOTS
11
Weekly Planning
mONDAV
Recreational Activity

Alternative Program
TUSDAV

Alternative Program
WDNSDAV

Alternative Program
THURSDAV

Alternative Program
FRIDAV

Alternative Program
1O/O7/O6
SNACK AND CHAT/AI

HOmWORK XTNSION

STATIONS

VOLUNTRS

TRIPS AND SPCIAL
VNTS

NOTS
12
Daily Planning
SNACK
Appreciative Inquiry:

RCRATIONAL ACTIVITV
Planned:
Supervised and Spontaneous:
HOmWORK
Extensions:
ALTRNATIV PROGRAm
Group Lesson and Activity:
Choice time activities:
Art:
Drama:
Reading:
Games:
Computer Lab:
Community Resources:
CLOSING
1O/7
SNACK
15 minutes
RCRATIONAL ACTIVITV
30 minutes
HOmWORK
45 minutes
ALTRNATIV PROGRAm
Group Lesson: 15 minutes
Activity: 1530 minutes
Choice Time: 4560 mi
CLOSING

mATRIALS

VOLUNTRS

TRIPS AND SPCIAL
VNTS
13
September
THm: TRIBS
RCRATIONAL ACTIVITIS
Any General Recreational Activities listed in appendix plus 19R, 22R, 23R,
40R, 41R,and 42R
ALTRNATIV ACTIVITV LSSONS
In order: 1a14a
CHOIC TIm STATIONS
Drama: paper bag puppets and puppet theater
Drawing:
Ed Emberlys Thumbprint drawing book
Ink pad
White paper
Fine magic markers
Painting:
Tempera Cakes
Brushes
White paper
Modeling:
Model Magic
Games:
Skip Bo
Mancala
Monopoly
Computer Lab:
Cosmic Reading Journey
Listening: Ask local librarian for suggested books on CD
Projects: Mask Making Kit
FILD TRIPS
SPCIAL VNTS

Dont forget to order library books for next month!
14
October
THm: HALTHV HABITS
Any General Recreational Activities listed in appendix plus 12R, 24R, 25R,
28R, and 30R
Healthy Habits in order 16a26a
CHOIC TIm STATIONS
Drama: Readers Theatre
Drawing:
Keep activities from September and add
Black construction paper
Pastels
Painting:
Watercolor sets
Brushes
White paper
Modeling:
Modeling clay
Games:
You may want to keep a game from last month and add
Scrabble
Computer Lab:
Learn About Science: Weather
Listening: Ask your local librarian for suggested books on CD
Project: Beaded Animal Kit
FILD TRIPS
SPCIAL VNTS

15
November
THm: HROS AND HROINS
Any General Recreational Activities listed in appendix plus 18R, 24R, 35R
(in any order) 27a38a
CHOIC TIm STATIONS
Drama: Charades (famous people)
Drawing:
Colored pencils
How-to-draw books (from library)
Magic markers
White paper
Painting:
Watercolor wand
Brushes
White paper
Modeling: air-dry clay
Games:
Take away any games that have lost appeal and add
CLUE
Computer Lab:
Cosmic Reading Journey
Project: Picture Frame Paper drawing
FILD TRIPS
SPCIAL VNTS

16
December
THm: CLBRATIONS
Any General Recreational Activities listed in appendix plus 5R, 37R, 39R, and
49R
(in any order) 39a46a
CHOIC TIm STATIONS
Drama: Sock puppets and theater
Drawing:
Markers
Colored pencils
Pastels
Paper folded into greeting cards for the holidays
Painting:
Tempera Cakes
Large paper to be used as giftwrap
Modeling: Model magic
Games: Take away any games that have lost their appeal and add
Playing Cards and The Book of Cards for Kids
Computer Lab:
Learn About Science: Weather and/or software available through site
Project: Pot Holders (for holiday gift)
FILD TRIPS
SPCIAL VNTS

17
January
THm: CULTURS OF TH WORLD
(in any order) 48a55a, and 59a
CHOIC TIm STATIONS
Drama: Readers Theater
Drawing: Books on how to draw animals from around the world
Painting:
Watercolor Set
Brushes
White paper
Modeling: Modeling clay
Games:
Take away one and add
Chinese checkers
Computer Lab:
Cosmic Reading Journey and/or software available through sites
Project: Sculpey erasers
FILD TRIPS
SPCIAL VNTS

18
February
THm: LOCAL CULTURS
(in any order) 47a, 57a, 58a, 67a, 76a, 63a, 56a, 61a, 60a, 74a, and 75a
CHOIC TIm STATIONS
Drama: Sock puppets
Drawing:
Pastels
Various colored construction paper folded for Valentines
Painting:
Watercolor sets
White paper
Crayons
Modeling: Air-dry clay
Games: Take one away and add
Chess
Computer Lab:
Cosmic Reading Journey and/or other software available through site
Project: Basket Weaving Kit
FILD TRIPS
SPCIAL VNTS

19
March
THm: WORK AND PLAV
(in any order) 64a, 66a, 68a,69a, 70a, 71a, 86a, 88a, 87a, 89a, 90a, and 91a
CHOIC TIm STATIONS
Drama: Charades
Drawing:
Colored pencils
Magic markers
Painting:
Watercolor wands
Watercolor set
Brushes
White paper
Modeling:
Modeling clay
Games:
Remove any games that have lost their appeal and add
An old favorite
Boggle
Computer Lab: Cosmic Reading Journey
Project: Tissue Paper Flower Kit
FILD TRIPS
SPCIAL VNTS

2O
April
THm: TH NVIRONmNT
(in any order) 60a, 65a, and 76a85a
CHOIC TIm STATIONS
Drama: Sock Puppets
Drawing:
Magic markers
Colored pencils
White paper
How to draw books
Painting:
Tempera Cakes
Brushes
White paper
Modeling: Model magic
Games: Rotate in an old favorite
Computer Lab: Your choice!
Project: Bird house kits
FILD TRIPS
SPCIAL VNTS

21
May
THm: mAKING A DIFFRNC
Any General Recreational Activities listed in appendix plus 31R and 47R
(in any order) 44a, 50a, 59a, 62a, 72a, and 92a97a
CHOIC TIm STATIONS
Drama: Readers Theater
Drawing:
Draw a design on colored paper
Go over design with white glue
Wait for it to dry
Fill in with pastels
Painting:
Watercolor set
Brushes
White paper
Modeling: Air-dry clay
Games: Rotate in old favorites
Computer Lab: Your choice!
FILD TRIPS
SPCIAL VNTS

22
Transitions
The way that children move from one activity to another is extremely impor-
tant in developing and maintaining a healthy environment The transition
ideas listed below provide the adult leaders with a variety of ways to get the
childrens attention and move them from one activity to another without
resorting to raising your voice!
mUSIC
It is strongly recommended that the leaders use the CDs provided to play in
between the program sessions When used consistently, the beginning of a
song will cue the children that it is time to clean up and/or move to the next
activity of the day Try using music:
3when children enter and sit for snack
3at the end of snack when it is time to clean up and move to recreational
activities
3after recreational activities to signal that it is time to gather for the
Alternative Program lesson
3at the end of the Choice Time Station as a signal to clean up and join
your tribe for the closing of the day
LIGHTS
One of the most effective ways to quiet the children and get their attention
is to turn off the lights Keep the room dim as you are giving directions or
redirecting large group behavior Turning the lights back on will automatically
let the children know they can resume their activities
THANK VOU
One of the easiest ways to have a group of younger children follow directions
is to publicly thank those who are following the direction or beginning to fol-
low the direction Saying something like Id like to thank Julian for putting
away his work, is very effective Soon more and more children are following
the direction in order to be recognized!
I S ON PRSON, TWO POPL
A variation on the above technique is to simply say, I see one person who
followed that direction, now two people, now three etc Again, this works
best with younger children
CLAP A PATTRN
When children are very active or talkative and you need their attention, try
clapping a simple pattern, such as three short claps Gesture to the children
and encourage them to repeat the pattern Or you can say, My turn, clap
and then say, Your turn A few children are likely to clap with you the frst
time Clap another pattern and gesture to repeat Increasing the complexity
of the patterns usually creates greater interest Soon all will be engaged Then
it is time to end with a pattern that concludes with hands clasped and resting
in your lap or behind your back
23
VS ON m
To direct an active group try calling out Eyes on something (blue, shiny, tall,
quiet, etc) Repeat until all children are engaged and end with Eyes on me!
Youre ready to give directions to a listening group
I S, WHAT DO VOU S
This is a variation of one of the recreational activities that works very well
when you need to get the attention of an energetic crowd of children Call
out I see and the children respond What do you see? If youve played this
game in the recreational time, the response will most likely be automatic
Give directions that guide the children from active to quiet I see children
galloping to I see children hopping to I see children shuffing to I see
children as still as a stone
HIBBR 1IGGL SQUIGGADIDDL
For children up to third grade try this rhyme:
Hibber Jiggle Squiggadiddle
The time has come to change a little
Go like this (gesture in a silly way)
Go like that (another silly gesture)
Find a seat and sit a sat
10,9,8,7,6,5,4,3,2,1!
24
Suggestions for Building Tribes
After completing the activities for the frst week, you may begin to form your
tribes Tell students they are ready to become members of a tribe The pur-
pose of the tribe is to help one another learn and have fun together
3You may want to spend some time talking about what it is like to be a
member of a group, club, or team
3Do what you can to help them become interested in the idea of belong-
ing to a group and working together rather than on their own
3Tell students each tribe will have second, third, and fourth graders in it
The following guidelines may help in establishing tribes:
1 Balance the number of boys and girls in each tribe
2 Distribute leaders among all the tribes
3 Distribute the less popular (shy, less social, disruptive, etc) among each
tribe
4 Try to make sure that each person has at least one chosen friend in his
or her tribe
5 Each tribe should have the three age groups if possible
Here is a step-by-step process that you can use to form tribes:
1 Have each student write his/her name in the center of an index card
2 Have each student write the names of seven other people he/she would
like to have in a tribe (Not only students in your grade, and if possible,
at least 3 boys and 3 girls)
3 Collect all the cards Tell students they will each be in a tribe with at least
one friend
4 Select the cards of the leader-type students and spread these on a table
5 Select the cards of the quiet or shy students and place them next to the
leaders cards
6 Add the remaining cards to each group, making sure that each card has a
name requested by someone in the group
7 Make any adjustments to achieve a balance of boys and girls
For further information about Tribes and the materials and training:
Tribes: A New Way of Learning and Being Together by Jeanne Gibbs
Center Source Systems LLC
800-810-1701
wwwTribescom
25
Conflict Resolution
When an argument or disagreement occurs between two students, use these
steps to resolve the confict
1 Both students agree not to interrupt or name call and to work to solve the
confict
2 One person tells his or her side of the story, using I messages
3 The other person restates what the problem is for the frst person Repeat
steps two and three for the other person
4 Both people suggest possible solutions through brainstorming
5 Both sides agree on a resolution
This process can be simplifed according to level of maturity For example,
when working with younger children, instead of having them restate the
other persons position, you may ask them if they understand what the other
has said The agreement needs to be specifc about who will do what, when,
where, and with whom Without these details, it is unlikely that the solution
will be carried out Also, the agreement needs to be balanced Both people
need to share the responsibility to make the agreement work The agreement
should also be one that both sides can carry out, and the problem must be
solved effectively The teacher, as the main person to whom children turn
with problems, has the responsibility for educating them in positive confict
resolution
26
Snack and Chat
One of the best things we can help children to be is optimistic Feeling opti-
mistic about ourselves, our work and others is the key to positive self-image
and ultimately high self-esteem Optimistic people are productive in all areas
of their lives They stay healthier and use positive, reinforcing, empowering
language in their self-talk and in their communication with others We want
to teach our children the fundamentals of optimism not just because it helps
them to feel good but more importantly because it helps them appreciate
the many good things that can happen to them and that they can make
happen even in diffcult circumstances
Is it really possible to learn to be optimistic? The answer, according to
Martin Seligman, MD, noted author and lecturer, is a resounding yes
Learned optimism comes from the way we respond to the events around us
and the ways we explain these events to ourselves It is related to whether
or not we feel we have control over our environment and whether or not we
see life as basically good even when it is hard
Appreciative Inquiry is based on the Positive Principle, which calls on
us to ask positive questions Asking about the positive makes a difference
not only in what we hear but in the emotional and intellectual quality of the
speakers response It is the difference between, How was your day? and,
What is the best thing that happened today? The answer to How was your
day? is often Fine, or Not so good, or Okay We cannot answer What
was the best thing that happened today? with the same one- or two-word
responses This positive question forces us to sort out our experiences and
decide to look at the positive ones
So the Snack and Chat time in this curriculum is focused on asking posi-
tive questions and following those questions with real listening Some pos-
sible questions:
3So, of all the things that happened to you today what was the best
thing?
3What was your favorite lesson today?
3Which time of the school day do you like best?
3What do you like most about (name the topic)?
3Think of time when you (whatever it is you want to inquire about)
What was the best thing about that experience?
Inquiring into positive areas of childrens lives can help them to re-experi-
ence their good experiences and learn to be optimistic
27
Recreational
Activities
28
Free Play Ideas
Students may choose any of these recreational materials for the supervised
spontaneous play
Hula-Hoops
Jump rope
Basketball
Soccer balls with cones to practice dribbling skills
Hi Li Scoops with balls
Beach balls to volley
29
Addition Tag
mATRIALS
3 none
OB1CTIVS
3 To practice running and dodging skills
3 To learn to work cooperatively with a partner
ACTIVITV
1 Leader selects 4 students to be taggers
2 These students form two couples by joining hands
3 The other students run individually
4 The couples move around the gym, trying to tag with their free
hands A tag is legal only when the couple or trio keeps their
hands joined
5 The frst person tagged joins the couple, making it a trio The
three then chase until they catch a fourth person
6 Once the fourth person is caught, the four divide and form two
couples, adding another set of taggers to the game
7 This continues until all the students are tagged and the group has
formed couples or trios
VARIATIONS
3 Limit the area to enable the taggers to catch the runners This
will help to keep the game moving at a faster pace
3 Ask the children to make number sentences to describe the
group at different stages of the game 2 groups of 2 plus 13
free children is 2 x 2 + 13 = 17 or 2 x 3 + 11 = 17, etc
Dynamic Physical Education For Elementary School Children
1r
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 6, 7, 10
Pattern, Functions and
Algebra 1, 4, 7
3 Number Sense 1, 8
Algebra 4, 6, 8
4 Number Sense 6, 13
Algebra 2
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What do you like best when
you play tag? Think about a
time when playing tag was
really great What was it
that made it so much fun?
PROGRAm COmPONNT
Recreational Activities
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Tribes
General game
3O
Alphabet Memorization
mATRIALS
3A ball for each group 10 students per group
OB1CTIVS
3To review the letters of the alphabet
3To become familiar with new words
ACTIVITV
1 Each group of students forms a circle
2 The student with the ball begins the activity by rolling it to another
player in the circle This player shouts a word that begins with the
letter A (Note: Leader can defne a time limit allowed for students
to call out an alphabet word i.e., fve seconds.)
3 The student who called out the A-letter word then rolls the ball to
another student in the circle who must call out a word that begins
with the letter B
4 This process continues until team members have called out words
using the remaining 24 alphabet letters
5 Encourage children to make eye contact with the person they are
passing to
VARIATIONS
3Each person who catches the ball calls out a word that starts
with A This continues until someone is stumped The team then
moves to the letter B and the process is repeated
3The time limit can be shortened to increase the speed of the
game and to make students come up with words at a faster
pace
3Instead of using letters, the game can be modifed to review
math, science, health or language arts material (eg, to spell
high frequency words or generate rhyming words)
Youll Never Guess What We Did In Gym Today!
2r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 1
Phonemic Awareness
1, 5, 6
Variations lend to other
standards
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time when you
learned the meaning of a
new word What is the best
thing about learning what
words mean?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
31
Food For Survival
mATRIALS
3Sack of 500 or more kernels of dry corn or beans
OB1CTIVS
3To develop careful observation skills and agility
3To learn about basic food requirements
ACTIVITV
1 To remain healthy and survive, all animals, including human
beings, must have access to an adequate food supply In this simu-
lation the students play the part of individual animals in a herd,
fock, or school; they might be fsh, deer, geese, and so forth
2 The leader begins the activity by scattering the food (corn or
beans) onto the playing feld The leader instructs the animals that
they each must obtain 4 kernels each week to remain healthy
3 At the signal, the animals run and collect 4 kernels each for their
frst weeks food
4 Animals return the kernels to the sack and the leader gives a sig-
nal to search for food for the second week
5 Every animal will likely fnd enough food for the frst few weeks,
but as the food supply becomes more limited, fewer kernels may
be obtained
6 If an animal fnds only 3 kernels for 2 consecutive weeks, he or she
becomes weak and can no longer run Now this animal must walk
to try to fnd food for the next week If only 2 kernels are found
the animal is further weakened and must walk while holding onto
an ankle with one hand Finding only 1 kernel forces a slow crawl;
and if 1 or 0 kernels are found for more than 3 consecutive weeks,
the animal dies and must remain on the ground
7 Ask children to estimate and calculate number of kernels needed
for each round
Outdoor Action Games For Elementary Children
3r
OHIO ACADmIC
STANDARDS
Math
3 Number Sense 8, 12, 13,
14, 15
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What is the best thing
about being healthy? What
are the most fun things you
can do if you are healthy?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
The Environment
32
Grab + Race + Spell
mATRIALS
3Several hundred plastic or cardboard alphabet letters
3A container to hold them
3(If needed, students can bring caps to gallon milk containers
from home and print a letter on each with magic markers)
OB1CTIVS
3To enhance hand coordination and running skills
3To foster mental recall and team cooperation
3To actively practice spelling
ACTIVITV
1 Equal teams of 45 students compete by taking one turn each to
grab a handful of letters Each team runs to a designated position
in the gym and arranges its letters to spell as many words as pos-
sible
2 This procedure may be timed (usually from 25 minutes) Teams
may be allowed to seek more letters for higher scoring words until
a designated signal
3 First team to fnish the activity stands with arms folded The
leader blows a whistle, allows 30 seconds for the other teams to
fnish, and then blows the whistle a second time for all activity to
stop
4 The spelled words are then examined by all the teams and the
leader for accuracy Any words spelled incorrectly are elimi-
nated
5 The rest of the words are scored on a predetermined basis such
as 1 point for each of the frst fve letters utilized per word and 2
points for each additional letter
Outdoor Action Games for Elementary Children
4r
OHIO ACADmIC
STANDARDS
Language Arts
2 Writing Conventions 3
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
ran very, very fast What is
the best thing about being
able to run fast?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
33
Hula Hoop Pass
mATRIALS
3 A large hula hoop for each group
OB1CTIVS
3 To work cooperatively
3 To move the hoop quickly around the circle without the use of
their hands
ACTIVITV
1 A group of 15-to-25 students forms a circle by joining hands
2 The leader places a hula hoop on the grasped hands of two of the
students in each circle
3 The group must work together to see how fast they can pass the
hoop around the circle without breaking the circle of hands The
leader and students can time the group during the frst round
and then challenge the group to repeat the process in a shorter
amount of time The leader can also assign a specifed amount of
time for the frst round and challenge students to beat the time
4 The hula hoop must start and fnish with the same two people
VARIATIONS
3 Have teams race against each other
3 Use a smaller hula hoop to increase the challenge
Escapades
5r
OHIO ACADmIC
STANDARDS
Math
2 Measurement 7
3 Mearurement 3
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What is the most diffcult
thing you have ever done
with a group of people?
about being able to work
with a group to do some-
thing diffcult?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Small Groups
SUPRVISION
Teacher-led
THm
Tribes
General
34
Number Search Relay
mATRIALS
3 A set of predetermined numbered cards (eg, 126) for each
team
OB1CTIV
3 To learn to sequence numbers
ACTIVITV
1 Divide students into teams of 10 students each
2 Cards are randomly scattered all over gym
3 The frst member of each team runs to fnd a card with the num-
ber 1
4 The student then returns to the team base, places the number
on the foor and tags a teammate who goes to fnd number 2 and
repeat the process
5 The process continues until a predetermined number is reached
6 The winning team has its numbers placed in proper sequence in a
designated area behind each team
VARIATIONS
3 Use 26 letters of alphabet
3 Use different locomotor skills when going to the numbers
3 Mathematics problems can be used (ie multiples of 5, and frac-
tions 1/3, 2/3, 1)
3 Monthly themes can be used
What Are We Doing In Gym Today?
Lesson 1 Week 3
6r
OHIO ACADmIC
STANDARDS
Math
Using variations
2 Number Sense 5
3 Number Sense 6
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
played cards and it was
really fun What is the best
thing about playing cards?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Small Groups
SUPRVISION
Teacher-led
THm
General
35
Rock/Paper/Scissors
mATRIALS
3 none
OB1CTIVS
3 To develop a quick response time
3 To improve running speed and tagging skills
ACTIVITV
1 You need two teams, a free zone for each team and a center line
over which they meet
2 Each team huddles and collectively decides which symbol (*) they
will all throw
3 In two lines, the teams face each other and begin to chant Rock/
Paper/Scissors and throw their symbols
4 The team that throws the winning symbol chases the other team,
trying to tag as many of their players as possible before they
reach their free zone It takes a quick eye and lightning response
to realize whether you should chase or run
5 Teams should have a second choice ready in case both teams fnd
they have cast the same symbol If that happens, begin again with
the chant
6 All the tagged players join the team that caught them
* A fst means rock A hand held fat is paper and two fngers are scis-
sors Paper covers rock, rock breaks scissors, and scissors cut paper
VARIATIONS
3 Anyone tagged is out of the game until one team eliminates the
other
Andrew Fluegelman, More New Games
7r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
There are many different
kinds of tag What is the
best game of tag for you?
What is it that is so great
about playing this tag?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
36
Star Wars
mATRIALS
3 Foam balls (as many as possible)
3 2 light sabers (a foam noodle cut in half)
3 2 Frisbees
3 Cones
OB1CTIV
3 To develop skills in throwing, catching and dodging
ACTIVITV
1 Using the cones, establish galactic boundaries to create two large
areas, each to be occupied by an army Armies are to be known as
Rebels or Empires
2 Create a line using chalk or tape to separate the two areas Place
as many foam balls as possible on the dividing line Balls are
death stars
3 Designate one player from each team to be a Jedi Knight one
knight is Luke of the Rebels and the other is Darth of the Empire
4 Each knight is armed with a light saber and has a star base (Fris-
bee) in their armys territory
5 At an agreed upon signal, the game begins
6 Both armies rush to the dividing line, gather as many death stars
as they can and begin hurling them at the opposing army
7 If a player is hit, he/she is frozen immediately, imprisoned in
a time warp Imprisoned players can only be rescued by their
teams Jedi knight
8 To rescue players and to let them return to the game, a Jedi must
leave his/her star base and hop on one foot until he/she can touch
the imprisoned player with the light saber
9 If an intended target catches a thrown ball, the thrower is frozen
and must wait for help from his/her Jedi
10 Jedi knights are safe while they remain at their star bases How-
ever, if a knight is hit by a death star while traveling to free a
fellow teammate, he/she is frozen for good
11 An important role of each team is to protect its Jedi knight
VARIATION
3 Allow a frozen knight to pass the saber to another player, thus
creating a new Luke or Darth
8r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of the best movie
about space that you ever
saw What makes space
movies so exciting?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
General
37
Throw and Go
mATRIALS
3 56 different colored balls
3 Cones or poly spots to mark the starting mark for each team
OB1CTIVS
3 To practice throwing a ball for distance
3 To run competitively
3 To react to speed
ACTIVITV
1 Team members should line up single fle, one behind the other
2 Teams need not be equal in number It is actually better if they
are not equal in number so that the same students will not always
compete against each other
3 The frst student on each team holds a ball and stands on his
mark When a starting signal is given, the student throws the ball
so that it goes straight ahead and as far as possible
4 The student then runs quickly to retrieve any ball other than his/
her own and brings it back to the starting mark
5 The frst runner to do so scores a point for his/her team
6 Then the next round begins
VARIATIONS
3 Any skill that forcefully sends a ball can be used and developed
through the game Primary students would probably toss or
throw the ball; other students might pitch, roll, kick, or throw
the ball in a specifc way
Complete Elementary Physical Education Guide
9r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think about a time when
you were able to score a lot
of points in a game What
was the best thing about
being able to score?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
38
True or False
mATRIALS
3 4 long ropes for 4 lines
OB1CTIVS
3 To practice alertness, quick reaction and independent thinking
ACTIVITV
1 Two equal teams stand behind two parallel lines placed 6 feet
8 feet apart Students stand side by side, facing the opposing
team
2 One team is the true team; the other is the false team
3 Approximately 30 feet behind each team is another line
4 A leader stands in the center of the two teams and makes a state-
ment (Examples: Today is Monday Mr Ledford is our princi-
pal Agnew is the Vice President of the United States 5 x 3 =
20 There are 50 states in the Union For ideas use questions
from homework and homework tables)
5 If the statement is true, the true team turns and runs to the line
behind it, pursued by the false team, which tries to tag as many
true team members as possible; if false, the false team runs to its
own line behind them, pursued by the true team members
6 Each time a statement is read, tagged players join the opposing
team, and all players return to the starting lines
7 The winning team is the one with the greater number of players
at the end of a given period of time
10r
OHIO ACADmIC
STANDARDS
Many possibilities depend-
ing on questions
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were able to think of the
answer to a problem very
quickly What was the best
thing about being able to
think so quickly?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
39
Back to Back
mATRIALS
3 1 foam ball per 2 students
OB1CTIVS
3 To practice cooperation skills while doing stretching movements
and ball skills
ACTIVITV
1 Have pairs of students stand back-to-back with each other
2 While back-to-back, partners pass the ball by twisting and turning
at the waist
3 Turn to 1 side, hand ball to partner Partner receives ball, turns in
opposite direction, hands it back to you on the other side (This is
called Twist N-Turn)
4 When leader calls out Switch pass the ball in the other direc-
tion
5 For a different activity, exchange the ball with arms extended over-
head; then bend at the waist and exchange the ball again between
your legs
6 For a different activity, sit on the ground, face partner with knees
bent, feet fat on the ground Hand the ball to your partner;
then both lie down at the same time Return to starting position
together and hand the ball back
7 How fast can you and your partner hand the ball off?
8 How quickly can you exchange the ball 10 times?
Spark
11r
OHIO ACADmIC
STANDARDS
Math
2 Measurement 7
3 Measurement 3
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a really good time
when everyone worked
together What is the
best thing about working
together and cooperating?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group/Pairs
SUPRVISION
Teacher-led
THm
General
4O
Clean Your Room
mATRIALS
3 1 foam ball per student (Never use anything heavier than foam
balls! Injury can result)
OB1CTIVS
3 To practice throwing skills and general coordination
ACTIVITV
1 The object of the game is to have the cleanest room! Each side will
clean its room by throwing foam balls to the other side
2 Divide play area in half using existing lines in gym
3 Divide students into 2 groups
4 On start cue, students throw any foam balls that are on their side
over to the other side as fast as they can
5 Only throw 1 ball at a time
6 No kicking balls or throwing at people!
7 On stop cue, everyone raises their arms in the air to make an X
If you have a foam ball in your hand drop it to the ground
8 Count how many foam balls are on your side
9 The side with the fewest foam balls has the cleanest room
Spark
12r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
12, 18, 22, 23, 24
APPRCIATIV INQUIRV
had a lot of fun cleaning
something, eg washing
a car, cleaning up after a
party, etc What was the
best thing about the experi-
ence?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Work and Play
General
41
Alaska Baseball
mATRIALS
3 8 playground ball
OB1CTIV
3 To practice kicking, batting, running, and ball handling skills
ACTIVITV
1 Organize students into 2 teams One team is at bat The other
team is in the feld
2 A straight line provides the only out-of-bounds line, and the team
at bat is behind this line at about the middle The other team is
scattered around the fair territory
3 One student propels the ball by either batting or kicking the ball
Their teammates are in a close line behind them As soon as the
batter sends the ball into the playing area, they run around their
team Each time the runner passes the head of the fle, the team
gives a loud count
4 There are no outs
5 The frst felder to get the ball stands still and starts to pass the
ball back overhead to the nearest teammate, who moves directly
behind to receive it The remainder of the team must run to the
ball and form a line behind it The ball is passed back overhead,
with each student handling the ball When the last felder has a
frm grip on the ball they shout, Stop!
6 At this signal, a count is made of the number of times the batter
ran around her/his own team
7 Everybody bats, and then the teams switch places
VARIATIONS
3 Have the felders roll the ball between the legs
13r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
When have you had the
most fun playing a game of
ball? What made that expe-
rience fun? What was the
best thing you learned?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
42
Bat Ball
mATRIALS
3 An 8 foam ball
OB1CTIVS
3 To improve batting, running, catching, and throwing skills
ACTIVITV
1 Draw a serving line across one end of the feld, and establish a
3-by-3 foot base about 50 feet from the serving line
2 Divide students into two teams
3 One team is scattered over the playing area
4 The other team is behind the serving line, with one player at
bat
5 The batter puts the ball into play by batting it with a hand into the
playing area
6 To be counted as a fair ball, the ball must land in the playing area
or be touched by a member of the felding team
7 As soon as the ball has been hit, the batter runs to the base and
back across the serving line
8 In the meantime, the felding team felds the ball and attempts to
hit the runner below the shoulders with it
9 Fielders may not run with the ball It must be passed from felder
to felder until thrown at the batter
10 A pass may not be returned to the felder from whom it was
received
11 Violation of any of these rules constitutes a foul
12 A run is scored each time the batter hits a fair ball, touches the
base, and gets back to the serving line without being hit
13 A run is also scored if the felding team commits a foul
14 The batter is out when the ball is caught on the fy
15 Two consecutive foul balls also put the batter out
16 The batter is out when hit by a thrown ball in the feld of play
17 Sides change when 3 outs are made
VARIATION
3 The entire batting team runs each time there is a fair ball The
defensive team tries to hit as many of the runners as possible
Instead of touching the base, the runners run around it from
either direction and return to the serving line Each safe runner
scores a run (610 outs)
14r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What is the most fun you
have ever had throwing and
catching a ball? What made
this play so much fun?
PROGRAm COmPONNT
ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
43
Clam Free
mATRIALS
3 Frisbee or foam ball
OB1CTIVS
3 To develop skills in running, throwing, dodging and teamwork
ACTIVITV
1 Defne the boundaries of the playing feld
2 Select one person to be the nuclear reactor He/she activates him/
herself with a Frisbee or foam ball
3 The rest of the group are clams and can so signify by being as
happy as possible
4 The object of the game is for the nuclear reactor to contaminate
all the clams by tagging them with the foam ball or Frisbee
5 Once contaminated, the clams become frozen in place
6 As the reactor chases and tags the clams, it would appear that
doomsday is just around the corner, at least for the hapless clams
that are getting zapped one after another
7 There is hope, however; a frozen clam can be defrosted if two
mobile clams manage to link elbows around him/her in a clam-
shell-like alliance and shout, Clam Free!
8 Better yet, any clam that has been defrosted can join hands with
other clams and these handholding clams are then immune from
further radiation attacks by the reactor
9 Even better yet, if four or more hand-holding, immune clams
manage to encircle the reactor and shout Clam-Free! the reac-
tor must shut down for good
More New Games
15r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time when
playing tag was really fun
What made this game of
tag so much fun?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Environment
44
Back Away
mATRIALS
3 1 ball or beanbag per student
OB1CTIVS
3 To improve hand-eye coordination
3 To learn cooperation skills
3 To improve throwing and catching skills
ACTIVITV
1 Divide students into pairs
2 Each pair of partners starts facing each other with only a couple
of feet separating them
3 They toss the ball back and forth one time
4 If neither of them misses, one partner takes a big step backward,
and the tossing and catching is repeated
5 This pattern continues, and partners throw the ball greater dis-
tances until one of them misses
6 When this occurs, one of the partners takes a step forward
Lesson 1 Week 2
16r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were able to do something
you had not thought you
could do What is the best
do things you thought were
too diffcult when you frst
heard about them?
PROGRAm COmPONNT
Recreational Actvitiy
ACTIVITV LVL
High
ORGANI2ATION
Pairs
SUPRVISION
Teacher-led
THm
Tribes
General
45
I See
mATRIALS
3 none
OB1CTIVS
3 To practice listening and responding to a verbal signal
3 To learn to make creative interpretations
ACTIVITV
1 Explain to students the three rules to the game: listening at a cer-
tain time, stopping at a certain time, and not touching anyone
2 The leader says, I see! All together, students shout, What do
you see?
3 The leader responds by saying I see and naming an activity
that students can do or pretend to do Some examples: boys and
girls jumping high in the air and not making any noise, a strong
man cutting down a tree, a baseball player sliding into home, frogs
leaping high in the air, etc
4 Students act out the activity the leader has named
VARIATIONS
3 Give volunteers a chance to be the leader
3 Use positive descriptive words (brave, intelligent, energetic,
vibrant, graceful, athletic, etc)
3 For a 30 minute recreational activity, combine this activity, I
See with another 15 minute activity, Back Away
Lesson 1 Week 2
17r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24, 31
APPRCIATIV INQUIRV
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
46
Shipwrecked
mATRIALS
3 Boom box
3 Music
3 1 hula hoop for each student
OB1CTIVS
3 To improve locomotor skills, listening and reaction skills, and
cooperation skills
ACTIVITV
1 Each student begins the game standing in a hula hoop The hula
hoop is their ship
2 When the music plays, its magic They can skip, hop, jump, etc
on the water
3 When the music stops the sharks come out and the students must
quickly fnd a ship
4 Sometimes a ship sinks or disappears (leader takes the hoops
away)
5 A student may join another student in a ship However, they must
be careful not to rock the boat and cause someone to fall out
6 The goal is to see how many students can cooperatively ft into a
hula hoop
VARIATIONS
3 Have one student be a shark See how many students can be
tagged before they reach a hoop
3 Musical Partners Students fnd a partner The leader holds up
a sign with a partner activity on it (Jump and give your partner
high fves, bump hips, under-under push-ups, etc) When the
music begins students perform this action with their partner
When the music stops, everyone must fnd a new partner The
leader holds up a new action and the game continues
Lesson 2 Week 2
18r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
someone really listened to
what you had to say What
is so good about having
someone really listen?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
47
Mended Heart
mATRIALS
3 Several large hearts made of construction paper Each should be
a different color and should be cut into identical jigsaw puzzle
pieces
OB1CTIV
3 To learn to work cooperatively toward a common goal
ACTIVITV
1 Divide the class into equal teams of 46 players and assign each
team a different color If there are fve teams-the red, blue, yellow,
green, and purple teams then fve paper hearts are needed
2 Have a leader from each team decide on a place in the room where
his/her team will assemble its heart
3 Shuffe all the pieces and place them anywhere in the room
4 When the starting signal is given, all players help gather the
pieces of their color and take them to the designated spot where
they quickly mend their heart The frst team to do so exclaims,
Mended heart!
VARIATION
3 Have students perform various loco motor skills while collecting
their puzzle pieces
3 Switch players on teams
Lesson 3 Week 2
19r
OHIO ACADmIC
STANDARDS
Math
2 Geometry and Spatial
Sense 2, 3
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24, 33
APPRCIATIV INQUIRV
were able to put a puzzle
together in record time
What is so good about
being able to do things
fast?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group/ Teams
SUPRVISION
Teacher-led
THm
Tribes
48
From A to Z
mATRIALS
3 Cards with letters of the alphabet
OB1CTIVS
3 To learn to visualize letters of the alphabet
3 To learn to work cooperatively with others
ACTIVITV
1 Divide students into teams of 2 or 3 members and give each team
space to work
2 Give each team 2 letters and ask them to form the shape of each
letter with their bodies They can do this lying on the foor or
standing up
3 Help students identify whether the letter is symmetrical or asym-
metrical
VARIATIONS
3 Play the game with individuals instead of teams
3 Specify whether students should stand up or lie down
Lesson 4 Week 2
20r
OHIO ACADmIC
STANDARDS
Math
2 Geometry 2, 3, 5
3 Geometry 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23k, 24
APPRCIATIV INQUIRV
followed the directions for
something, eg a recipe or
a game What is the best
thing about following direc-
tions?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
49
Stride Ball
mATRIALS
3 One 6 or 10 ball for each group of 58 players
OB1CTIV
3 To improve reaction time in response to a moving object
ACTIVITV
1 Divide students into teams of 58 players each
2 Students on each team stand in a circle with feet spread more
than shoulder width apart so that theyre touching the feet of the
players on either side
3 Put a ball in the center
4 Students bat the ball with their hands so that it passes through
the legs (goal) of another player
5 Players use both hands to defend their own goals A player may
not lower his/her body to the ground or foor to defend his/her
goal
6 Each time a player allows the ball to pass through his/her goal, a
point is scored against him/her
7 The player with the lowest score at the end of a given time wins
Lesson 5 Week 2
21r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were really fast at doing
something What is the
best thing about being fast?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
General
5O
Tribal Tag
mATRIALS
3 None
OB1CTIV
3 To develop skills in changing direction quickly, running, chasing
and tagging
ACTIVITV
1 Select two students to be it, and have these two face all the
other players who are scattered within an area
2 When the two players who are it say, Tag! all the other players
run in an effort to keep it from tagging them
3 The only way a player can be safe is to stoop and say the name of
his/her tribe
4 If a player is tagged, he/she becomes it and the game continues
No one is eliminated
5 Those players who are never tagged are the winners
22r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Which do you like best
being it (the tagger) or
the one who is hoping not
to be tagged? What is the
best thing about being that
person?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
51
Tribal Tag 2
mATRIALS
3 none
OB1CTIV
3 To develop skills in changing direction quickly, running, chasing
and tagging
ACTIVITV
1 Select two students to be it, and have these two stand in the
center of a circle, surrounded by all the other players
2 When the two its each call out a tribe name, the other players
run in an effort to keep it from tagging them
3 The only way a player can be safe is to connect wrists with his/her
tribe members
4 If a player is tagged before connecting with another tribe member,
he/she must create a new tribe name and welcome all players
who get tagged The new tribe name must be announced to all
players
23r
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time when oth-
ers helped you to be safe
What was the best thing
about feeling safe with
these people?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
52
Statues
mATRIALS
3 none
OB1CTIV
3 To develop skills in body management, applying force and bal-
ance
ACTIVITV
1 Children are scattered in pairs around the area
2 One partner is the swinger and the other the statue
3 The teacher voices a directive, such as Pretty, Funny, Happy,
Angry, or Ugly
4 The swinger takes the statue by one or both hands, swings it
around in a small circle two or three times (the teacher should
specify), and releases it
5 The statue then takes a pose in keeping with the directive, and the
swinger sits down on the foor
6 The teacher or a committee of children can determine which chil-
dren are the best statues The statue must hold the position with-
out moving or be disqualifed
7 After the winners are announced, the partners reverse positions
8 Children should be cautioned that the purpose of the swinging
is to position the statues and that the swinging should be con-
trolled
VARIATIONS
3 In the original game, the swinging is done until the directive is
called The swinger then immediately releases the statue, who
takes the pose as called This gives little time for the statue to
react Better and more creative statues are possible if the direc-
tive is given earlier
24r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of all the great things
that your body can do
What are the activities you
most like to do?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
53
Veggie Monster
mATRIALS
3 none
OB1CTIV
3 To practice listening skills, running, dodging and tagging skills
ACTIVITV
1 One student is the veggie monster and the other students are the
veggies
2 The veggie monster is in a salad bowl (designated area in one
end of the gym) and the veggies are in the garden or refrigerator,
which is located in another part of the gym
3 The veggies approach the monster and keep asking if he/she is
hungry Veggie Monster, are you hungry?
4 When the monster yells, Yes!, he/she chases the veggies back to
the garden or refrigerator
5 All veggies tagged before they reach the garden or refrigerator
become veggie monsters
6 The game continues until there are no veggies left
What Are We Doing In Gym Today?
25r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time that some-
one really listened to you
about having someone
really listen to you?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
54
Group Juggle
mATRIALS
3 Soft materials: foam balls or beanbags
OB1CTIVS
3 To practice following a pattern, throwing and catching skills
ACTIVITV
1 Have 1015 students stand in a circle
2 The leader explains that the group will learn how to juggle
3 First a pattern/throwing routine must be established
4 The leader throws an object to a student (preferably across the
circle)
5 Then that student throws the object to another student (someone
not directly next to the thrower)
6 Once the student has received and thrown the object he/she raises
his/her hand
7 Everyone must receive and throw the object one time
8 The leader is the last person to receive the ball, thus completing
the pattern
9 The next step is to add another ball with each pattern repetition;
continue with as many balls as there are students to make the
juggling more diffcult
Escapades
26r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
someone really listened to
your side of the story What
is the best thing about hav-
ing someone listen?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
55
Drag Race
mATRIALS
3 Cones to indicate the starting and fnishing lines, approximately
40 apart
OB1CTIVS
3 To develop skills to respond to a visual signal
ACTIVITV
1 Students face forward along the starting line
2 Ask students to silently decide what type of automobile that he/
she wishes to drive in the drag race
3 The leader selects a student to be a fagman, who stands at one
end of the fnish line
4 When he/she raises his/her arm sideways to shoulder level, all
cars (students) start their engines
5 When he/she quickly lowers his/her arm, all cars speed as fast as
they can in an effort to be the frst to cross the fnish line Each
must stay in his/her own lane
6 The fagman announces the winner who announces the kind of
car he/she drove and becomes the new fagman
7 Players arrange themselves for a new race as quickly as possi-
ble
8 They may keep the same cars or drive different ones
27r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time you were in
a race that was really fun
What made it fun?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
56
Five Servings Tag
mATRIALS
3 none
OB1CTIVS
3 To practice chasing, feeing, dodging and locomotor skills
ACTIVITV
1 How many servings of fruit and vegetables should we eat every
day?
2 Thats right 5! This game is called 5 Servings Tag
3 2 Students link elbows and move to safely tag someone
4 The student tagged joins elbows with the frst two-now there are
3
5 When the group grows to 5, they stop and name any 5 different
fruits and vegetables
6 Then start again with a new pair
7 At end of game, reinforce the concept of 5 a day for good
health
28r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time that you
were sick and starting to
feel better What is the best
thing about getting well?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
57
Steal the Bacon
mATRIALS
3 Several beanbags, bowling pins or any other object that is easy
to pick up
OB1CTIVS
3 To gain skills in developing strategies, teamwork, running and
dodging
ACTIVITV
1 Use masking tape to make two parallel lines twelve feet apart on
the foor
2 Divide players into two teams and have them line up on the taped
lines, facing each other Have the players number off 1, 2, 3 Place
an object half way between every pair of facing players
3 The instructor calls a number (1, 2, or 3) Each of the 2 players
who have that number in each set of 3 will try to retrieve the
bacon (object) and get it back across his/her team line without
getting tagged by the other player
4 If the player is tagged before getting across the line, there is no
score and the object goes back to the center If the player gets the
bacon across the line, his/her team gets a point
5 Have each side rotate one position to the right after a number
has been called and play completed This will give each player an
opportunity to compete against a different partner and a chance
to retrieve a different object
VARIATIONS
3 Call all three numbers at the same time and have them work as
a team to retrieve the object
3 Use a healthy object, cultural, etc
Escapades
29r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
about being quick?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
58
Fat Cell Tag
mATRIALS
3 Large area with side, end, and centerlines marked
OB1CTIVS
3 To practice agility, chasing, feeing and tagging skills
ACTIVITV
We have fat cells in our bodies If we eat too many high fat foods and
dont exercise, our fat cells grow
1 All students, except 1, line up on endline of feld
2 A student in the center of the feld will call Crisco! Crisco is a
cooking oil high in fat
3 When you hear Crisco! run to the opposite endline before being
tagged by the student in the center
4 If tagged, you join the growing fat cells and try to tag others
5 The last students tagged are our frst taggers in the next game
Spark
30r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Agility means you can
move smoothly without
getting off balance Think
of a time that you felt very
agile What is the best
thing about being agile?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
59
Go for Twenty
mATRIALS
3 Twenty tennis balls
3 A fag for each student plus a few extras
3 Cones
OB1CTIVS
ACTIVITV
1 Mark boundaries for a rectangular feld approximately 30 yards
wide by 50 yards long
2 Use cones to lay out a circle about 15 feet in diameter toward the
end line of each side of the feld Put 10 balls in each circle
3 Divide the group into 2 equal teams
4 Have teams spread out on opposite sides of the feld with some
students back to defend their circle zone
5 Each student should have a fag on
6 The object is for students to make their way to the opponents
circle without having their fag pulled, pick up a ball, run back to
their side of the feld and place the ball inside their own circle
7 Once inside the circle, students are safe and can wait for a good
opportunity to make a run for it
8 When a students fag is pulled, s/he becomes frozen in that spot
until a teammate takes one of the extra fags from the midline and
runs safely to the frozen student
9 When the rescue is made, the students run back to their own side
of the feld, each holding one end of the fag as they go When
a student has possession of the ball at the time his/her fag is
pulled, the ball must be returned to the circle zone Pulled fags
are placed on the mid-line for future use
10 Play stops when all twenty balls are in one circle or after a speci-
fed amount of time
31r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
Dodging means moving in
a way that keeps you from
getting caught or touched
were really good at dodg-
ing What is the best thing
about being able to dodge?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
6O
Octopus
mATRIALS
3 none or foam ball and cones
OB1CTIVS
3 To learn to cooperate in a group
ACTIVITV
1 Create an ocean for the octopus from a playing feld or with
cones
2 Choose an octopus to stand in the middle of the ocean
3 Everyone else lines up across an end line as fshes
4 The object of the game is for the octopus to eat the poor fsh by
tagging or hitting them with the ball, thereby growing his/her
awful tentacles so s/he can eat more fshes
5 The octopus calls out, Fish, Fish come swim through my sea
6 At this command, the fshes must swim (run, walk, hop or what-
ever is agreed upon) across the ocean to the opposite goal
7 If one is tagged or hit by the ball, s/he is frozen in place, facing
the direction in which s/he was swimming
8 All tagged fshes become tentacles in the next round
9 When the hungry octopus again invites the fshes to swim in his
or her ocean, they can be tagged by the outstretched arms of the
stationary tentacles, as well as the roaming Octopus
VARIATIONS
3 Have the tentacles stand with their eyes closed
32r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What are the best things
that an octopus can do?
that you can do that are
like an octopus?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
61
Roll Playing
mATRIALS
3 Any kind of balls
OB1CTIV
3 To work cooperatively toward a common goal
ACTIVITV
1 Divide students in a group of 1520
2 Have students sit down on the foor and form a tight circle so that
they are touching their neighbors on either side
3 Have everyone extend their feet into the center of the circle
4 Place a ball on the lap of one person in the circle
5 The object of the game is to move the ball around the circle as
quickly as possible, from lap to lap, without using hands
6 After a successful round, each person in the circle has a quota of
one reverse
7 When we hear that, we need to send the ball in the opposite direc-
tion
VARIATION
3 Add more signals: stop, go, slow motion
3 Add more balls in various sizes, such as a ping-pong ball or ten-
nis ball
Escapades
33r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
you were able to do some-
thing really diffcult What
is the best thing about
being able to do diffcult
things?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
62
Slipped Disc
mATRIALS
3 Frisbee
3 Plastic plate or metal cover
OB1CTIV
3 To learn to work cooperatively toward a common goal
ACTIVITV
1 68 students will form a circle on hands and knees with heads
facing inward
2 An object, such as a Frisbee, is placed in the middle of one per-
sons back The object of the game is to pass the object around the
circle, from back to back, without using hands
3 If the object falls, it is picked up by hand and placed on the back
of the last person who had it The game continues until the disc is
passed successfully around the entire circle
Escapades
34r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were in a group and every-
one did their part What is
the best thing about every-
one cooperating and doing
their best?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
63
The Doctor Is In
mATRIALS
3 Several foam balls or stuffed nylon balls
3 Two healing sticks (for example, whiffe bats, rolled up maga-
zines, padded yardstick)
OB1CTIVS
3 To develop skills in throwing for accuracy, running, dodging, and
catching
ACTIVITV
1 Cone off a large rectangle or square, or use existing lines for
boundaries, and mark a midline
2 Divide the group into two equal teams, and have teams scatter
about the feld on opposite sides of the midline
3 One person for each team is chosen to be The Doctor, and is given
the healing stick
4 The Doctor has the power to heal injured teammates by touching
them with the healing stick
5 The object of the game is to eliminate all the players on the oppos-
ing team
6 Once a player is hit by a ball, s/he must fall to the ground and
pretend to be injured
7 The Doctor must make his/her way to the injured teammate and
touch the person with the healing stick, at which time the player
can get back up and continue to participate
8 The trick is for one team to hit The Doctor, who cannot heal
him/herself or anyone else after being hit, and then fnish off the
remaining players
VARIATION
3 If an injured player catches a ball, s/he is back in the game
35r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
have been really accurate
What does it take to be
accurate and what is the
best thing about being
accurate?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
64
Corner Tag
mATRIALS
3 Eight hula hoops
3 Four foam balls
3 Handkerchiefs for four different teams
3 Cones
OB1CTIVS
3 To elevate students heart rates through exercise
3 To learn to work together as a team
ACTIVITV
1 Set up cones so that the playing area is divided into four different
areas
2 Divide students into four groups
3 Give each team a foam ball to place in a hula hoop in one of the
four corners of the gym
4 Each team also has a hula hoop placed nearby on the sidelines as
a place for tagged players
5 On the go signal, students try to steal the other three teams
balls and bring them back to their own hula hoop
6 When a student is in another teams territory (quarter of the play-
ing area), they can be tagged by any member of that team and
sent to that teams hula hoop for tagged players
7 Students can get free again by having another member of their
own team go to the hula hoop and tag them so they can move back
to their territory
8 Students must go back to their territory frst before returning to
the game
9 The winning team is the team to get all four balls in their hula
hoop
VARIATION
3 Students have to do a muscular activity to free their teammates
eg pushups, sit-ups, squats, lunges
XTNSION
3 Students can make up names for their team, and cheer their
teammates on by their team name
www.pecentral.org
Lesson 5 Week 1
36r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
played really hard What
did you notice about your
body eg face got hot, legs
felt weak etc What is the
best thing about noticing
how your body works?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
65
Crazy Conga Line
mATRIALS
3 A small container
3 2040 action cards (Words on cards can be twist, twirl, jump,
clap, skip, twirl, crab walk, karate kick, shoulder shrugs, toe
touches, wave arms, hop, etc Leave about 45 cards blank so
students can come up with their own activity)
OB1CTIVS
3 To engage in creating actions as a team, while learning to coop-
erate
ACTIVITV
1 Have students form teams of fve
2 Once teams are formed, each student will pull one action card
from container
3 Each team will brainstorm how to create their fve-person conga
line using the action words on their cards
4 Students practice the moves until the entire conga line moves
at the same time with each student doing his/her own activity
5 Have students reinforce the name-game by repeating the names
of all team members
6 Teams can then partner with another team to demonstrate their
conga line moves and name game activities Each team can then
practice doing the other teams moves
VARIATION
3 Let students create their own conga line moves
3 Have students perform their conga line moves in counts of 4 or
8 and then put it to music, thus creating a rhythmical sequence
Lesson 4 Week 1
37r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
created something really
great, eg a picture, a
model etc What does it
take to create things? What
is the best thing you have
created?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
66
I Am A Space Walker
mATRIALS
3 One basket or crate
3 A minimum of two soft objects (eg, foam balls) per student or
space walker
OB1CTIVS
3 To engage in an activity that raises the heart rate
3 To learn to work as a team
ACTIVITV
1 All but three to fve students are space walkers These 35 stu-
dents are asteroids You need roughly one asteroid for every ten
space walkers
2 The space walkers lost all their moon rocks while trying to escape
from the asteroids They must retrieve their moon rocks and take
them back safely to the hideout which is inside center court
3 The space walkers begin in the hideout (center court) The aster-
oids begin outside of center court
4 Soft objects (moon rocks) are placed around the outer boundary
(sidelines and end lines) of the court A crate or basket remains
in center court
5 On the signal, space walkers leave their hideout (center court) to
retrieve their moon rocks Each space walker can collect only one
moon rock at a time, placing it in the crate in the center of the
room
6 If space walkers are tagged by one of the asteroids while retriev-
ing their moon rocks they must freeze
7 Other students can free their space-mates by crawling between
their legs
8 Asteroids are not allowed inside center court at all and cannot
take the moon rocks from the space walkers
9 Once all of the moon rocks are retrieved, the game is over The
game can then be played again with a different set of asteroids
VARIATION
3 The activity can be done with various locomotor movements
walking only, running, jumping, etc
3 Asteroids could also use their names to reinforce the Who I
Am Lesson
Lesson 2 Week 1
38r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What do you think it
would be like to be a space
walker? What would be
the most exciting thing for
you?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
67
Dragon Dodge
mATRIALS
3 Beach balls, soft foam balls or sponge balls
OB1CTIVS
3 To learn throwing skills, movement skills and cooperation skills
ACTIVITV
1 Fifteen students link hands in a large circle
2 Pairs of students form dragons, several inside the circle with one
student grasping his/her partners waist from behind
3 Two or three beach balls are put into play by the students making
the circle
4 The goal is to hit the behind of a person forming the tail of a
dragon This often requires some fast passing to players on the
other side of the circle
5 When the tail of the dragon is hit, the head of the dragon becomes
part of the circle, the tail becomes the new head and the person
who made the set-up pass (the assist that resulted in the hit)
becomes the new tail
6 To slow down the ball and increase the challenge, allow only
bounce passes and bounce hits onto the dragons tail
Escapades
39r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were on target, maybe it
was a time when you were
playing ball, or a time when
you got the right answer
about being on target?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
68
Energizers
mATRIALS
3 Poster with 12 Days of Fitness movements
OB1CTIVS
3 To understand that physical activities can be grouped into 10-
minute segments
ACTIVITV
Divide group into three teams and have the teams rotate to each of
the following three energizer stations in 10-minute segments of
time
NRGI2R STATION 1
The facilitator calls out these movements while students are continu-
ously jogging in place
1 wiggle your fngers
2 now wiggle your fngers, wrists and forearms
3 now wiggle your fngers, wrists, forearms, elbows and shoulders
4 now wiggle your fngers, wrists, forearms, elbows, shoulders and
rib cage
5 now wiggle your fngers, wrists, forearms, elbows, shoulders, rib
cage and hips
cage, hips and knees
cage, hips, knees and head
VARIATION
3 Have students start from toes and work their way up
3 Have students share unique ways to move their bodies (eg, roll
tongue, twist arm behind back, stand on hands)
XTNSION
3 Have students pick an appropriate time to try Energizer at home
or school
Lesson 4
40r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
most like to do?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
69
NRGI2R STATION 2
Student fnds a partner and does these tasks with his/her partner
as the facilitator calls them out: (during the activity, provide time
for students to share their names and their favorite activity they did
together)
1 High fve right hand
2 High fve left hand
3 Low fve right hand
4 Low fve left hand
5 High ten both hands
6 Low ten both hands
7 Backwards high ten with hands held high
8 Backwards low ten with hands held low
9 Tunnel ten (feet apart back to back, reach hands between legs and
hit low ten)
10 Bring sole of right shoes together
11 Bring sole of left shoes together
12 Touch right elbow together
13 Touch left elbow together
14 Touch both elbows together
VARIATION
3 Have students repeat sequence as quickly as possible; can be
done to a rhythm or beat
41r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
most like to do?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
7O
NRGI2R STATION 3
The Twelve Days of Fitness
Students will act out the following ftness song:
On the frst day of ftness my trainer gave to me:
-12 jumping jacks
-11 raise the roofs (squats and bursts)
-10 knee lifts
-9 side stretches
-8 jogs in place
-7 jabs/punches
-6 kicks to the front
-5 hula hoops (imaginary hoops)
-4 jumping ropes (imaginary rope)
-3 muscle poses (fex biceps, etc)
-2 scissors (feet apart then cross in front, feet apart, then
cross in back)
-1 stork stand (balance on one foot)
VARIATION
3 Students can repeat starting at bottom and working way up to 12
jumping jacks
www.nchealthyschools.org
Lesson 3 Week 1
42r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
most like to do?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
71
Exercising Your Name
mATRIALS
3 none
OB1CTIVS
3 To do physical activity movements while learning names of stu-
dents
ACTIVITV
1 Divide students into fve groups and assign an adult facilitator to
each group
2 Each group of students forms separate circles
3 The frst student to the right of the facilitator says his/her frst
name, then does an exercise, movement or stretch
4 The next student must say the frst persons name, do that per-
sons exercise, then say his/her own name and do his/her own
exercise, movement or stretch
5 Continue activity until half of the students have said their names
and completed the movements
6 The facilitator must then repeat the names of this group of stu-
dents and do an exercise, movement or stretch, which all students
will mimic
7 Then the other half of students will do the name game activity
8 As time permits, have students regroup in different circles so that
they can practice learning the names of all students
VARIATION
3 After students say their names, they are to put a movement for
every syllable in their name For example, if the students name
is Latasha, the movement could be clap, stomp, clap (clap for
La, stomp for tash, and then clap again for a)
Lesson 1 Week 1
43r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
about being able to name
everyone in the group?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
72
Pass N Run For Fun
mATRIALS
3 a playground ball or large foam ball for each group
OB1CTIVS
3 To improve passing skills
3 To increase hand-eye coordination
3 To improve catching skills
ACTIVITV
1 Form teams of 1020 students
2 Have teams form circles separated by several feet
3 Choose one student to begin the activity by passing the ball to one
of the other students in the group (not a student standing next to
him/her)
4 As soon as the ball is passed, the student that started the activity
begins running around the outside of the circle
5 The students in the circle try to pass the ball to each student in
the group before the runner can run once around the circle and
get back to his/her original spot
6 Students in the circle cannot pass to a student standing next to
them
7 Make sure every student gets a turn to run
VARIATIONS
3 Have students work on specifc passes each round (such as
bounce pass, chest pass, and so forth)
3 Have the runner dribble a ball as s/he runs around the circle
3 Have the runner dribble to a basket, make a shot, and come back
while the students pass the ball three times each
44r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
ran really fast What is it
about running fast that you
like most?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
73
Post-It Math
mATRIALS
3 Large size Post-It-Notes (or index cards and masking tape)
3 A marking pen
OB1CTIVS
3 To physically act out mathematical computations
3 To practice mental calculations
3 To stimulate logical thinking
ACTIVITV
1 The leader secretly writes single digit numerals on 2 Post-It-Notes
(or use index cards and masking tape) and places them on the
back of a selected student
2 The selected student then turns his/her back to the other stu-
dents, so that they may see the numbers, and then turns to face
the group again
3 The leader then calls upon the other students to complete physi-
cal activities based on the 2 Post-It numbers For instance, the
leader might ask the students to hop on one foot the sum of the
numbers If the numbers are 8 and 3, the students would hop 11
times and count out loud
4 The selected student must guess which numerals are on his/her
back; if s/he answers correctly, the round is over and a new player
is chosen; if not, the leader calls for another physical activity with
the two numbers For example, the leader might call on the group
members to show the product of the numbers by running in place
and counting in unison 1, 2, 3 24 for each time their right foot
touches the ground
5 If necessary, this round of Post-It Math continues by acting out
the difference between the two numbers or the quotient of the 2
numbers
6 If the selected player is able to guess the correct numerals with 2
tries s/he gets to name the new selected player; if not the leader
makes the selection
45r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
Math
4 Number Sense 14
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were able to act some-
thing out eg, you were in
a play or you were playing
a game What is the best
thing about play acting?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
74
Ultimate Nerf
mATRIALS
3 Nerf ball or foam ball
OB1CTIVS
3 To practice throwing and catching skills
3 To work on team strategies
ACTIVITV
1 Ultimate Nerf involves 2 teams, a playing feld with side lines, a
goal line at both ends of the feld and a Nerf ball that can be kicked
and thrown
2 Start with one team kicking off the ball to the opposing team,
whose members can run anywhere on the feld but cannot run
with the ball, they can only catch and pass it
3 If a passed ball is dropped, thrown out of bounds or intercepted,
the other team immediately takes possession at that spot and the
direction of play shifts
4 Offensive and defensive players must stay about an arms length
apart
5 Before starting game, decide how many goals constitute a win
46r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What is your favorite game
of throwing and catching
(eg, baseball, basketball)?
What do you like best about
that game?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
75
Capture the Flag
mATRIALS
3 2 fags (markers or handkerchiefs)
OB1CTIVS
3 To develop skills in running, dodging, tagging, decision-making,
and team strategy
ACTIVITV
1 Divide the class into 2 teams, and start each in its own half of the
feld
2 The object of the game is to capture the opponents fag and bring
it home (to ones own half of the feld) without being tagged by
an opponent
3 Students can make individual attempts to capture the fag, or they
can work together to accomplish this
4 Play must remain within the boundaries
5 Any time a player is in the opponents territory, s/he can be tagged
by them and put in their prison where s/he must stay until s/he
is tagged by one of his/her teammates
6 Any number of players may be confned in a prison, but each one
must be tagged to be freed
7 One player may release any number of prisoners, as long as he
himself remains untagged
8 When a player is freed from prison, s/he walks home outside the
playing area and begins aggressive play only after s/he has frst
returned to his/her half of the feld
9 The player who releases the prisoners may not have a free walk
home because s/he is subject to being tagged himself
10 Freed prisoners may not be tagged as they walk home
11 One player from each team guards the fag
12 Others may chase those threatening the fag, but only the guard
stays close by or close to the fag S/he may not hold or touch the
fag while guarding it
13 The game starts on a given signal and is over when one team suc-
ceeds in capturing the opponents fag
47r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
had to make a decision
very quickly What helped
you make the decision?
What are some of the best
things to know when you
are making a decision?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
76
Catch a Tail
mATRIALS
3 1 fag per student (make fags from sheets, cut at least 16 long)
OB1CTIVS
3 To practice hand-eye coordination, agility, grasping and dodging
ACTIVITV
1 The object of the game is to pull as many fags (catch as many
tails) as possible
2 Place a fag loosely in the back of your pants/shorts, etc It should
be sticking out so it is as long as a ruler
3 On start cue, try to catch as many tails as you can without los-
ing yours!
4 You cannot keep others from taking your fag (No guarding
fags) Even if your fag is taken, keep playing
5 On stop cue, well see who has a lot of fags
6 Everyone will return the fags they took, and we will play again
7 Be aware of others; heads up! No collisions!
Spark
48r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
What is the most excit-
ing thing a dragon can do?
What are the most exciting
things you do? What makes
them exciting?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
77
Catch The Dragons Tail
mATRIALS
3 A handkerchief for each group
OB1CTIV
3 To learn to work cooperatively in a group
ACTIVITV
1 8 to 10 students form a team They line up one behind the other
2 Each student puts his/her arms around the waist of the student in
front of him/her (You cant be ticklish around dragons) The last
student in line tucks a handkerchief in the back of his/her belt to
be the dragons tail To work up steam, the dragon might let out a
few fearsome roars
3 At the signal, the dragon begins chasing its own tail, the object
being for the student at the head of the line to snatch the hand-
kerchief
4 The tricky part of this epic struggle is that the student at the front
and the student at the end are clearly competing, but the students
in the middle arent sure which way to go
5 When the head captures the tail, the head dons the handkerchief
and becomes the new tail, while second student from the front
becomes the new head
Andrew Fluegelman, The New Games Book
49r
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
General
78
Homework Time!
HOmWORK TABLS
3 Students sit at tables by grade level
3 An adult helper is available at each table
3 Make sure everyone is using quiet voices!
3 Students check homework with an adult before moving on to another
table
mATH TABL
Activities include:
3 Counting Games: How Many in All
3 Number Games from 1020: More, Less or Equal
3 Data Games: Use the Clues
3 Computation Games: How Close Can You Get?
3 Math Warm Ups
3 Target Practice/Target Math
3 Ten Minute Math
3 The Mad Minute
3 Tic-Tac-Toe Math
3 Math Pentathlon
RADING TABL
Activities Include:
3 Kidz Lit Kits
3 Books on CD
3 Build A Sentence
3 Writing Home Packs
3 Spelling Demons
3 Free Reading
79
Alternative
Programming
8O
We All Have Names
mATRIALS
3 Construction paper
3 Markers
3 Plastic visors
OB1CTIVS
3 To appreciate being unique
3 To get to know yourself
3 To feel good about sharing who you are
LSSON
Chant Names, names, we all have names
You say yours, well say the same
1 Sit together or facing each other and take turns saying your
names
2 Each time it is your turn, make up a different gesture to go with
your name, like clapping your hands, throwing your hands up, or
shaking your head
3 Everyone repeats the name and gesture three times Then chant
before the next person takes a turn
VARIATION
3 Students say their names while clapping out the number of syl-
lables
ACTIVITV
3 Students make a design using the letters in their names Empha-
size clear handwriting (cursive for grades 3 and 4)
XTNSION
3 Students designs may be copied on a visor that may be worn on
feld trips
Adapted from Self-Esteem Games by Barbara Her, John Wiley & Sons, Inc.
1a
OHIO ACADmIC
STANDARDS
Language Arts
2 Phonemic Awareness 1,
5
Handwriting 1
3 Phonemic Awareness 1
Handwriting 1
4 Handwriting 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Everyone has been given
a name What is the best
thing about your name?
Were you named for
someone special? Who was
it that you were named
for? What is the best
thing about that person?
If you were not named for
someone special, what do
you know about your name
and where it comes from?
(Make a list of names of
children who cannot con-
nect their names and look
up the meaning of their
names)
PROGRAm COmPONNT
Fine Arts
Tutoring and Mentoring
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/ Small group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
81
Who I Am
mATRIALS
3 Banner paper
3 Magazines
3 Scissors
3 Glue
3 Markers
OB1CTIVS
3 To help students recall what gives them pleasure and share this
with the group
LSSON
Chant Wont you tell us, oh friend of mine,
What it is that makes you so fne?
1 Take turns telling each other the special things you like to do
2 Compare inside activities with outside ones
ACTIVITV
1 Using magazines or pictures drawn by students, make a collage of
the things that make you feel happy
2 Glue all collages together on a banner to represent your group
3 Have children include words, and discuss synonyms (words that
mean the same thing) for each collage
4 Emphasize neat handwriting and correct spelling
2a
OHIO ACADmIC
STANDARDS
Language Arts
2 Acquisition of Vocabu-
lary 2
Handwriting 1
Spelling 6
lary 2
Handwriting 1
Spelling 2, 6
lary 4
Handwriting 1
Spelling 2
GRADS
24
DVLOPmNTAL ASSTS
5, 7, 18, 22, 23, 24, 33, 38
APPRCIATIV INQUIRV
Did you know that we can
make ourselves happy
when we think about happy
things in the past? Think
about a time in the past
that you were happy and
that makes you happy now
to think about it What is
able to remember happy
times?
PROGRAm COmPONNT
Fine Arts
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/Small group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
82
Reporter
mATRIALS
3 Paper
3 Pencils
OB1CTIVS
3 To help students get to know each other
3 To give the interviewee a chance to talk about him/herself
LSSON
1 Role-play the part of a TV reporter interviewing a famous person
A student may role-play the famous person
2 Introduce the student to the group
Some questions may be:
What is your favorite food?
Where do you like to go?
Do you have a hero or heroine?
What do you do to entertain yourself?
ACTIVITV
3 Pair students for the interview; then take turns introducing each
other with a simple description (eg, This is Latasha and she
loves to play computer games but doesnt like to baby-sit her
brother)
Lesson 3 Week 1
3a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication; listen-
ing 1, 3, 8, 9
ing 1, 2, 8, 9
ing 1, 2, 8, 9
GRADS
24
DVLOPmNTAL ASSTS
5, 7, 18, 22, 23, 24, 33, 38
APPRCIATIV INQUIRV
about having someone ask
you about what you like?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
83
The Name Game
mATRIALS
3 Sentence strips
3 Markers
3 Large sheet of paper
3 Masking tape
3 Plain paper
OB1CTIV
3 To learn the names of others in the group
LSSON
1 Ask students if they know how they got their names Do their
names have interesting meanings?
2 Choose fve names to graph by number of letters
3 Tape these names to a large sheet of paper to make a bar graph
Discuss which are odd and even
VARIATION
3 Students line up in alphabetical order according to their frst
names
3 See whose name has the most and least number of letters Write
a number sentence for the problem (8 3 = 5, and 8 > 3))
ACTIVITV
3 Students work together to think of fve positive descriptive
words to describe themselves that begin with the frst letter of
their names
4a
OHIO ACADmIC
STANDARDS
Language Arts
2 Phonemic Awareness 5
Acquisition of Vocabu-
lary 3
Math
2 Number Sense 2, 6
Data Analysis 1, 2
Data Analysis 1, 3, 6
Data Analysis 2
GRADS
24
DVLOPmNTAL ASSTS
7, 18, 22, 23, 24, 33, 38
APPRCIATIV INQUIRV
remember your name?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
84
Bumpity-Bump-Bump
mATRIALS
3 none
OB1CTIVS
3 To follow directions and recall information given earlier
LSSON
1 Form a circle
2 The presenter stands in the middle and points at someone and
says left or right
3 The one pointed at must name the person on that side before the
presenter fnishes saying, Bumpity-Bump-Bump!
4 If s/he doesnt, s/he takes the place of the person in the middle
After a while, have everyone change places
VARIATION
3 Add the command middle When the person pointing says that,
the one pointed at must name the pointer
ACTIVITV
3 Form a square
3 The frst person introduces himself, My name is Damon
3 Ask the person next to Damon to introduce him/herself plus the
frst person, My name is Diamond and this is Damon
3 Each subsequent person must continue to introduce him or
herself plus all those already introduced until the square is com-
pleted
Adapted from New Games for the Whole Family by Dale N. LeFevre; The Putnam
Publishing Group
5a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
18, 23, 24, 38
APPRCIATIV INQUIRV
about having a good
memory? What good things
happen when you are able
to remember things?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
85
Our Tribe
mATRIALS
3 T-shirt outline or have students draw the outline of a T-shirt
3 Markers or colored pencils
3 Chart paper
3 Plain paper
3 Objectives
3 To practice inclusion, communication and listening skills
3 To choose names for tribes
LSSON
1 Tell students that they will choose a name for their tribes today
2 Discuss positive words and how you feel when they are used to
describe you
3 Make a list of some positive adjectives
VARIATION
3 See how many positive words you can list that begin with a cer-
tain letter
ACTIVITV
3 Using the frst letter of every student in your tribe, arrange
them to form a name for your tribe You may add extra letters
if needed or letters from last names, but a letter from everyone
must be included Put your new name on the T-shirt outline
Written by Mary E. Cox
6a
OHIO ACADmIC
STANDARDS
Language Arts
GRADS
24
DVLOPmNTAL ASSTS
18, 23, 24, 38
APPRCIATIV INQUIRV
What is the best T-shirt you
have ever had? What was
it that made the T-shirt
special? What is good about
making a T-shirt for our
tribe?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
86
Two On A Crayon
mATRIALS
3 Crayons
3 Paper
3 CD player
3 Music
OB1CTIVS
3 To promote cooperation and fun
3 To build inclusion and infuence
3 To teach students to follow multi-step directions
LSSON
1 Tell students that you can communicate without talking Use ges-
tures, such as waving, hand out for stop, etc to demonstrate
2 Have students share other gestures without talking
ACTIVITV
1 Have tribes form pairs
2 Give each pair one crayon and one piece of paper
3 Explain that both partners will hold the crayon together and draw
a picture together while music is played
4 They may not talk to each other while they are drawing
5 Play music for 34 minutes
6 Share your work with your tribe and the other tribes
Adapted from Tribes by Jeanne Gibbs; CenterSource Systems, LLC
Lesson 2 Week 2
7a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
18, 23, 24, 38
APPRCIATIV INQUIRV
about having someone ask
you about what you like?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/Partners
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community building
87
Kitchen Kapers
mATRIALS
3 3 x 5-inch cards
3 Paper clips
3 Tooth picks
3 Envelopes
OB1CTIVS
3 To build inclusion and infuence
3 To promote creativity and fun
3 To help students experience the power of brainstorming as a
problem solving technique
3 To teach students to give an oral presentation using clear
speech, and proper usage
LSSON
1 Discuss jobs that are usually done by one person and jobs that
take more than one person to complete
2 Make a list of some of these jobs
3 Discuss what skills you have to use when working together
ACTIVITV
1 Prepare packets containing two 3 x 5-inch cards, two paper clips,
four toothpicks, and one pencil in a sealed envelope
2 Give each tribe a packet Tell them they will have 15 minutes to
invent and build a kitchen utensil every household must have
3 Encourage zany, bizarre, and unique ideas
4 Stress working together with your invention
XTNSION
3 Each tribe prepares a short commercial advertising their prod-
uct All members need to take part in the commercial Have each
tribe present their commercial to the community
Lesson 3 Week 2
8a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 6, 7, 8,
9
8, 9
8, 9
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
What makes having a lot
of answers to a problem
helpful?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
88
Tribe Graffiti
mATRIALS
3 Large paper
3 Crayons or markers
OB1CTIVS
3 To encourage students to appreciate many points of view
3 To build inclusion
3 To promote infuence
ACTIVITV
Distribute crayons or markers to each tribe along with fve large
pieces of paper (at least 2 x 6-feet long), each labeled with one of the
following subjects:
3 What I Wonder About
3 Ambitions
3 Things That Scare Me
3 Favorite Moments
3 Things That Excite Me
1 Tell tribes to write graffti on one of the pieces of paper for 35
minutes, all tribe members writing at once
2 At the end of 35 minutes, ask the tribes to stop writing and
exchange papers
3 Now, tribes write on their new graffti papers for the next 35
minutes Repeat the procedure until all tribes have had a chance
to write graffti on all the papers
4 Return the original papers to tribes and allow members time to
read and discuss similarities in what people wrote
FOLLOW-UP
Gather all tribes and discuss how they felt during this activity
3 Which graffti topic meant the most to you?
3 What did you write that told something about yourself?
3 What general things did the tribes write?
3 How did your tribe members cooperate?
Lesson 4 Week 2
9a
OHIO ACADmIC
STANDARDS
Language Arts
lary 3
GRADS
24
DVLOPmNTAL ASSTS
5, 17, 18, 23, 24, 33, 39
APPRCIATIV INQUIRV
had a really good friend
about having a lot of
friends?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
89
Whats Your Bag?
mATRIALS
3 Paper bags
3 Glue
3 Magazines
3 Scissors
3 Stapler
OB1CTIVS
3 To help students present themselves as unique individuals
3 To learn a prewriting activity for journaling
LSSON
1 Talk about what makes you happy
2 Invite statements of appreciation by having students complete
these statements:
I feel good when
Im happiest when
I cant wait until
ACTIVITV
1 Give each tribe a pile of magazines, glue, scissors, and one bag per
member
2 Instruct the students to use pictures and phrases from magazines
to create personal collages, using the outside of the bag for public
image and interests and the inside for private world or less shared
world
3 They may staple their bags shut if they want to ensure privacy for
their inside worlds
VARIATION
3 Students may use the inside of their bags for their earlier years
and the outside for now
XTNSION
3 Tribe members take turns sharing with each other the outside
of their bags with explanations Tribe members may choose
to share a part of the inside world at this time or this could be
done in a separate activity The bags can be used for writing
ideas in homework time
Adapted from Tribes by Jeanne Gibbs; CentersSource Systems, LLC
Lesson 5 Week 2
10a
OHIO ACADmIC
STANDARDS
Language Arts
2 Writing Process 1, 4
GRADS
24
DVLOPmNTAL ASSTS
5, 7, 17, 18, 22, 23, 24, 37, 38
APPRCIATIV INQUIRV
were really happy What is
happy?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole Group/Small group
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Community Building
9O
31 Flavors
mATRIALS
3 Drawing paper
3 Chart paper
OB1CTIVS
3 To learn about combinations
3 To identify immediate family members
LSSON
1 Ask how many students like going to UDF or another ice cream
store
2 Make a list of different favors of ice cream
3 Have 3 students tell their favorite favors
4 See how many different combinations you can make using 3 dif-
ferent favors of ice cream (Ex vanilla and chocolate; chocolate
and peach; peach and vanilla)
5 Have children describe patterns they see and make predictions for
how many combinations there would be for 4, 5 favors
ACTIVITV
1 Have students explain who their immediate family members
are
2 Ask students to choose a different favor of ice cream for each
member of their immediate family
3 See how many different two scoop ice cream cone combinations
they can create
4 Students should draw a picture showing all of their combina-
tions
VARIATION
3 Reversing the top and bottom scoops may count
3 You may also add sugar and plain cones
XTNSION
3 Students may include anyone who lives in their house
Adapted from The I Hate Mathematics! Book by Marilyn Burns
11a
OHIO ACADmIC
STANDARDS
Math
2 Patterns, Functions and
Algebra 1, 2, 4
Algebra 1, 3, 4
GRADS
24
DVLOPmNTAL ASSTS
21, 22, 23, 24
APPRCIATIV INQUIRV
If you were a favor of ice
cream, what would you be?
What is it that makes this
ice cream so special and
how are you like the ice
cream?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/Individuals
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Math
91
How Many Handshakes?
mATRIALS
3 Paper
3 Pencils
OB1CTIVS
3 To see mathematical patterns
3 To make predictions
LSSON
1 Ask students to predict how many handshakes there would be if
there were fve people shaking hands
2 Make the following chart:
People Handshakes
1 0
2 1
3 3
4
3 Have four students shake hands and count their handshakes
4 You must shake hands with everyone
ACTIVITV
3 Students make a chart like the one above showing how many
handshakes are in their families if everyone shakes hands
Include immediate family members
XTNSION
3 Some students may include their cousins, aunts, or uncles
3 Each tribe may compare charts to see which tribe has the most
handshakes
Math Lesson Week 3
12a
OHIO ACADmIC
STANDARDS
Math
Algebra 2, 4, 7
Data Analysis 1, 2
Algebra 3, 4, 7, 8
Data Analysis 1, 2, 4, 10
Algebra 2, 3
Data Analysis 2, 13
GRADS
24
DVLOPmNTAL ASSTS
21, 22, 23, 24
APPRCIATIV INQUIRV
What do you think is the
best thing that happens
for you when you are able
to do the multiplication
tables?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Math
92
Friday is Payday
PART 1
mATRIALS
3 Gettin Through Thursday by Melrose Cooper, a story about a
young boy whose mother is unable to buy him a reward when he
gets a good report card
3 Paper
3 Pencils
OB1CTIVS
3 To review some compound words
3 To gain some understanding about budgeting
3 To refect upon personal situations
LSSON
1 Discuss how you feel when you do well in school and how your
family responds
2 Read a section of the story Gettin Through Thursday Stop at a
good breaking point
3 Have students predict what they think will happen in the story
ACTIVITV
1 Remind the students that there were many compound words in
the story( eg, handshake, earthquake)
2 Work together in your tribe to see how many compound words
you can list Stress correct spelling
13a
OHIO ACADmIC
STANDARDS
Language Arts
lary 6
Reading Process 2
Writing Conventions
1, 3
lary 5
Reading Process 2
Writing Conventions
1, 3
GRADS
24
DVLOPmNTAL ASSTS
15, 22, 23, 24, 25, 26, 34
APPRCIATIV INQUIRV
Think of a time that you got
a really good reward What
was it about the reward
that you liked?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Language Arts
93
Friday is Payday
PART 2
mATRIALS
3 Gettin Through Thursday by Melrose Cooper
3 Paper
3 Pencils
OB1CTIVS
3 To refect upon personal situations
3 To gain some knowledge about budgeting
LSSON
1 Read the second part of Gettin Through Thursday
2 Check to see how many students predicted what would happen
ACTIVITV
1 Review with students how Mama, Davis, and Shawna act out giv-
ing a party for Andre
2 Have students brainstorm a list of similar events that they might
act out
3 Students can work in tribes to act out events for other tribe mem-
bers
Reading Lesson 3 Week 4
14a
OHIO ACADmIC
STANDARDS
Language Arts
2 Reading Process 2, 3, 4
Literary Text 3
Communication 10
3 Reading Process 2, 4, 5,
Literary Text 3
Communication 9
Literary Text 3
Communication 9
GRADS
24
DVLOPmNTAL ASSTS
15, 22, 23, 24, 25, 26, 34
APPRCIATIV INQUIRV
giving your parents a good
report card? How do you
feel when you get a good
grade?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Language Arts
94
School Blues
mATRIALS
3 Jamaica and the Substitute Teacher by Juanita Havill, a story
about a girl who admits to her favorite teacher that she cheated
on a test
3 Paper
3 Markers or crayons
OB1CTIVS
3 To promote honesty and self-respect
3 To help students share feelings and practice making wise choices
3 To allow students to enjoy good literature
LSSON
1 Ask how many students enjoy having a substitute teacher
2 Discuss how things may be different in the classroom when there
is a substitute
3 Read the book Jamaica and the Substitute Teacher and pause during
the story to get students reactions
ACTIVITV
1 Draw a poster that shows a child making a good choice in school,
on the playground, or on the bus
2 Write a sentence or two describing the choice
3 Check spelling, handwriting, etc with a friend and/or teacher
4 Share your poster with your tribe members
15a
OHIO ACADmIC
STANDARDS
Language Arts
2 Reading Process 1, 3
Writing Process 3, 8,
13, 15
Writing Applications
2, 4
Writing Conventions 1,
3, 6, 8, 11, 12
Writing Process 3, 8,
14, 16
Writing Applications
2, 5
Writing Conventions 1,
3, 6, 8, 10
GRADS
24
DVLOPmNTAL ASSTS
15, 22, 23, 24, 25, 26, 35
APPRCIATIV INQUIRV
made a good choice What
was the best thing that
happened as a result of
making that choice?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Tribes
FOCUS
Language Arts
95
Being Responsible
mATRIALS
3 Do I Have To? Kids Talk About Responsibility by Nancy Loewen
3 Flipchart paper
3 Markers
3 Handout of 5 Healthy Habits
OB1CTIVS
3 To learn what responsibility is
3 To fnd out what it takes to be responsible for ones own health
LSSON
1 Read the frst page of Do I Have To? (p5 introduces Tina Truly)
2 Discuss what responsibility is:
3 Taking care of things
3 Keeping your word
3 Being reliable and trusted
3 Read The Letter from Numbskull No More (p 26) in Do I Have
To? (*Do not read the quotes from Dads Lecture Number 12)
4 Ask students to share their ideas on what it takes to be respon-
sible for your health
5 Recapture the important points about being responsible for their
own health by reading the letter giving advice from Tinas Dads
Lecture Number 12 (p 26)
ACTIVITV
1 Hand out The 5 Healthy Habits and discuss with students their
responsibility to practice each one of the 5 healthy habits every
day
2 Write one healthy habit on top of each of fve sheets of fipchart
paper
3 Have students rotate to all fve healthy habit papers and draw or
write how they practice each one of the healthy habits
4 Display the fipchart paper and have students share their work
2005, Discover Health
16a
OHIO ACADmIC
STANDARDS
Language Arts
2 Reading Process 1, 3,
4, 5
Communication 8, 9
3 Reading Process 1, 3,
4
Communication 9
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 25, 31
APPRCIATIV INQUIRV
took care of something you
were supposed to do What
being responsible?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
Language Arts
96
5 healthy habits goes here
97
Getting Your Zzzz
mATRIALS
3 What Helps You Get To Sleep worksheet
3 Who Gets More Sleep? worksheet
3 Answer keys for both worksheets
OB1CTIVS
3 To learn why sleep is a healthy habit
3 To identify tips on getting to sleep
LSSON
1 Discuss the importance of being responsible for getting 810 hours
of sleep each night
2 Emphasize that sleep is just as important as eating and exercising
Not only is sleep important for your body but its also important
for your brain It also helps you grow and keeps you from getting
sick by keeping your immune system strong
3 Distribute What Helps You Get To Sleep worksheet and have
groups of 3 students work together to decide what tips will help
someone get to sleep (see attached worksheet)
4 Have students share their answers
5 Review correct answers
ACTIVITV
All living things must rest and get sleep every day Some need a lot of
sleep and some just need a little sleep We know that children should
get 810 hours of sleep every night to keep their bodies healthy and
strong Lets see how much sleep different kinds of animals need to
keep their bodies healthy and strong
1 Have students do the Who Gets More Sleep? worksheet
2 When reviewing the worksheet with students, have them put the
correct number of hours on the line next to the answers
3 Have them calculate the difference in the hours of sleep needed
Adapted from KidsHealth
17a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 6
Patterns, Functions and
Algebra 4
Algebra 6
Algebra 5
GRADS
24
DVLOPmNTAL ASSTS
18, 23, 31
APPRCIATIV INQUIRV
got a really good nights
sleep What is the best
go to sleep when you are
tired?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Math
Health
98
What Helps You Get To Sleep?
Reading a book
Watching TV
Eating chocolate
Drinking pop
Doing exercise
Taking a bath
Listening to loud music
Sleeping with lots of lights on
Making sure the room is dark
Watching a scary movie
Making sure you have space on your bed to be comfortable
Going to bed at the same time each night
99
Who Gets More Sleep?
3 Circle the correct answer.
3 When the leader reviews the answers, write the correct number
of hours of sleep on the lines below.
1 Who gets more sleep, a lion or a kid? _____
2 Who gets more sleep, an adult or a kid? _____
3 Who gets more sleep, a chimpanzee or a kid? ____
4 Who gets more sleep, a koala or a kid? _____
5 Who gets more sleep, a baby or a kid? _____
6 Who gets more sleep, a cat or a kid? _____
7 Who gets more sleep, a mouse or a kid? _____
8 Who gets more sleep, an elephant or a kid? _____
9 Who gets more sleep, a sloth or a kid? _____
10 Who gets more sleep, a giraffe or a kid? _____
1OO
What Helps You Get To Sleep?
ANSWR KV
1 Try to go to bed at the same time every night; this helps your body get
into a routine
2 Follow a bedtime routine that is calming, such as taking a warm bath or
reading
3 Limit foods and drinks that contain sugar or caffeine; these include soda
and chocolate
4 Dont have a TV in your room Research shows that kids who have TVs
in their rooms sleep less If you have a TV, turn it off when its time to
sleep
5 Dont watch scary TV shows or movies close to bedtime because these
can sometimes make it hard to fall asleep
6 Dont exercise just before going to bed Do exercise earlier in the day; it
helps a person sleep better
7 Use your bed just for sleeping, not doing homework, reading, playing
games, or talking on the phone That way, youll train your body to asso-
ciate your bed with sleep
Who Gets More Sleep?
ANSWR KV
When reviewing the worksheet with students, have them put the cor-
rect number of hours on the line next to the answers.
Each day:
1 A lion sleeps 20 hours
2 Most adults sleep 7 hours at night
3 A chimpanzee sleeps 12 hours during the day
4 A koala sleeps 1820 hours during the day
5 Babies sleep 1415 hours during the day
6 Cats sleep 16 hours during the day
7 A mouse sleeps 12 hours during the day
8 An elephant sleeps 46 hours during the day
9 A sloth sleeps 20 hours during the day
10 A giraffe sleeps 30 minutes during the day
1O1
Food Groups
mATRIALS
3 Dairy and Nutrition Food Models
3 5 boxes labeled by food groups-Grain, Vegetable, Fruit, Milk, and
Meat or Beans
3 1 large grocery shopping bag
OB1CTIVS
3 To identify foods and categorize them by group
LSSON
1 Identify the 5 Main Food Groups and have students share exam-
ples of foods from each food group
2 Have each student select a Dairy and Nutrition Council food model
from a grocery bag Have the students identify the food and then
put the food model in 1 of the 5 food group boxes
3 Review the foods in each box and make corrections as necessary
4 Remind students that they are responsible for choosing foods
from each of the 5 main food groups everyday
XTNSIONS
3 Using the letters of the alphabet, challenge the students to draw
or say a food from each food group (ie, A = apple, B = banana,
C = cherries, etc)
18a
OHIO ACADmIC
STANDARDS
Language Arts
2 Phonemic awareness 6
Acquisition of Vocabu-
lary 3
GRADS
24
DVLOPmNTAL ASSTS
18, 23, 31
APPRCIATIV INQUIRV
had a really good meal
that had vegetables, fruit,
milk, and meat or beans in
it What is the best thing
about eating healthy?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Language Arts
Health
1O2
Getting Variety
mATRIALS
3 Dairy and Nutrition Food Models-see attached list for food pic-
tures to be chosen for the grocery bag
3 1 handout with colored food pictures showing variety within
meals (slice of bread, tomato slices, turkey breast, apple and
skim milk)
3 Large Grocery Bag (used to hold Dairy and Nutrition Food Mod-
els)
3 Paper plates and magazine pictures
OB1CTIVS
3 To learn the importance of getting variety by choosing foods
from the 5 major food groups
ACTIVITV
1 Each food group provides nutrients you need each day to help
your body grow No single food group provides all the nutrients
Variety means eating from all the 5 major food groups at each
meal
2 Show handout example of how to get variety in our diet (Example
1 slice of bread, tomato slices, 1 med apple, 8 oz of skim milk,
and 1 serving of turkey breast)
3 For practice, have each student select a food model from the gro-
cery bag of foods Have students form groups of 5, so that their
foods make a meal (breakfast, lunch or dinner) showing variety
(one food from each food group) Allow students 2 minutes to
complete the activity
4 If there are extra students, they can pull foods out of the bag until
they create their variety meal
5 Review each group to make sure the food groups are correct
6 Repeat the activity, but reduce the amount of time students get to
form their variety meals
XTNSION
3 Have each student create their favorite meal by cutting pictures
from magazines and gluing pictures on paper plates
3 Have other students decide if each major food group is repre-
sented in that students meal
3 If not, what food group would they add to complete the meal?
19a
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
18, 23, 31
APPRCIATIV INQUIRV
What is your favorite fruit?
about being able to eat a lot
of different kinds of food?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
1O3

list of food models goes here
1O4

picture of 5 food items here
1O5
Water Grabbers
mATRIALS
3 45 red poker chips and 45 blue poker chips
3 5 plastic bowls with 9 red (pop) poker chips and 9 blue (water)
poker chips in each
3 Handout with a large water bottle on it
OB1CTIVS
3 To understand why water is important to keep us healthy
ACTIVITV
1 Tell students that their bodies are made up of 6575% water
2 To keep our bodies healthy we all need to drink 68 glasses of
water each day because of the amazing things it does for our
body Water
a Carries things throughout our body like a river,
b Cleans or fushes waste out of our body,
c Keeps us hydrated (plump like a grape vs a dried-up raisin),
d Cools our body like an air conditioner
3 We are going to do an activity to try to get our 68 glasses of
water in each day
4 Arrange 5 plastic bowls around the room with the 9 red and 9 blue
poker chips in each
5 Divide the students into 5 equal teams; have each team create a
team name and write it on a piece of paper next to their bowl
This will be that teams home
6 The goal for each team is to have the largest number of blue chips
and the smallest number of red chips The blue chips represent
water and the red chips represent pop
7 On start cue, all the students will take 1 chip out of their bowl
(preferably the red soda chips) and do the movement (eg, hop
on 1 foot) around the other bowls
8 When the whistle is blown, the students will need to deposit their
chips in the bowl closest to them
9 At the end, the bowl with the most water (blue) poker chips
in their bowl wins Winner should have at least 68 blue chips
There may be multiple winners
XTNSION
3 Give each student the handout of a blank water bottle
3 Have them advertise the benefts of water for their body on
the bottle label as they name and decorate their bottle of water
3 You can play music while students are doing either activity
20a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
17, 18, 22, 23, 24
APPRCIATIV INQUIRV
were really thirsty What is
the best thing about having
water to drink?
PROGRAm COmPONNT

ACTIVITV LVL
High
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
1O6

water bottle ad goes here
Water Bottle
Advertisement
This is a magazine advertisement to
design to sell your companys bottled
water Decorate your ad so people will
buy it remember to include the ways
water helps our bodies
1O7
Introduction to the
Fitness Pyramid
mATRIALS
3 Fitness Pyramid Poster (see attached)
3 Fitness Pyramid Handout and crayons/markers
OB1CTIVS
3 To learn the difference between sedentary and physical activi-
ties
ACTIVITV
1 Show the Fitness Pyramid poster The Fitness Pyramid shows us
the types of physical activity that we need to get in each day, as
well as the activities we need to limit
2 The top is the smallest part of the pyramid so limit sedentary
activities, when our bodies are not moving Ask students to share
examples of being sedentary
3 The rest of the Fitness Pyramid shows Physical Activities, when
we move our arms, legs or both to move our bodies Ask students
to share things they do to move their bodies (clean room, ride
bike, carry groceries, play tag)
4 State that its important for everyone to get 60 minutes of physi-
cal activity every day These physical activities can be broken up
into small segments (10 minutes or more)
5 Have each student draw or write the types of physical activities
that they like to do each day inside of a blank Fitness Pyramid
XTNSION
3 Physical Activity Charades-Each student gets a chance to dem-
onstrate either a sedentary or a physical activity and have the
rest of the group try and decide what the activity is and if it is a
sedentary activity or a physical activity
3 Repeat activity if time permits
21a
OHIO ACADmIC
STANDARDS
Language Arts
lary 3
Reading Applications 5
3 Reading Applications 4
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 31
APPRCIATIV INQUIRV
felt really strong What is
the best thing about feeling
really strong?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
1O8

ftness pyramid goes here
Limit
Sedentary Activities
Get More Physical Activities

FITNSS PVRAmID
Draw or write the types of physical activities that you like to do each day
inside the Fitness Pyramid
1O9
Understanding The
Fitness Pyramid
mATRIALS
3 Fitness Pyramid Poster (from website)
3 3 beanbags, each a different color, labeled strengthening,
exercise, and physical activity
3 A copy of Stories in the Snow
OB1CTIVS
3 To learn the importance of different levels of physical activity
LSSON
1 Yesterday we discussed a ftness pyramid, which showed two lev-
els of activities-sedentary and physical activities
2 Today, we will talk about the variety of physical activities This
section is divided into three levels or sections
3 The bottom section is our foundation; it means to move more by
doing a variety of physical activities
4 The next section is exercise These are physical activities that are
done at a higher intensity and they make our heart beat faster, we
breathe harder and sweat more (eg, running, sports)
5 The next section is what we call strengthening activities because
they help make your muscles stronger ( eg, push-ups, rock climb-
ing)
6 Use the three beanbags labeled strengthening, exercise, and
physical activity Have the students toss 1 beanbag at a time
around the room to each other Have students call out an activity
that matches the Fitness Pyramid category listed on the beanbag
before they toss it to the next person (eg, exercise could be
playing basketball) The goal is to not repeat any activity for each
category Replace with a different beanbag after 5 students call out
5 activities
7 Students may pass if they choose
ACTIVITV
3 The educator will read the adapted version of Stories in the
Snow: A Trip to Antarctica from Take 10
3 Have the students do the movements as outlined in the story
22a
OHIO ACADmIC
STANDARDS
lary 3
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 31
APPRCIATIV INQUIRV
really had a lot of fun run-
ning, jumping or skipping
about being able to move in
so many ways?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
11O
Stories in the Snow
Wow, what a place! Snow is everywhere Hardy and the guys RAN all over
the place Hardy knew if they kept moving they would stay warm They
RAN and RAN and RAN As they were RUNNING, they came upon a sleeping
(thank goodness!) polar bear They TIPTOED past him They TIPTOED AWAY
FASTER and FASTER and FASTER Hardy had read about polar bears He knew
they were the largest animals in the bear family They were about 7 feet tall!
Hardy tried JUMPING up to seven feet to show everyone They all JUMPED
7 TIMES together, one jump for each foot Polar bears can SWIM too They
SWIM and SWIM and SWIM
Just then, Hardy saw some penguins There are about 17 different kinds
of penguins They did 17 TOE-TOUCHES, one for each type of penguin to keep
warm (1, 2, 3, 17) They are in the bird family but cannot FLY No matter
how HARD THEY FLAP THEIR WINGS, they cannot FLY But penguins can
SWIM fast They SWIM and SWIM and SWIM They can stay underwater for
44 seconds or more at a time We did 44 KNEE PATS, one for each second (1,
2, 3, 44) When they dive underwater, they can swim up to 20 miles per
hour We did 20 JUMPING JACKS, one for each mile per hour We were really
trying to keep warm!
We saw the largest bird in the world, the albatross There are 13 different
species of this bird We did 13 BACKWARD ARM CIRCLES, one for each spe-
cies They can live to be up to 80 years old! We COUNTED BY 5S AS WE DID
JUMPING JACKS up to 80 for their age An albatross can travel 550 miles in
one day We just JOGGED FOR A WHILE for this one because who wants to
do 550 of anything!
Hardy really wanted us to remember some facts about these animals So,
as we MARCHED IN PLACE, he asked us questions, and as we answered, we
then did the activity See if you can, too (As time permits, have the class
answer the questions then do the activity)
What is the average height of a polar bear? (7 feet, JUMP 7 TIMES)
How many different types of penguins are there? (17, 17 TOETOUCHES)
How long can penguins stay underwater? (about 44 seconds, DO 44 KNEE
PATS)
How fast can penguins swim? (20 miles per hour, DO 20 JUMPING
JACKS)
How many different species of albatrosses are there? (13, DO 13 ARM
CIRCLES)
Just then we heard a growl! It was the polar bear waking up How fast
can you RUN? REALLY, REALLY, REALLY FAST!
111
Energy Balance
mATRIALS
3 4 Frisbees, tennis balls, wooden spoons, and plastic whiffe balls
or wooden eggs
3 Handout for extension activity (Energy In/Energy Out)
OB1CTIVS
3 To learn the importance of balancing the energy our bodies
take in (foods we eat) with the energy our bodies use (physical
activities)
LSSON
1 Energy balance is the balance between the energy we get from the
food that we eat every day and the energy that we use for all of
the activities we do each day
2 Being in balance is being equal, not too much and not too little
just right on both sides
3 Have the students get up and stand with their legs shoulder width
apart Ask them to shift their weight to one leg and extend their
arms for balance and then lift the other leg and balance them-
selves
4 Divide students into 4 teams to demonstrate being in balance and
do so some balancing activities
a Walk around the room or in lines/rows with a tennis ball on a
Frisbee and have the students keep their arm fully extended
Try this with their right hands and then with their left
hands
b Have the students move around the room with either a wooden
or plastic egg on a wooden or plastic spoon
ACTIVITV
3 Have students use pictures from magazines to plan a meal that
they would eat (including all 5 food groups) and balance it with
pictures of physical activity
3 Students will glue their pictures on the Energy In/Energy Out
Handout
3 Have the students share their work
23a
OHIO ACADmIC
STANDARDS
lary 3
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 31
APPRCIATIV INQUIRV
really had a lot of fun run-
ning, jumping or skipping
about being able to move in
so many ways?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
112

energy in/
out goes here
R
G
V

I
N

E
a
t

g
o
o
d
,

h
e
a
l
t
h
y
,

n
u
t
r
i
t
i
o
u
s

f
o
o
d
s
!
R
G
V

O
U
T

G
e
t

u
p
,

g
e
t

m
o
v
i
n
g
,

a
n
d

e
x
e
r
c
i
s
e
!
113
Hand-washing
mATRIALS
3 Glow powder
3 Black light
3 Small white fuffy ball; put small amount of glow powder on ball
before use
3 11 Sets of The Steps We Take To Wash Our Hands (one set for
each group of 5 students)
3 Important: Make sure restrooms have soap and paper towels
OB1CTIVS
3 To learn the importance of hand-washing
3 To learn that germs can be spread by touching
LSSON
1 Discuss how germs are spread by touch We cant see germs
because they are so small but they are everywhere
2 Discuss all the times during the day when you need to wash your
hands (when dirty, after you sneeze, after you cough-demo proper
way to cough in elbow, after going to bathroom, before eating,
before food preparation, after being around sick people, after
touching animals or pets)
3 Have students form groups of 5
4 Distribute The Steps We Take To Wash Our Hands handouts
Have students fgure out how to arrange themselves to demon-
strate proper hand-washing techniques Make sure groups are in
proper order
5 Review hand-washing technique:
a Use soap and water or alcohol based hand wash solutions or
wipes
b Wash front and back of hand, in between fngers, and under
fnger nails
c Wash at least 20 seconds; sing Happy Birthday
d Use paper towel to dry and turn water off
e Use another paper towel to leave rest room if necessary
6 Discuss other hygiene habits: shower or bath every other day,
brush your teeth for 2 minutes at least 2 times a day, foss to
remove food particles stuck in between teeth and gums, shampoo
hair every day or every other day, and keep clothes clean
ACTIVITV
1 Pass white fuffy ball to every student, and as the ball gets passed,
have each student call out a healthy habit
2 Use black light on students hands to fnd glow germs
3 Have students go to bathrooms to wash their hands while singing
Happy Birthday
4 Recheck their hands with black light when they return
24a
OHIO ACADmIC
STANDARDS
Language Arts
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 31
APPRCIATIV INQUIRV
about being healthy?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
114

wash, 1 of 6 pp
STP _____
Place your hands under warm water from the sink
115

wash, 2 of 6 pp
STP _____
Rub your hands together well with soap
Sing happy birthday to show 20 seconds
116

wash, 3 of 6 pp
STP _____
Rinse the soap from your hands
117

wash, 4 of 6 pp
STP _____
Dry your hands completely with paper towels
Use the paper towel to turn water off
118

wash, 5 of 6 pp
STP _____
Throw your used paper towels in the trash
(so no one else can get your germs!)
119

wash, 6 of 6 pp
STP _____
Place your hands under warm
water from the sink
STP _____
Rub your hands together well with
soap
Sing happy birthday to show 20
seconds
STP _____
Rinse the soap from your hands
STP _____
Dry your hands completely with
paper towels
Use the paper towel to turn water
off
STP _____
Throw your used paper towels in
the trash
(so no one else can get your
germs!)
The Steps We Take
To Wash Our Hands
ANSWR KV
12O
Warm Fuzzies
mATRIALS
3 Fuzzyland story (see attached handout)
3 Instructions for Making A Warm Fuzzy (see attached handout)
3 Cardboard paper
3 Scissors
3 Yarn
3 Pipe cleaners
3 Felt
OB1CTIVS
3 To build tribe inclusion
3 To understand the importance of kindness to others
3 To build self-esteem
LSSON
1 Read the story Fuzzyland
2 Discuss and clarify the meaning of the story Ask students ques-
tions, such as
3 What is a warm fuzzy?
3 What is a cold prickly?
3 Why did people in the story need warm fuzzies?
3 Why did people stop giving warm fuzzies freely after the
witch cast her spell?
3 Why is it important to know how to give warm fuzzies?
3 How might your own world be a better place if people gave
away warm fuzzies?
3 Practice giving warm fuzzies to each other, such as:
3 I liked it when you said
3 Youre neat because
3 I like you when
4 Ask students, How did you feel about receiving such nice mes-
sages?
ACTIVITV
3 Follow instructions for making a warm fuzzy (see attached
handout) This activity might take 2 days for the students to
complete
Tribes
25a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 2
3 Communication 2
4 Communication 2
GRADS
24
DVLOPmNTAL ASSTS
5, 15, 18, 22, 23, 24, 25, 26,
33, 38
APPRCIATIV INQUIRV
someone was really kind to
you What is the best thing
about people being kind to
you?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
121

fuzzyland 1of2 here
122

fuzzyland 2of2 here
123

make a warm fuzzy, here
124
Slip Game
mATRIALS
3 Question slips (taken from Slip Game: Sample Questions), one
question per slip of paper
3 5 paper bags (one for each group of 10 students)
3 Prepare question slips and put them in the bag (Make sure each
bag has a few extra questions for the number of students in each
group, approximately 15)
OB1CTIVS
3 To promote personal sharing
3 To build self-esteem
LSSON
1 Form groups of 10 students
2 Leader states that self-esteem is feeling good about yourself What
makes you feel good about yourself? Knowing what you like (your
favorite things), what you dont like, what makes you happy or
sad, what you are afraid of and what your goals and dreams are,
can make you feel good about yourself
3 Leader states, This activity will help you get to know yourself
In this bag are slips of paper with questions on them Everyone
will get a turn to draw a slip without looking in the bag, read the
question, and then give the rest of the group your answer Every-
one has the right to pass if they do not like the question that they
draw; they may select an alternative question
4 When all students have taken their turn, share with them that any-
time they talk to family members or friends about their thoughts,
feelings or dreams, or write their thoughts, feelings or dreams in
a journal, these are healthy ways to get to know themselves
ACTIVITV
1 Have students fnish their warm fuzzies from the previous day
2 Reinforce how important it is to say positive things to one another
and how good it feels when you say nice things to others as well
as when you receive compliments from others
3 If time permits, have students practice giving/receiving compli-
ments
Tribes
26a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 9
3 Communication 9
4 Communication 9
GRADS
24
DVLOPmNTAL ASSTS
5, 15, 18, 22, 23, 24, 25, 26,
33, 38
APPRCIATIV INQUIRV
Think of time when you felt
really good about yourself
What makes feeling good
about yourself such a good
thing?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
FOCUS
Health
125

slip game here
126
5 Healthy Habits In Action
mATRIALS
3 Paper
3 Crayons
3 Music
3 Magazines
3 Glue
3 Scissors
3 5 Decks of Beat The Bug Card Game
OB1CTIVS
3 To understand the responsibility of practicing the 5 healthy hab-
its for ones own health
3 To promote cooperation
3 To demonstrate the power of nonverbal communication
LSSON
1 Review that responsibility is taking care of things, keeping your
word, and being reliable
2 Review the 5 healthy habits: get 8 hours of sleep, eat healthy foods
from the 5 main food groups, get 60 minutes of physical activity,
keep your body clean and develop good self-esteem
3 Review the responsibility of practicing the 5 healthy habits for
ones health
4 Have students make a collage of the 5 healthy habits by drawing
or using magazine pictures
5 Have students share their work
ACTIVITV
Have students in groups of 5 play Beat The Bug card game Instruc-
tions are in each deck
Discover Health
27a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 31
APPRCIATIV INQUIRV
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Healthy Habits
127
The $1 Word Search
mATRIALS
3 Paper and pencils
3 Chart paper
OB1CTIVS
3 To review addition facts
3 To practice collaborative team skills
LSSON
1 Tell students that they are going to fnd $1 words
2 Give each letter a cent value: a = 1 cent,
b = 2 cents, c = 3 cents, and so on up to z = 26 cents
3 Then add the value of each letter in a word (eg, excellent is a $1
word)
4 Choose a students name and fnd its value
ACTIVITV
1 Students work in tribes to fnd the value of each members
name
2 Whose name has the most value?
3 How many $1 words can your tribe fnd?
Adapted from Math For Smarty Pants by Marilyn Burns: Little, Brown and Co.
Math Hero and Heroines
28a
OHIO ACADmIC
STANDARDS
Math
3 Number Sense 12
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
had fun taking away things
(eg cleaning out a closet
and fnding a toy that you
had lost) What was good
about that time?
you added something (eg
you got more ice cream
on your cone than you
expected to get) What was
good about that experi-
ence?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
128
Looping Numbers
mATRIALS
3 Paper and pencils
OB1CTIVS
3 To discover number patterns
3 To have fun doing math tricks
LSSON
Explain to the students that they are going to be math magicians Do
the following exercise with them:
1 Start with any number 39
2 Write it as a word thirty-nine
3 Count the letters 10
4 Write that as a word ten
6 Write that as a word three
8 Write that as a word fve
10 Write that as a word four
Youll get 4, no matter what number you start with originally
ACTIVITV
3 Have tribes try different numbers and see if they always end
with 4
Adapted from Math For Smarty Pants by Marilyn Burns: Little, Brown and Co.
29a
OHIO ACADmIC
STANDARDS
Math
Algebra 2, 4
3 Number Sense 12
Algebra 1, 2, 3, 4
Algebra 1, 2, 4
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
solved a puzzle When you
are able to solve a puzzle,
what is the best thing that
happens?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Math
129
All Roads Lead to 99
mATRIALS
3 Paper and pencils
3 Chart paper
OB1CTIVS
3 To have fun with numbers
3 To practice addition and subtraction
LSSON
Tell students that you are going to show them how to have fun adding
and subtracting
1 Pick two numbers from 50 to 100
(eg, 65 and 82)
2 Add the numbers together (65 + 82 = 147)
3 Cross out the digit on the left to make a new number (147 = 47)
4 Add one to the new number (47 + 1 = 48)
5 Subtract this number from the original sum when you added your
two original numbers together (147 - 48 = 99)
6 See if the children can explain why all roads lead to 99
ACTIVITV
1 Copy the steps in the activity above on chart paper for tribes to
follow
2 Have each tribe choose a different number and see if their answers
are all 99
3 Have fun working with numbers
Math Heroes and Heroines
Adapted from Amazing Math With Your Kids by Patricia A. Staino; The Education
Center, Inc.
30a
OHIO ACADmIC
STANDARDS
Math
Algebra 2, 4,
3 Number Sense 12
Algebra 1, 2, 3, 4
Algebra 1, 2, 4
GRADS
24
DVLOPmNTAL ASSTS
18, 22 23 24
APPRCIATIV INQUIRV
(eg cleaning out a closet
about that time?
you added something (eg
ence?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Math
13O
Read My Mind
mATRIALS
3 Pencils and paper
OB1CTIVS
3 To follow directions
3 To practice addition, subtraction, and multiplication skills
3 To have fun working with numbers
LSSON
Tell students that their friends will think they can read their minds if
they master this activity Have someone do the following steps:
1 Write any two numbers from 1 through 9 (eg, 3, 7)
2 Multiply one of the numbers by 5 (3 x 5 = 15)
3 Add 3 to that answer (15 + 3 = 18)
4 Double that answer (18 + 18 = 36)
5 Add the other number you chose (in step 1) to that answer (36 +
7 = 43)
6 Ask what answer they got In your head subtract 6 from that num-
ber (43 6 = 37)
7 The digits in the answer are the two original numbers
8 Ask the children to explain why the trick works
ACTIVITV
1 Copy the above steps on chart paper
2 Students may work in pairs in their tribes to see if they get the
original numbers from their partners
3 Have fun being a math magician!
Center, Inc.
31a
OHIO ACADmIC
STANDARDS
Math
Algebra 2, 4,
3 Number Sense 12
Algebra 1, 2, 3, 4
Algebra 1, 2, 4
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Following directions can
sometimes be hard (eg,
reading directions on a box
of cake mix or listening to
the teacher tell you how to
do your arithmetic) Think
of a time when you were
able to follow directions
really well What was the
best thing that happened
because you were able to
follow the directions?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Math
131
Roll Them
mATRIALS
3 1 pencil for each student
3 1 sheet of paper for each student
3 1 die for each tribe
OB1CTIVS
3 To practice problem solving skills
3 To help students understand place value
LSSON
1 Demonstrate how each student will fold a sheet of paper in half
and label one half Tens and the other Ones
2 Number the paper from 17
3 Roll the die When you roll, write that number in either the Tens
or Ones side
4 Write 0 (zero) in the other column
5 After everyone has rolled the die seven times, add up your col-
umns
6 The player who comes closest to 100 without going over is the
winner
ACTIVITV
3 Students work in tribes following the above directions
Center, Inc.
32a
OHIO ACADmIC
STANDARDS
Math
14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
were sick What is the best
thing about getting well?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Math
132
Shopping Spree
mATRIALS
3 Several catalogs or newspaper ads
3 Pencils and paper
3 Calculators
OB1CTIVS
3 To encourage active decision-making
3 To use problem solving skills
3 To practice addition skills
LSSON
1 Discuss with students different bills that must be paid each month
(eg, rent, food, utilities)
2 Add some fgures together to give them an idea of the amount of
money needed
ACTIVITV
1 Each tribe gets a piece of paper, pencil, and a catalog or newspa-
per
2 Pretend that you have $10000 to spend
3 Look through the catalog and write on your paper what you could
buy and the cost
4 Keep track of how much you are spending as you go along
5 See which tribe can spend the amount closest to $10000 without
going over
6 Use your calculator to check your work
Center, Inc.
33a
OHIO ACADmIC
STANDARDS
Math
13
3 Number Sense 12
Algebra 4, 6
13, 14
Algebra 5
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
you went shopping and had
to make a decision between
two things you wanted
about being able to make a
good decision?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Math
133
Heroic Heroes Day
mATRIALS
3 Chart paper
3 Large manila envelopes
3 Scissors
3 Glue or tape
3 Arts and crafts scraps
OB1CTIVS
3 To encourage attentive listening
3 To make choices
3 To be creative
LSSON
1 Discuss the qualities of a hero/heroine What makes a person a
hero in someones eyes?
2 Make a list of some heroes/heroines
ACTIVITV
1 Students will make a puppet of their favorite hero
2 Cut off the top fap of the manila envelope This open end will be
the bottom of the puppet
3 Draw a face on the envelope
4 Glue or tape craft scraps on the envelope to create a puppet
resembling your hero/heroine
XTNSION
3 Share your puppet with the other members of your tribe
3 Tell who you are and why you are a hero/heroine
Adapted from Reading Activities by Marilee Burton: Publications International, Ltd.
34a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 9
3 Communication 9
4 Communication 9
GRADS
24
DVLOPmNTAL ASSTS
14, 18, 22, 23, 27, 28, 32, 39
APPRCIATIV INQUIRV
What is the story of a hero
or heroine that you really
like? What are the best
things about heroes or
heroines?
PROGRAm COmPONNT
Fine Arts
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Fine Arts
134
Five Brave Explorers
PART 1
mATRIALS
3 Five Brave Explorers by Wade Hudson, a book with fve short
stories about fve daring African Americans
3 Paper
OB1CTIVS
3 To practice constructive thinking skills
3 To enjoy a biography
LSSON
1 Tell students that a biography is a true story written about some-
one
2 Read the story of Estevan Doranes
3 Ask the students why he would be considered a hero
4 Discuss traits of heroes
ACTIVITV
3 Students design an award for Estevan Doranes
3 Include on the award why he is receiving it and where he trav-
eled
Reading Heroes and Heroines
35a
OHIO ACADmIC
STANDARDS
Language Arts
2 Reading Applications:
Literary Texts 2, 6
Literary Texts 2, 6
4 Literary Applications:
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
14, 18, 22, 23, 25, 26, 27, 28,
34, 37, 39, 40
APPRCIATIV INQUIRV
What is your favorite story
that tells about the life of
someone? What did you
like best about that story?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Language Arts
135
PART 2
mATRIALS
3 Paper and pencils
OB1CTIVS
3 To practice telling directions
LSSON
1 Ask how many students like to fnd new ways to go places There
is more than one way to get somewhere
2 Tell students that they are going to learn about an explorer who
found a safer passage across the Sierra Nevada Mountains in Cali-
fornia
3 Read the story of James Pierce Breckwourth in the book, Five Brave
Explorers, and discuss
ACTIVITV
1 Students pretend that they are explorers
2 Make a map showing how to get from your house to someplace
you know
3 Show different landmarks on your map (eg, stores, church, large
tree)
4 Share your maps with your tribe
36a
OHIO ACADmIC
STANDARDS
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
14, 18, 22, 23, 25, 26, 27, 28,
34, 37, 39, 40
APPRCIATIV INQUIRV
you discovered something
new What is the best thing
about being an explorer,
someone who fnds new
things?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole-group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Language Arts
136
PART 3
mATRIALS
3 Paper
OB1CTIVS
3 To recall information
LSSON
1 Ask the students what they think about when they hear the North
Pole Tell them that Matthew A Henson was a fearless African
American explorer of the North Pole
2 Read the story of Matthew A Henson from the book Five Brave
Explorers
3 Ask students what their frst words would be if they were the frst
person to reach the North Pole
ACTIVITV
1 Tell students that Matthew Henson was awarded a Congressional
medal in 1944
2 Students will design a medal for Henson that states why he is
receiving it
37a
OHIO ACADmIC
STANDARDS
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
14, 18, 22, 23, 25, 26, 27, 28,
34, 37, 39, 40
APPRCIATIV INQUIRV
were really brave What is
brave?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATIONAL
Whole-group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Language Arts
137
PART 4
mATRIALS
3 Paper
OB1CTIVS
3 To practice team skills
LSSON
1 Check to see how many students have been to Chicago
2 Tell students that they are going to learn about an African Ameri-
can man who was the founder of Chicago
3 Read the story of Jean DuSable in the book Five Brave Explorers
ACTIVITV
1 Tell students that last year the people in Chicago were planning to
build a park in memory of DuSable Several different groups had
different ideas about what kind of park it should be
2 Work in your group to come up with an idea about the kind of
park your group thinks it should be What does your group think
should be in the park?
3 Draw plans for your park
38a
OHIO ACADmIC
STANDARDS
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
DVLOPmNTAL ASSTS
14, 18, 22, 23, 25, 26, 27, 28,
34, 37, 39, 40
APPRCIATIV INQUIRV
Think of a time when it
was easier to be brave
because you were with a
group of people What is
the best thing about doing
something daring when you
are with others?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole-group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Language Arts
138
PART 5
mATRIALS
3 Paper
OB1CTIVS
3 To recall information
LSSON
1 Explain to the students that some time ago there were jobs that
only men did Now women do jobs that were once thought of as
only for men
2 Read the story of Mae Jemison from the book Five Brave Explor-
ers
ACTIVITV
1 Using the letters of Mae Jemisons spacecraft, Endeavour, write
words or phrases to describe her bravery
2 Share this with the members of your tribe
3 You may work in pairs to do this activity
XTNSION
3 Students may make a picture of the spacecraft, Endeavour
39a
OHIO ACADmIC
STANDARDS
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
14, 18, 22, 23, 25, 26, 27, 28,
34, 37, 39, 40
APPRCIATIV INQUIRV
What are some of the best
things that women can do
today that they were not
allowed to do in the past?
about not having rules that
keep people from doing
certain jobs?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole-group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Language Arts
139
A Magical Surprise
mATRIALS
3 The Christmas Cobwebs by Odds Bodkin, a story that reminds us
that miracles can come from the most unexpected places
3 A gift-wrapped box
3 Paper and pencils
OB1CTIVS
3 To enjoy a holiday story
3 To understand the importance of kindness
3 To have fun playing charades
LSSON
1 Ask students if their families have anything that they cherish or
think is special Discuss some of these things
2 Read The Christmas Cobwebs and discuss
ACTIVITV
1 Tell students to pretend that there is something in the gift-wrapped
box for their family
2 Each student writes what his or her item is on a piece of paper
3 Take turns in your tribe acting out what youve written on your
paper You may not talk while you are acting
4 Tribes get 5 guesses for each act
Reading Activity Celebrations
Adapted from Reading Activities by Marilee Burton; Publications International, Ltd.
40a
OHIO ACADmIC
STANDARDS
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 26
APPRCIATIV INQUIRV
What is the best surprise
you have ever had?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Language Arts
14O
A Family Tradition
mATRIALS
3 Just in Time for Christmas, a book about how a family in Kentucky
keeps a one hundred-year-old holiday tradition
3 Drawing paper
OB1CTIVS
3 To share family traditions
3 To promote creativity
LSSON
1 Tell students that a tradition is a custom that you do over and
over again
2 Read Just in Time for Christmas and discuss the familys tradition
3 Have students share some of their family traditions
ACTIVITV
1 Working in tribes, have each student create a menu of their favor-
ite family meal
2 Use descriptive words to tell about the foods (eg creamy pota-
toes, juicy turkey)
3 Give your menu a title and staple all menus together for your
tribe
VARIATION
3 You may use pictures from magazines to decorate your menus
41a
OHIO ACADmIC
STANDARDS
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 26
APPRCIATIV INQUIRV
Think of something you
always do at the holidays
or during certain periods of
time What is the best thing
about having traditions?
PROGRAm COmPONNT
Tutoring and mentoring
ACTIVITV LVL
Low
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Language Arts
141
Pop, Pop, Popcorn
mATRIALS
3 Popcorn
3 Popcorn popper
3 Scissors
3 Markers
3 Threaded needles
OB1CTIVS
3 To understand descriptive words
3 To have fun while enjoying popcorn
LSSON
1 Make some popcorn with the group
2 Invite the students to describe what they see, hear, and smell
while the corn is popping
3 Write some of their words on paper Some words you might want
to include are salty, crunchy, pop, hot, and munch
ACTIVITV
1 Students write their own descriptive words on squares of paper
2 Students use the needle to string some of the popcorn
3 Place the paper squares along the popcorn string to create a deco-
rative word bank
4 The strands may be placed on trees for decorations or used to feed
the birds
Adapted from Reading Activities by Marilee Burton; Publications International, Ltd.)
42a
OHIO ACADmIC
STANDARDS
Language Arts
Writing Conventions 12
3 Writing Process 11
4 Writing Process 11
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about having snacks?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Language Arts
142
A Kwanzaa Story
mATRIALS
3 Seven Spools of Thread by Angela Shelf Medearis, a story that
uses the seven principles of Kwanzaa to demonstrate how seven
brothers worked together to solve their problem
3 One skein of black, red, and yellow yarn
3 Scissors
3 Macaroni pasta
OB1CTIVS
3 To share a Kwanzaa story
LSSON
Read Seven Spools of Thread and discuss how the brothers solved their
problem
ACTIVITV
1 Give each tribe a skein of black, green, and red yarn
2 Students cut yarn in pieces long enough to go around their waists
four times
3 Students twist or braid the yarn to make Kwanzaa belts or ties
4 Thread the pasta through the yarn
5 Enjoy wearing your Kwanzaa belt or tie
43a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 34
APPRCIATIV INQUIRV
were really proud of being
from your family or the
people of your culture
What is so good about
feeling proud of where you
come from?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Language Arts
143
Name Game
mATRIALS
3 How Murray Saved Christmas by Mike Reiss about a deli owner
who substitutes for Santa one year, causing a funny situation
OB1CTIVS
3 To enjoy a funny holiday story
3 To encourage fast thinking
LSSON
1 Read How Murray Saved Christmas
2 Discuss the story and some of the funny names Murray called the
reindeer (Dumbo, Jumbo, Mason and Dixon)
ACTIVITV
Do the following activity with the tribes:
1 Start the game at the beginning of the alphabet with the letter
A For example, you might begin by saying, My name is Adam, I
come from Alabama, and I like apples
2 The next student repeats the chant, replacing each A word with
an appropriate word that starts with B
3 See how many letters of the alphabet can be turned into chants
XTNSION
3 Increase the diffculty of the game by clapping to a set beat
Each time a new sentence is chanted, the student must speak
on the beat without stopping to take extra time to come up with
the right word
Adapted from Reading Activities by Marilee Burton; Publications International, Ltd.)
44a
OHIO ACADmIC
STANDARDS
6
Reading Applications:
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 24
APPRCIATIV INQUIRV
about hearing or reading
really funny stories?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Language Arts
144
Stars
mATRIALS
3 Dice for each tribe
3 Chart paper
3 Markers
OB1CTIVS
3 To practice addition and multiplication
LSSON
1 Have a student join you to model the game Stars
2 Roll the die; then draw that number of big circles on the chart
paper (eg, you roll a 2, so you draw 2 circles)
3 Roll the die again and draw that number of stars in each of your
circles (eg, you roll a 6, so you draw 6 stars in each circle)
4 Write a multiplication equation to match your drawing (2 x 6 =
12)
ACTIVITV
1 In your tribe, do the above lesson
2 Record the total number of stars in your drawing for four
rounds
3 The player with the most stars wins!
Math Celebrations
Adapted from Teachers Helping Teachers; http://pacifcnet.net/~mandel/Mth.html
45a
OHIO ACADmIC
STANDARDS
Math
Algebra 4
13
Algebra 4
Algebra 5
GRADS
24
DVLOPmNTAL ASSTS
18, 222, 23, 24
APPRCIATIV INQUIRV
put your things together in
one place (eg your shoes,
your hat and gloves, and
your books in your book
bag) What is the best
thing about putting things
together?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Math
145
Festive Neckties
mATRIALS
3 Pattern blocks (enough for tribes to work in pairs)
3 Chart paper and markers or chalk and chalkboard
3 3-inch strips of white paper
3 Yarn
OB1CTIVS
3 To demonstrate making a pattern using pattern blocks
LSSON
1 Show students ABAB patterns (eg, red, blue, red, blue)
2 Show students ABCABC patterns (eg, red, blue, green, red, blue,
green)
ACTIVITV
1 Give each tribe a generous supply of pattern blocks
2 Practice working in pairs designing different ABAB and ABCABC
designs
3 Collect blocks
4 Have students make holiday pattern ties using the ABAB or
ABCABC patterns on strips of white paper
5 Punch a hole in the top and string yarn through the hole
6 Share your pattern ties with the other tribes telling them what
pattern you used
Math Celebrations
46a
OHIO ACADmIC
STANDARDS
Math
Algebra 1, 3
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Think of something you like
that has a pattern What
makes patterns so good?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Math
146
Doing Dishes
mATRIALS
3 Paper and pencils
3 Chart paper or chalkboard
OB1CTIVS
3 To practice constructive thinking skills
3 To work together to solve a math problem
LSSON
1 Ask students what their least favorite job around the house is
Discuss
2 After a big holiday meal, there may be a lot of dishes to wash If
they offered to do the dishes for 1 cent the frst day, and each day
charged twice as much as the day before, how much money would
they get on the 4th day? (8 cents)
3 Show them Day 1 = $001
Day 2 = $002
Day 3 = $004
Day 4 = $008
ACTIVITV
1 Work in pairs in your tribe to see how much money youd earn in
two weeks
2 Check to see if the other pairs in your tribe came up with the
same answer
XTNSION
3 How much would you earn in a month?
47a
OHIO ACADmIC
STANDARDS
Math
13
Algebra 4
Algebra 3,
14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
What are the jobs around
your house or your school
that you most like to do?
about doing these jobs?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Celebrations
FOCUS
Math
147
Multiplication War
mATRIALS
3 1 pack of playing cards for each tribe
3 Chart paper
3 Markers
OB1CTIVS
3 To review multiplication facts
3 To work together in a group
LSSON
1 Write on chart paper that Ace = 1, J = 0, and K = 12
2 Shuffe a deck of cards and deal them out evenly to two students
face down
3 Both students turn over their top card at the same time
4 They multiply (second graders can add) the 2 cards and shout the
answer
5 The winner puts the cards in his/her winning pile If a tie should
occur, keep turning cards until someone wins the pile
6 When their entire original stack has been played, they count their
winnings
ACTIVITV
1 Tribes divide into two groups to play the game following the direc-
tions above
2 When all of the original stack of cards have been played, the team
with the largest number of cards is the winner
Adapted from Teachers Helping Teachers; htt;://www.pacifc.net/~mandel/Math.
html.
48a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
3 Number Sense 13
4 Number Sense 14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
were a part of a team
What is the best part of
having other people help
when you are trying to
fgure out a problem?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
148
Making a Date
mATRIALS
3 Chart paper and pencils
3 A calculator for each tribe
3 Calendar
OB1CTIVS
LSSON
1 Say what day of the month it is
2 Take turns making up different ways of expressing this date Ex-
ample: Today is the 15th of January Thats 5 + 5 + 5 Its 3 + 2 + 10
3 What other ways can we show 15?
ACTIVITV
1 Give each tribe a sheet of chart paper, a pencil, and a calculator
2 Choose a different date for each tribe
3 How many different ways can the tribes show their special date?
4 Use your calculators to check your answers
Math Activity Cultures of the World
Center, Inc.
49a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Think of the frst time
you knew how to read the
calendar What is the best
tell what day, month and
year it is?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Cultures of the World
FOCUS
Math
149
Hands-Up
mATRIALS
3 Paper and pencils
3 Ruler
3 Masking tape
OB1CTIVS
3 To practice using a ruler
3 To have fun measuring height
LSSON
Tell students that today they are going to use their hands to measure
height
ACTIVITV
In tribes, have students work in pairs to do the following:
1 Stand with your back to a doorjamb Lay a pencil across the top of
your head and place a tiny piece of masking tape to indicate your
height
2 Step away and measure how tall you are in hands Starting at
the foor, put your hands together on the doorjamb so that the
pinky of your right hand rests on the foor and the thumb of your
left hand touches the thumb of your right hand
3 Measure this way, hand over hand, all the way up the doorjamb
until you reach the tape
4 This is your height in hands
VARIATIONS
3 Use a partners hand to measure your height How tall are you
according to your partners hand?
3 Measure in centimeters and inches Divide by number of hands
This is the length of your hand
Adapted from Measurement Mania by Lynette Long; John Wiley and Sons, Inc.
50a
OHIO ACADmIC
STANDARDS
Math
2 Measurement 5, 7
Number Sense 5
3 Measurement 2
Number Sense 14
Measurement 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
What are some of the good
things your hands can do?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/Pairs
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
15O
Pass The Paper
mATRIALS
3 1 pencil per student
3 1 sheet of paper per tribe
OB1CTIVS
3 To practice skip-counting while cooperating in a group activity
LSSON
1 Tell students they can save time by counting by 2s, 3s, or 4s
instead of by one
2 Practice counting by 2s in the group
ACTIVITV
1 Give each student a pencil
2 Each tribe has one sheet of paper When the leader says,go the
frst person will write 3, the next 6, and so on until your tribe has
written by 3s all the way to 100
3 The frst tribe that has successfully skip counted all the way to 100
lets the leader know they are done by putting their pencils down
and sitting quietly
4 Have the children look at the list and discover any patterns in the
numbers listed
XTNSION
3 You may also have the students play using addition/subtraction
problems For example, you could have each student write down
one addition/subtraction problem that all equal 7 before they
pass the paper
3 The tribe that has the most by the end of fve minutes might be
the winning tribe
Adapted from Teachers Helping Teachers;
http:www.pacifcnet.net/~mendel/Math.html
51a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 7
Pattern, Functions, and
Algebra 1, 3
Algebra 1, 2, 3
4 Number Sense 14
Algebra 1, 2
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
saved a lot of time doing
something important What
is the best thing about sav-
ing time?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
FOCUS
Math
151
Something Beautiful
mATRIALS
3 Something Beautiful by Sharon Dennis Wyeth, a story of a child
who searches for something beautiful in her neighborhood
3 The letters b-e-a-u-t-i-f-u-l for each tribe
3 Chart paper
3 Glue
OB1CTIVS
3 To enjoy good literature
3 To encourage sharing
LSSON
1 Read Something Beautiful to the students
2 Discuss some of the beautiful things shared in the story
ACTIVITV
1 Give each tribe the letters from the word beautiful
2 Each member should think of something that they think is beauti-
ful that begins with the letter that they have
3 Glue these on the chart paper spelling the word beautiful
XTNSION
3 Students may use pictures from magazines or draw their own
that begin with their letter
Reading Cultures of the World
52a
OHIO ACADmIC
STANDARDS
Language Arts
6
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 26
APPRCIATIV INQUIRV
What is the most beautiful
thing in the neighborhood
where you live? What do
you like about beautiful
things
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
FOCUS
Language Arts
152
The Chinese Basket
mATRIALS
3 I, Doko by Ed Young, a Chinese fable that tells the adventures of
a simple basket
3 A small basket for each tribe or baskets made out of lunch bags
3 Arts and crafts scraps
OB1CTIVS
3 To learn about people from different cultures
3 To enjoy a fable
LSSON
1 Tell students that a fable is a short story with a moral where the
characters are usually animals
2 Read I, Doko and discuss
3 In this fable the main character is not an animal, but a basket
ACTIVITV
1 Using arts and crafts scraps, tribes make all of the things the bas-
ket carried in the story and place them in their baskets
2 They may have to look back at the book to recall all of the things
(grain, a child, wood, the mother, the wifes dowry, the new baby,
and Yeh-yeh)
3 Share your baskets with the other tribes
Reading Activity Cultures of the World
53a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 34
APPRCIATIV INQUIRV
about having a basket?
you can do if you have a
basket?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
FOCUS
Language Arts
153
What Will Happen Next?
mATRIALS
3 Storm Boy by Paul Owen Lewis, the story of a Native American
boys experience when he is thrown into the sea
3 Large sheets of paper
OB1CTIVS
3 To share a myth
3 To encourage critical thinking skills
LSSON
1 Tell students a myth is a story that has a hidden meaning and usu-
ally teaches a lesson
2 Read Storm Boy and stop after the boy becomes homesick
ACTIVITV
1 Have the students meet in their tribes
2 Each tribe discusses what they think will happen next Each tribe
can share their version by drawing it on a large sheet of paper, or
they can role-play it
3 Tribes present their versions to the other tribes
4 Lead much applause after each tribes presentation
5 Finish reading the story to the tribes
Activity by Mary Cox
Reading Activity Cultures
54a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
were in a bad storm What
is the best thing you did
to protect yourself in that
storm?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
FOCUS
Language Arts
154
A Native American Legend
mATRIALS
3 Grandmother Spider Brings The Sun by Geri Kearns, a Native
American legend that tells, in a humorous way, how light was
brought to the dark side of the world
OB1CTIVS
3 To enjoy a Native American legend
3 To improve communication skills
LSSON
1 Tell students a legend is a story that has been passed down for
generations
2 Read the legend, Grandmother Spider Brings The Sun, and discuss
all of the animals that tried to get the light
ACTIVITV
1 Explain to students that sometimes, as stories are passed from
person to person, the original story may change
2 Think of a funny sentence that has at least ten words, and whisper
it to one of the tribe members
3 S/he, in turn, whispers what s/he heard to the next member Each
student may only say the sentence once
4 Continue until everyone has heard the sentence
5 The last person says aloud what s/he heard
6 See if the original sentence changed
55a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 34
APPRCIATIV INQUIRV
were really happy to have
a light come on What is so
good about having light in
the dark?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
FOCUS
Language Arts
155
Family Fun
mATRIALS
3 Big Mamas by Donald Crews, the story of a familys fun when
visiting grandparents
3 Map of the United States
3 Chart paper
3 Pencils
3 Adhesive stars
OB1CTIVS
3 To share ideas about family customs
3 To practice attentive listening
3 To enjoy good literature
LSSON
1 Read Big Mamas Discuss
2 Share what families do during family reunions
ACTIVITV
1 Students work in tribes and list all of the places they have trav-
eled to visit family members
2 See how many places your tribe can fnd on the map Place a star
on each place
56a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
A custom or tradition is
something you do over and
over in a group or a fam-
ily (eg, Christmas trees,
Hanukah candles, Kwan-
zaa candles) What is the
custom in your family or
school that you are most
excited about when you do
it?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
FOCUS
Language Arts
156
Calendar Fun
mATRIALS
3 Calendars for each tribe
3 Markers
OB1CTIVS
3 To learn a geometric shape
3 To encourage team work
LSSON
1 Tell students that a square is a geometric fgure that has four
equal sides
2 Have students identify some squares in the room
ACTIVITV
1 Give each tribe a calendar and a different color marker for each
member
2 See how many squares the tribes can draw using the days of the
week Each square must contain a numbered day of the week
3 Each member uses his/her color marker to make the squares
Math Activity Local Cultures
Adapted from A Collection of Math Lessons by Marilyn Burns; The Math Solution
Publication
57a
OHIO ACADmIC
STANDARDS
Math
Sense 2, 3
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about knowing how differ-
ent shapes are made?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
157
Roll Them
mATRIALS
3 1 sheet of paper for each student
3 1 die for each tribe
OB1CTIVS
3 To practice problem solving skills
3 To help students understand place value
LSSON
1 Demonstrate how each student will fold a sheet of paper in half
and label one half Tens and the other Ones
2 Number the paper from 17
3 Roll the die When you roll, write that number in either the Tens
or Ones side
4 Write 0 in the other column
5 After everyone has rolled the die seven times, add up your col-
umns
6 The player who comes closest to 100 without going over is the
winner
ACTIVITV
Students work in tribes following the above directions
Math Local Cultures
Center, Inc.
58a
OHIO ACADmIC
STANDARDS
Math
14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
really followed directions
well What was the best
thing that happened when
you followed the direc-
tions?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Heroes and Heroines
FOCUS
Math
158
Dots
mATRIALS
3 Chart paper
3 Markers
OB1CTIVS
3 To practice addition and multiplication facts
LSSON
1 Have a student join you to model the game Dots
2 Roll the die then draw that number of big circles on the chart
paper (eg, you roll a 2, so you draw 2 circles)
3 Roll the die again and draw that number of dots in each of your
circles (eg, you roll a 6, so you draw 6 dots in each circle)
4 Write a multiplication equation to match your drawing (2 x 6 =
12)
ACTIVITV
1 In your tribe, do the above lesson
2 Record the total number of dots in your drawing for four rounds
3 The player with the most dots wins!
Math Local Cultures
59a
OHIO ACADmIC
STANDARDS
Math
Algebra 4
13
Patterns, Functions,
and Algebra 4
Algebra 5
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about learning new things?
learned something really
diffcult How did it make
you feel to be able to learn
something new and dif-
fcult?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
159
Multiplication War
mATRIALS
3 Chart paper
3 Markers
OB1CTIVS
3 To review multiplication facts
LSSON
face down
4 They multiply the 2 cards and shout the answer
6 When their entire original stack has been played, they count their
winnings
ACTIVITV
3 Tribes divide into two groups to play the game following the
directions above
3 When all of the original stack of cards have been played, the
team with the largest number of cards is the winner
Adapted from Teachers Helping Teachers; http://www.pacifcnet.net/~mandel/Math.
html
60a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
3 Number Sense 13
4 Number Sense 14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
were a part of a team
having other people help
when you are trying to
fgure out a problem?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
16O
Reinventing a Game
mATRIALS
3 A deck of playing cards for every four students
Objectives
3 To practice using a strategy
3 To have fun
LSSON
1 Ask how many students have played the card game, War
2 An equal number of cards are passed out to each person
3 Without looking at your cards each person turns one card over
4 The highest number takes all of the cards
5 Play one round with a few students to show how the game is
played
ACTIVITV
1 After cards are dealt, tell players to rearrange their cards using a
strategy that will help them win What strategy would you use to
win?
2 There are a couple of different ways and players should decide in
advance how they want to change the rules:
3 Each player arranges his/her entire stack of cards before
playing a round
3 Each player chooses the next card to play based on the card
that her opponent has put down
XTNSION
3 Encourage students to talk about whether its easier or harder to
play War this new way and to explain what strategies they use
Adapted from Beyond Facts and Flashcards by Jan Mokros; Heinemann, Portsmouth,
NH
Spark
61a
OHIO ACADmIC
STANDARDS
Language Arts
2 Communication 4
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time that you did
something different from
the way it is usually done
about fnding new ways to
do regular things?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
161
Ten Times
mATRIALS
3 Pencils and paper
3 Stopwatch or clock with a second hand
3 Calculators (34 for each tribe)
3 Chalkboard or chart paper
OB1CTIVS
3 To determine the length of a second
3 To work cooperatively with a partner
LSSON
1 Make sure a student cant see a clock, and have him say good
afternoon over and over until he thinks 30 seconds have passed
2 See how close he came
3 Several other students may try this
ACTIVITV
Write the following on the chalkboard or chart: Snapping fngers,
Clapping hands, Hopping, Saying name, and Swinging arms
1 Each student copies the above activities leaving space next to
each
2 Player 2 starts the stopwatch or watches the clock, and player
1 does the frst task 10 times On the 10th time, player 1 shouts,
Done! and player 2 stops the stopwatch
3 Enter this time on your paper and player 2 does the activity and
player 1 times him
4 Do each task and record your time for each
5 Using your calculators, divide each time by 10 to fnd the time it
took to do each task once
6 Which player did which task the fastest?
Spark
62a
OHIO ACADmIC
STANDARDS
Math
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about being able to tell
time?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
162
A Great Deed
mATRIALS
3 Ahaiyute and Cloud Eater by Vladimir Hulpach, a story about a
young man who has to do a great deed in order to become a
warrior
OB1CTIVS
3 To enjoy a Native American folktale
3 To fnd great deeds all around us
3 To practice thinking creatively
LSSON
1 Discuss with the group how people know when someone is old
enough to be responsible (ie, are there things they can do now
that they were not allowed to do last year?)
2 Read Ahaiyute and Cloud Eater and discuss
ACTIVITV
1 In your tribes, discuss what makes a deed a great deed (eg, does
it have to be something big? Can it be a small gesture that means
a lot?)
2 Come up with a list of qualities that make a deed great
3 Use this list to design a Great Deed Certifcate that can be pre-
sented to someone you know Let them know what great deed
they did that meant a lot to you
Reading Activity Making a Difference
Spark
63a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Writing Process 11, 12
Literary Texts 2, 6
Communication 1
Writing Process 11
Literary Texts 1
Communication 1
Writing Process 11
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
about being trusted enough
to do something really
important? Can you think
of a time that someone
gave you a big responsibil-
ity? What was the best
thing about that experi-
ence?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Language Arts
163
Create a Logo
mATRIALS
3 The Rough-Face Girl by Rafe Martin, a Native American folktale
often compared to Cinderella
3 Paper
3 Scissors
OB1CTIVS
3 To be creative
3 To enjoy a folktale
3 To compare two stories
LSSON
1 Point out to students that 200 years ago, Native Americans roamed
the Ohio Valley
2 Tell students they are going to hear the Native American version
of Cinderella
3 Read The Rough-Face Girl and have students point out how the
story differs from Cinderella
ACTIVITV
1 Tell tribes that a logo is a picture or design intended to tell some-
thing about a product that a company wants you to remember
2 Logos usually only have a few words (Students may name some
logos for clothing)
3 Design a logo for the Rough-Face Girl that shows what was in her
heart
4 Your logo may have one or more letters in her name as part of the
design
Reading Activity Local Cultures
Adapted from Reading Activities by Marilee Robin Burton; Publications International,
Ltd.
Spark
64a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 34
APPRCIATIV INQUIRV
drew a picture that you
really liked What was the
best thing about drawing
that picture and showing it
to others?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Language Arts
164
Mind-Reading Math
mATRIALS
3 Pencils and paper
OB1CTIVS
3 To practice addition, subtraction, and division
LSSON
3 Tell students that you are going to play a fun math game with a
tricky answer
3 Have the following written on chart paper or on the board:
1 Someone chooses a number from 1100
2 Add 10 to that number
3 Double that answer
4 Add 100 to that answer
5 Take half that answer
6 Subtract the original number from that answer
7 The answer is 60
8 The answer to this puzzle will always be 60
ACTIVITV
1 Work in tribes following the above steps
2 Check to see if your answer is always 60
3 Have fun!
Math Activity Environment
Center, Inc.
Spark
65a
OHIO ACADmIC
STANDARDS
Math
3 Number Sense 12
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
learned a good trick What
learning to do tricks that
help you learn your les-
sons?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Math
165
Shared Word Stories
mATRIALS
3 The Gospel Cinderella by Joyce Thomas, a twist to the classic
story of Cinderella
3 Pencil and paper
3 Chart paper
OB1CTIVS
3 To enhance creativity
3 To combine groups of unrelated words to form good sentences
LSSON
1 Have a student summarize the story of Cinderella Tell tribes they
are going to hear a soulful twist of Cinderella
2 Read The Gospel Cinderella and have students discuss the different
characters and events
ACTIVITV
1 Tribes will write their own story of Cinderella
2 Everyone writes fve words on a sheet of paper Encourage correct
spelling
3 Write all of these words on a large sheet of paper
4 Using the words on this list, take turns making up and reciting a
short story about Cinderella that includes all of the words
Reading Activity Work and Play
Ltd.
Spark
66a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1, 10
Literary Texts 2, 6
Communication 1, 9
Writing Process 11
Literary Texts 1
Communication 1, 9
Writing Process 11
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
the story Cinderella? What
is the best lesson that you
get from this story?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
166
Snakes
mATRIALS
3 Pencil and paper for each student
OB1CTIVS
3 To play a game with numbers
3 To work cooperatively on a task
LSSON
1 Have students count from 130 skipping every other number
2 Then count saying only the even numbers
3 Which was easiest to do? Why?
4 Tell students they are going to play a math game called Snakes
ACTIVITV
1 Everyone should write the numbers 2 through 12, except for 7, on
their paper
2 Taking turns, each student rolls the dice When you roll, add the
two numbers on the dice together
3 Cross out that number on your paper The other players do not
cross out this number If the number has already been crossed
out, do nothing
4 If you roll a 7, draw a snake on your paper If you get 7 snakes on
your paper, you are out of the game
5 The winner is the frst person to cross out all the numbers on his
paper, or the only player without seven snakes
Center, Inc.
Spark
67a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
3 Number Sense 12
4 Number Sense 14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
were part of a group and
worked together to get the
answers to a puzzle What
is the best part about work-
ing with other people?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Math
167
Sylla-Ball
mATRIALS
3 Tikki Tikki Tembo by Arlene Mosel, a fun story about two mis-
chievous Chinese brothers
3 1 playground ball for each tribe
OB1CTIVS
3 To enjoy a humorous story
3 To have fun with syllables
LSSON
1 Clap out the syllables in a students name
2 Tell students they are going to hear a story about a boy with more
than 20 syllables in his name
3 Read Tiki Tiki Tembo and discuss
ACTIVITV
1 Begin the activity by having tribes sit on the foor facing each
other
2 Start by saying the frst syllable of a familiar word, such as mon
from monster, while rolling the ball to a student
3 Once the student catches the ball, s/he must repeat the frst syl-
lable and quickly add the second syllable, such as ster to make
monster
4 If the student fnishes the word, s/he gets to choose a new frst
syllable
Adapted from 365 Reading Activities by Suzanne I. Barchers; BackPackBooks
68a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
a funny story (eg, a
rhyme or a joke) helped
you remember something
important What is good
about being able to remem-
ber this way?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Language Arts
168
Take a Roll
mATRIALS
3 Pencils and paper for each student
3 45 dice for each tribe
OB1CTIVS
3 To understand place value
3 To practice using strategy
LSSON
1 Have three students tell you a number between
19
2 Have someone tell you the largest number that can be made with
the 3 numbers
3 What is the smallest number that you can make?
ACTIVITV
1 Each tribe member gets a piece of paper and a pencil
2 Everyone draws 3 blanks on his/her paper
3 Roll the die Each student writes that number on one of the blanks
After 3 rolls, the player with the largest number wins a point
4 The frst player who gets 10 points wins
VARIATION
3 You may use playing cards instead of dice
3 Use the numbered cards and the aces, and have the ace count as
1 and the 10 count as 0
Adapted from Amazing Math With Your Kids by Patricia S Staino; The Education
Center, Inc.
Spark
69a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 1
3 Number Sense 2
4 Number Sense 2
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
fgured out how to do
something (eg, the frst
time you fgured out the
times tables or learned how
to add or subtract) What is
the best thing about fgur-
ing out things for yourself?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Math
169
The Last Chip
mATRIALS
3 Poker chips (5070 for each tribe)
OB1CTIVS
3 To practice using a strategy
3 To have fun playing a math game
LSSON
1 Ask how many students know how to play checkers
2 Explain that you have to have a strategy or plan to be a winner
ACTIVITV
1 In tribes, place a stack of chips in front of every three students
2 Students take turns removing chips from the pile
3 You must take one, two, or three chips each time
4 The player who takes the last chip wins
VARIATION
3 To change the game, change the number of chips in the pile
3 Or change the number of chips you may take during each turn
make it only three or four
3 Or make the person who takes the last chip the loser
Center, Inc.
Spark
70a
OHIO ACADmIC
STANDARDS
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about being able to count?
What are the most impor-
tant things you can do
because you know how to
count?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Math
17O
This is the One
mATRIALS
3 Paper and pencils
3 Calculators
OB1CTIVS
3 To have fun while practicing math skills
LSSON
1 Tell group they will be playing a math game that always gives
them the number one for the answer
2 Write the following steps on the board or chart:
a Pick any number (Ex 25)
b Add 3 to that number (25 + 3 = 28)
c Double that number (28 + 28 = 56)
d Subtract 4 from that number (56 - 4 = 52)
e Divide that answer by 2 (half of 52 = 26)
f Subtract the frst number you chose (26 - 25 = 1)
ACTIVITV
3 Tribes follow the directions above and compare their work with
their members
3 You may use calculators and older students may help the
younger ones
Center, Inc.
Spark
71a
OHIO ACADmIC
STANDARDS
Math
3 Number Sense 12
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Think of something you
practice a great deal (eg,
a musical instrument,
playing games, learning the
alphabet) What is the best
thing about practicing?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Math
171
Weather Report
mATRIALS
3 Paper and pencils
3 Old magazines
3 Glue or tape
3 Chart paper for each tribe
OB1CTIVS
3 To become familiar with descriptive words
3 To role play
LSSON
1 Discuss local television personalities (weather forecasters, news-
casters)
2 What skills do you think they need to be successful? (speak clearly,
know whats going on, etc)
ACTIVITV
1 In tribes, students make a list of adjectives describing different
weather conditions, such as sunny, rainy, windy, cloudy, and so
on
2 Use construction paper to make props, such as pictures to repre-
sent the weather symbols, maps, and photographs
3 Look through magazines for weather pictures you can use
4 Take turns in your tribe being the weather forecaster
5 Describe the weather using some of the adjectives on your list
Reading Activity Environment
Ltd.
Spark
72a
OHIO ACADmIC
STANDARDS
Language Arts
2 Writing Conventions 1,
2, 3, 4, 5, 6, 7, 8, 11
Communication 9
2, 3, 4, 6, 8
Communication 9
2, 3, 4, 5, 6
Communication 9
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
Think of a time when it
was really important to
know what the weather
was going to be like What
is so good about knowing
what the weather is likely
to be tomorrow or next
week?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Language Arts
172
Word Stairs
mATRIALS
3 The Boy Who Stuck Out His Tongue by Edith Tarbescu, a funny
story about a boy who sticks out his tongue once too often
3 Pencil and paper
OB1CTIVS
3 To enjoy a hilarious Yiddish folk tale
3 To see how working together helps solve a problem
3 To enhance the students ability to build words
LSSON
1 Discuss some jobs that are usually done by one person and jobs
that need more than one person
2 Read The Boy Who Stuck Out His Tongue Have the students name
all of the people who came to help him
ACTIVITV
1 Working in pairs within tribes, have one person in the pair write
a word at the bottom of a sheet of paper
2 The other person has to write a word that ends with the same last
letter as the frst word The new word should be written vertically
on the paper
3 The frst person now must write a word that begins with the same
frst letter as the second word and should be written across the
page
4 The words will look like stairs
SOCK
C
A
R
NOISE
5 See how high you can build a staircase
Ltd.
Spark
73a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
Think about a time that
someone helped you What
is the best thing about hav-
ing someone help you?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Language Arts
173
Calendar Fun
mATRIALS
3 Calendars for each tribe
3 Markers
OB1CTIVS
3 To learn a geometric shape
3 To encourage team work
LSSON
1 Tell students that a square is a geometric fgure that has four
equal sides
2 Have students identify some squares in the room
ACTIVITV
1 Give each tribe a calendar and a different color marker for each
member
2 See how many squares the tribes can draw using the days of the
week Each square must contain a numbered day of the week
3 Each member uses his/her color marker to make the squares
Adapted from A Collection of Math Lessons by Marilyn Burns; The Math Solution
Publication
74a
OHIO ACADmIC
STANDARDS
Math
Sense 2, 3
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about knowing how differ-
ent shapes are made?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
174
Wish You Were Here
mATRIALS
3 Newspapers
3 Drawing paper
OB1CTIVS
3 To learn about your local community
3 To show ideas in picture form
LSSON
1 Discuss the many ways we learn about different places (eg,
books, interviews, newspapers, visiting, television)
2 Discuss the advantages and disadvantages of learning about places
in these ways
ACTIVITV
1 Distribute the newspapers to each tribe
2 Pick out interesting things that are going on in the city
3 Design a postcard that describes the city or an interesting spot or
event
75a
OHIO ACADmIC
STANDARDS
Language Arts
Informational, Techni-
cal and Persuasive Text
3
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
What do you think is the
best thing about where you
live?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Language Arts
175
A Very Old Tale
PART 1
mATRIALS
3 Two Bad Boys by Gail E Haley
OB1CTIVS
3 To share a Native American story
3 To role play
3 To practice summarizing
LSSON
1 Remind students that Native Americans were the frst people to
settle in the Ohio Valley
2 Read the old Cherokee tale, Two Bad Boys, stopping after the boys
have disobeyed their parents twice
ACTIVITV
1 Begin by rereading the frst two short paragraphs of the story
2 Have each student add a sentence to the story until you get to the
part where you stopped
3 Students may predict what will happen next
76a
OHIO ACADmIC
STANDARDS
Language Arts
3 Reading Process 2
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
disobeyed your parents or
your teachers What was
the best thing about hav-
ing your parents or your
teacher fnd out that you
had disobeyed? What was
the best lesson you learned
from your disobedience?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole Group/small group
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Language Arts
176
Face It!
mATRIALS
3 Old magazines
3 Scissors
3 Colored construction paper
3 Glue
OB1CTIVS
3 To explore character expressions
3 To encourage creativity
LSSON
1 Tell students that you can sometimes tell how people feel or think
by their expressions
2 Have students demonstrate different expressions such as happy,
sad, angry, or surprised
ACTIVITV
1 Have tribes cut out pictures of faces from magazines The faces
should show specifc expressions, such as excited, happy, sad,
worried, etc
2 Glue the faces on colored construction paper
3 Add speech or thought balloons with words you think the people
are saying
4 Encourage neat handwriting and correct spelling
XTNSION
Glue two or more faces onto one sheet of construction paper and cre-
ate a cartoon conversation between them
Ltd.
77a
OHIO ACADmIC
STANDARDS
Language Arts
2, 3, 4, 5, 6, 7, 8, 11
2, 3, 4, 6, 8,
2, 3, 4, 5, 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
about learning how our
faces often tell others how
we are feeling?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
177
Too Many Sides
mATRIALS
3 The Greedy Triangle by Marilyn Burns
3 An assortment of polygons in several colors
3 Glue
3 Markers
3 White drawing paper
OB1CTIVS
3 To engage and delight students
3 To stimulate imagination
3 To present shapes in a combination of real-world and imaginary
contexts
LSSON
1 Put your hands on your hips and have a student trace the triangle
inside your arms
2 Tell students they are going to hear a story about a triangle that
was unhappy with its shape
3 Read The Greedy Triangle and discuss
ACTIVITV
1 Give each tribe an assortment of polygons in several colors
2 Have members choose one and think about what it might be a
part of
3 They should glue the shape to a piece of white drawing paper and
draw a picture around it
Math Work and Play
Adapted from The Greedy Triangle by Marilyn Burns; Scholastic Inc.
78a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
What is the funniest thing
you have ever imagined?
about having an imagina-
tion?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
178
Calendar Math
mATRIALS
3 A calendar for each tribe
3 Paper and pencils
OB1CTIVS
3 To work collaboratively on a project
LSSON
1 Tell students they are going to have some fun with dates
2 Ask someone what year they were born
3 See how many different math problems you can make with the
date (Ex 1995 1 + 9 + 9 + 5 = 24; 1 + 9 + 9 - 5 = 14)
ACTIVITV
1 Each tribe member uses the year of his/her birth to make math
problems
2 Using a calendar, fnd out how often the frst day of the month is
on a Wednesday
3 Work in your tribes to fnd out how many months it would take to
make a month of Sundays
XTNSION
3 Make math problem for the birthdates of your sisters and broth-
ers
Math Activity Work and Play
Adapted from A Collection of Math Lessons by Marilyn Burns; The Math Solutions
Publications
79a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
Algebra 4
Algebra 4
Algebra 4, 5
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
learning how to work with
numbers? How many fun
things can you do because
you know how to work
with numbers?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Math
179
The $1 Word Search
mATRIALS
3 Paper and pencils
3 Chart paper
OB1CTIVS
3 TO RVIW ADDITION FACTS
LSSON
1 Tell students that they are going to fnd $1 words
2 Give each letter a cent value: a = 1 cent, b = 2 cents, c = 3 cents,
and so on up to z = 26 cents
3 Then add the value of each letter in a word ( eg, excellent is a $1
word)
4 Choose a students name and fnd its value
ACTIVITV
1 Students work in tribes to fnd the value of each members
name
2 Whose name has the most value?
3 How many $1 words can your tribe fnd?
Math Lesson Work and Play
Adapted from Math For Smarty Pants by Marilyn Burns; Little, Brown and Co.
80a
OHIO ACADmIC
STANDARDS
Math
3 Number Sense 12
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
(eg, cleaning out a closet
about that time?
you added something (eg,
ence?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Math
18O
Summer Scare
mATRIALS
3 Shortcut by Donald Crews, a story in which children learn the
hard way what happens when they dont make wise choices
OB1CTIVS
3 To encourage listening
3 To practice role playing
LSSON
1 Read Shortcut to the students
2 Discuss how the children in the story must have felt when the
train was rumbling down the tracks
ACTIVITV
1 Assign each tribe the task of choosing people to be the characters
in the story
2 Make sure there is enough room for the students to move around
when they pretend the train is coming
3 Tribes may perform for each other
XTNSION
3 If there are more students than characters, the extra students
may be the train
81a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
you thought about what it
would be like to be some-
one else What is the best
thing about seeing things
from the others point of
view?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
181
Multiplication War
mATRIALS
3 Chart paper
3 Markers
OB1CTIVS
3 To review multiplication
LSSON
face down
4 They multiply the 2 cards and shout the answer
6 When all of their original stack has been played, they count their
winnings
ACTIVITV
1 Tribes divide into two groups to play the game following the direc-
tions above
2 When all of the original stack of cards have been played, the team
with the largest number of cards is the winner
Adapted from Teachers Helping Teachers; http://www.pacifcnet.net/~mandel/Math.
html
82a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
3 Number Sense 13
4 Number Sense 14
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
What is the best thing you
can do because you can
multiply?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole Group
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
182
Jump Start
mATRIALS
3 Pencil and paper
3 Measuring tape or yardstick
3 Chalk or masking tape
OB1CTIVS
3 To practice measuring
3 To have fun
LSSON
1 Have students guess the length of some items in the room
2 Using the measuring tape or yardstick, have students measure the
items to see how accurate the guesses were
ACTIVITV
Students will be participating in a high jump event
1 Students fold a sheet of paper in thirds writing 1, 2, and 3 at the
top of each section
2 Working in pairs, one student stands facing a wall
3 S/he reaches as high as s/he can and makes a mark on the wall
with chalk or masking tape
4 Now s/he jumps up, keeping the hand holding the chalk or tape
fully extended
6 At the top of his/her jump, s/he makes a mark on the wall and
measures the distance between the two marks This is how high
s/he can jump
7 The frst student then helps his/her partner do this activity
8 Each person should do this three times and record the distance to
fnd their best jump
Spark
83a
OHIO ACADmIC
STANDARDS
Math
2 Measurement 5, 7
Number Sense 5
3 Measurement 2
Number Sense 14
Measurement 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
guessed at something and
you were right? What was
that like? What was the
best thing about guessing
the answer?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/Pairs
SUPRVISION
Teacher-led
THm
Local Cultures
FOCUS
Math
183
If and Then
mATRIALS
3 If Id Known Then What I Know Now by Reeve Lindbergh, a funny
story about a father who fails with all of his projects
3 10 index cards for each tribe
3 Scissors
3 Markers
3 Large envelope for each tribe
OB1CTIVS
3 To understand cause-and-effect relationships
3 To enjoy a humorous story
LSSON
1 Tell students that if you do one thing, then something happens
because of what you did, this is called cause and effect
2 Read If Id Known Then What I Know Now and discuss the funny
things that happened
ACTIVITV
1 Give each tribe 10 index cards
2 Divide cards so that each member has some
3 On one side of each card write the word, If, and write the word,
Then, on the other side
4 On the If side, write what the father did in the story
5 On the Then side, write what happened
6 See how many events your tribe can recall
XTNSION
3 Turn all of your cards on the If side and see if another tribe
can tell what is on the Then side
Reading Work and Play
Ltd.
84a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 32, 37, 39
APPRCIATIV INQUIRV
did not get something right
Even though it is hard not
to get everything we do
right, what is the best thing
you learned when you did
not get the answer right?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
184
Chalkboard Relay
mATRIALS
3 Chalkboard
3 Chalk
OB1CTIVS
3 TO IDNTIFV COmPLT SNTNCS
LSSON
1 Explain to students that a sentence has to have a complete
thought
2 Have students identify some complete sentences (The red apple
not a sentence The red apple is in my lunchbox sentence)
ACTIVITV
1 Write one word on the board for each tribe
2 Each student adds a word until the tribe has a complete sen-
tence
3 See which tribe can write the longest sentence
4 Encourage correct spelling and neat handwriting
VARIATION
3 Sentences must have at least eight words
3 See how many descriptive words your tribe can have in your
sentence
3 Use holiday words in your sentences
85a
OHIO ACADmIC
STANDARDS
Language Arts
2, 3, 4, 5, 6, 7, 8, 11
2, 3, 4, 6, 8,
2, 3, 4, 5, 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
spoke very clearly (eg,
told a friend, parent, or a
teacher about what you
were feeling or thinking)
about being able to write or
speak clearly so that others
can understand?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
185
Funny, Foolish, False
mATRIALS
3 Strips of paper
3 Pencil
3 Small paper bags (one for each tribe)
OB1CTIVS
3 To enhance the students understanding of the way language can
be used
LSSON
1 Write the words funny, foolish, and false on the chalkboard or
chart paper Discuss the meaning of these words
2 Have someone say something that is funny Ask another student
to say something foolish, and a third something false
ACTIVITV
1 Write words that describe different kinds of statements on strips
of paper These descriptions can include words such as funny,
silly, foolish, true, exaggerated, false, and wise
2 Discuss with tribes the meaning of these words and then put the
strips into a small paper bag
3 Students pick a paper from the bag, and make a statement that
can be identifed by the word written on the paper
4 Take turns pulling pieces of paper out of the bag until all the words
have been chosen
Spark
86a
OHIO ACADmIC
STANDARDS
Language Arts
lary 2, 3
Communication 1
lary 3
Communication 1
lary 3
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about knowing the meaning
of words about being able
to defne words? What
are some of the good things
you can do if you know
what words mean?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Language Arts
186
Tic-Fact-Toe
mATRIALS
3 Paper and pencils for each student
3 1 die for each group of two students
3 Red crayon or marker for each student
3 Black crayon or marker for each student
OB1CTIVS
3 To practice addition
3 To have fun playing a math game
LSSON
1 Draw a tic-tac-toe grid on the board
2 Play the game with a student to show others how it is played
3 Tell students they will have to use the same strategy with their
activity today
ACTIVITV
1 Working in groups of 2 or 4, have students make a tic-tac-toe
grid
2 Choose nine numbers from 2 to 12 and put one in each space (Do
not repeat any numbers)
3 One player uses the black marker and one uses the red Take turns
rolling the dice When it is your turn, add together the two num-
bers on the dice
4 If that answer is on the grid, put an X through it with your
marker Then the other player rolls the dice and does the same
thing
5 The frst player to get three Xs in a row wins the round and gets
the point
6 The winner is the player who earns the most points
Adapted from Amazing Math With Your Kids Patricia A. Staino; The Education
Center, Inc.
Spark
87a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about having fun while you
are learning something
new?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Work and Play
FOCUS
Math
187
Living in Harmony
mATRIALS
3 The Hunterman and the Crocodile by Baba Wague Diakite, a folk-
tale that reminds us of the importance of living in harmony with
all living things
OB1CTIVS
3 To encourage good morals
3 To educate students about their environment
3 To enjoy a folktale
LSSON
1 Tell students that one meaning for the word harmony is getting
along well together
2 Read the folktale The Hunterman and the Crocodile
3 Explain that a folktale is a story that has been passed from gen-
eration to generation
ACTIVITV
Tribes will orally make up a story by having each member add a sen-
tence to the following:
Many years ago in a large cave lived a small brown fox
Everyone should add a sentence to the tale
XTNSION
1 Write the beginning sentence on chart paper
2 Have each student add his/her sentence to the story
3 Continue until the tale ends
88a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
were outdoors and having
a wonderful time What is
outside? What is the best
thing you have ever done
to help the earth and the
outdoors stay healthy?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Language Arts
188
What I Can Do
PART 1
mATRIALS
3 Save My Rainforest by Monica Zak, a true story about a nine-
year-old boy who wants to save the rainforest
3 Chart paper
3 Markers
3 Drawing paper
OB1CTIVS
3 To promote an awareness of the importance of protecting our
environment
3 To practice brainstorming
LSSON
1 Tell students they are going to hear a true story about a Mexican
boy who went by bicycle to many states in Mexico trying to get
protection for the rainforest
2 Read p 117 of Save My Rainforest and ask students what they
think will happen next
ACTIVITV
1 In the story, Omars father said that all kids have good ideas, but
usually people dont listen to them Brainstorm with the other
members of your tribe and list all of the changes you would like
to see that would help our environment
2 Each member should then make a small poster stating his/her
idea
89a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
about thinking about a lot
of ideas to help solve a
problem? What is the best
thing when everyone thinks
of a different idea?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Language Arts
189
What I Can Do
PART 2
mATRIALS
3 Save My Rainforest by Monica Zak, a true story about a nine-
year-old Mexican boy who wants to save the rainforest
3 Chart paper
3 Markers
3 Slips of paper
OB1CTIVS
3 To promote an awareness of the importance of protecting our
environment
LSSON
1 Review the frst part of Save My Rainforest (Omar and his dad are
walking through Mexico to tell the governor to save the rainfor-
est)
2 Read p 1831, pausing to discuss and share the pictures
ACTIVITV
Tell tribes that many animals will lose their lives if the rainforests
arent protected
1 Tell students action verbs can remind us of some animals
2 Make a list of action verbs with the tribes (eg, run, skip, climb,
eat, plant, fy, and sing)
3 Write these words and others on slips of paper
4 Have students choose a word to pantomime
VARIATION
3 Students illustrate the action by writing the word on a piece of
paper and making the frst letter of the word perform the action
For example, the s in the word sing should look as if it were
singing
Adapted from Reading Activities by Marilee Robin Burton; Publication International,
Ltd.
Spark
90a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Writing Process 11
Literary Texts 1
Communication 1
Writing Process 11
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
What is the most important
thing you and your family
do to save the environ-
ment? What is the best
thing we can do to save our
environment?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Language Arts
19O
Color Words
mATRIALS
3 Musicians of the Sun by Gerald McDermott (When Lord of the
Night sees how gray and joyless the world is he commands Wind
to bring color and music to the world)
3 A large sheet of paper for each tribe
OB1CTIVS
3 To enjoy a myth through simple language and brilliant art
3 To encourage creativity
LSSON
1 Tell students a myth is a story that has been told for many years
in a certain culture
2 Share the story Musicians of the Sun pausing to show the brilliant
colors in the book
ACTIVITV
1 Review with students the four colors of the musicians in the story:
Red, Blue, Yellow, and Green
2 Working together in tribes, each group will draw or write fve
objects that each of those colors bring to mind
3 Share your ideas with the other tribes Did you choose any of the
same items?
Ltd.
91a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Literary Texts 1
Communication 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
What are your favorite col-
ors? How do those colors
make you feel? What is the
best thing about having
colors in our world?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Language Arts
191
Earth Day
mATRIALS
3 Earth Day by Linda Lowery, a story that tells the danger of pollu-
tion
3 Paper and pencils
3 Markers
OB1CTIVS
3 To promote an awareness of pollution
3 To give readers tasks they can do to make every day Earth Day
LSSON
You do not have to read this entire book Once you read about the
frst Earth Day, you may turn to the back section, How You Can Make
Every Day An Earth Day and talk about some of those ideas
ACTIVITV
1 Tribes write the frst letter of their names on a sheet of paper
2 Using the frst letter of your name, write a slogan for Earth Day
3 Decorate your slogan with things from nature
Spark
92a
OHIO ACADmIC
STANDARDS
Language Arts
2 Phonemic awareness 5,
6
Literary Texts 2, 6
Literary Texts 2, 6
Literary Texts 1
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25, 26
APPRCIATIV INQUIRV
What is the best thing that
will happen if we all learn
how to take care of the
earth?
PROGRAm COmPONNT
ACTIVITV LVL
Low
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Environment
FOCUS
Language Arts
192
Big and Small
mATRIALS
3 2 sheets of paper for each student
3 2 dice for each tribe
OB1CTIVS
LSSON
Work some simple addition and subtraction problems with the
group
ACTIVITV
In tribes, work in pairs to do the following fun activity:
1 Roll the dice Write down the biggest number you can make from
those digits (Ex If you roll a 3 and a 4, the biggest number is
43)
2 Roll the dice again Write down the smallest number you can make
from the two numbers
3 Subtract the small number from the large number (If the 2nd
number is not small enough to subtract from the frst number,
roll again) That is your score Write it down on your 2nd piece of
paper
4 Each player takes his/her turn rolling the dice The 2nd time you
take a turn, you add that score to the 1st score The 3rd time, you
add that score to the sum of the frst two scores, and so on
5 The winner is the frst person to reach 150 points
Math Activity Making a Difference
Adapted from Amazing Math With Your Family
Spark
93a
OHIO ACADmIC
STANDARDS
Math
2 Number Sense 10
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
What are some of the good
things you can do if you
know how to add? What
are some of the good things
you can do if you know
how to subtract?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Math
193
Body Parts
mATRIALS
3 Paper and pencils
3 Measuring tape (4 for each tribe)
3 2 colored pencils or crayons 1 red, 1 blue (one set for every two
people in a tribe)
OB1CTIVS
3 To practice measuring
3 To work together cooperatively
LSSON
Tell students they are going to work together measuring body parts
ACTIVITV
1 Copy the following on chart paper or the board:
a length of eyebrow
b length of smile
c distance around head
d distance around neck
e length from elbow to wrist
f length of longest fnger
2 Tribes work in pairs to take the measurements of the body parts
listed above
3 Each pair puts their names on one sheet of paper
4 After recording the measurements, circle the largest measure-
ment of each type with a red crayon, and the smallest with a blue
crayon
5 Who has the largest smile? Who has the smallest head? Does the
oldest person in each tribe have the largest of everything?
Math Activity Making a Difference
94a
OHIO ACADmIC
STANDARDS
Math
2 Measurement 5, 7
Number Sense 5
3 Measurement 2
Number Sense 14
Measurement 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
about having all your body
parts working?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group/pairs
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Math
194
Honoring Local Stars
mATRIALS
3 Yellow construction paper
3 Scissors
3 Chart paper for each tribe
3 String or yarn
OB1CTIVS
3 To become involved in fnding solutions to problems
3 To boost our confdence and self-worth
LSSON
1 Tell students we all need help at times, and we all need to give
help In fnding ways to help others, we serve as agents of good-
will
2 Discuss some ways we can help others
ACTIVITV
1 Tribes make a list of everyday people who help within our school
or community, such as police offcers, mail carriers, pharmacists,
shop owners, and librarians Encourage neat handwriting and cor-
rect spelling
2 Discuss how their roles improve the lives of you and your fam-
ily
3 Cut out large stars and decorate as community helpers
4 Punch holes at the top and attach string
Adapted from Jump Starters by Linda Nason McElherne; Free Spirit Publishing
Spark
95a
OHIO ACADmIC
STANDARDS
Language Arts
2, 3, 4, 5, 6, 7, 8, 11
2, 3, 4, 6, 8,
2, 3, 4, 5, 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 5, 26, 27, 28
APPRCIATIV INQUIRV
knew how to fx something
What was so good about
being able to fgure out
how to solve the problem?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Language Arts
195
Blue Ribbon
mATRIALS
3 The Tuskegee Airmen Story by Lynn M Homan and Thomas
Reilly, the story of the brave African American men who few
over 1,500 missions during World War II
3 Blue and yellow construction paper
3 Scissors
3 Blue ribbons
3 Glue or clear tape
OB1CTIVS
3 To practice thinking creatively
3 To learn about some brave African Americans
LSSON
1 Ask if any students have ever heard about the Tuskegee Airmen
Tell students they are going to hear the story of the brave Tuske-
gee Airmen
2 Read The Tuskegee Airmen and discuss
ACTIVITV
1 Tribes will design a blue ribbon for the Tuskegee Airmen
2 Discuss that the award may be for hard work, courage, kindness,
or any other action they think is noteworthy
3 Create the ribbon from construction paper and blue ribbon stream-
ers
4 Print the reason the award was given in the center of the award
Ltd.
Spark
96a
OHIO ACADmIC
STANDARDS
Language Arts
Literary Texts 2, 6
Communication 1
Literary Texts 2, 6
Communication 1
Writing Process 11
Literary Texts 1
Communication 1
Writing Process 11
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 25
APPRCIATIV INQUIRV
were not being included
and someone noticed that
you were being left out and
brought you into the group
notice you and bring you
into the group?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Language Arts
196
Listening Carefully
mATRIALS
OB1CTIVS
3 To learn the value of listening closely
3 To learn to state ideas clearly
LSSON
1 Before the lesson, the instructor should draw a large abstract
shape or picture (eg, simple house, tree, car) on the chalkboard
or chart paper Cover up the drawing so that the students cannot
see it
2 With the drawing covered, choose a student from the group to
come to the front, to try to copy what you have drawn as you
describe it
3 NOTE: You cannot say what youve drawn, only describe how you
drew it (eg, Draw a line across the bottom of the page Draw
another line that crosses it)
4 See how close the student comes to matching your drawing
ACTIVITV
1 In your tribe, work with a partner to perform the exercise again
2 Use your own drawings and ideas
3 Have fun being a great communicator!
Spark
97a
OHIO ACADmIC
STANDARDS
Language Arts
8, 9
7, 8
7, 8
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24
APPRCIATIV INQUIRV
someone listened really
well to what you had to
say What does it feel like
when you are heard? What
being listened to?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole Group/Small Group
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Language Arts
197
Heart Coupons
mATRIALS
3 Scissors
OB1CTIVS
3 To learn about different ways of helping people
3 To identify ways that people who need help might ask for it
LSSON
1 Discuss what it is like to help people How do you feel when you
give help? How do you feel and how do you think others feel when
they get help?
2 Discuss how you can tell if someone needs help Is it always obvi-
ous?
ACTIVITV
1 Working in pairs, identify someone who you think could use your
help
2 Use the construction paper to make a large heart
3 In the center of the heart, use words or pictures to describe what
you want to do to help that person
4 Share your heart coupons with your tribe, but take your heart
with you to give it to the person you would like to help
Adapted from Jump Starters by Linda Nason McElherne; Free Spirit Publishing.
Spark
98a
OHIO ACADmIC
STANDARDS
Language Arts
2, 3, 4, 5, 6, 7, 8, 11
2, 3, 4, 6, 8,
2, 3, 4, 5, 6
GRADS
24
DVLOPmNTAL ASSTS
18, 22, 23, 24, 5, 26, 27, 28
APPRCIATIV INQUIRV
were able to help someone
who really needed help
about being able to help
that person?
PROGRAm COmPONNT
ACTIVITV LVL
Moderate
ORGANI2ATION
Whole group
SUPRVISION
Teacher-led
THm
Making a Difference
FOCUS
Language Arts
198
Choice Time Stations
mANAGING TH STATIONS
3 The children must place their
names on the Choice Time Chart
before going to a station
3 If a child wishes to move to
a different station, s/he must
check with an adult frst
3 Each station has a recom-
mended number of students,
which may be changed to ft the
needs of the children at each
site
3 Because there is more choice,
there may be more confict Use
the confict resolution guide to
make the most of these oppor-
tunities
GAmS
Choose 3:
3 Chinese Checkers
3 Dominoes
3 Skip Bo
3 Playing Cards/The Book of Cards
for Kids
3 Mancala
3 Monopoly
3 Clue
3 Chess
3 Boggle
3 Scrabble/ Scrabble Junior
Maximum 12 students
ARTS N CRAFTS
Choose 1 from each:
Painting
3 Tempera Cakes
3 Watercolor Set
3 Watercolor Wands
3 Assorted paper and brushes as
needed
Drawing Books
3 Books by Ed Emberly
3 Books on how to draw
Drawing Tools
3 Magic Markers
3 Crayons
3 Colored Pencils
3 Pastels
3 Assorted paper and brushes as
needed
Modeling
3 Model Magic
3 Modeling Clay
3 Air Dry Clay
Maximum 6 students per activity
18 total
199
COmPUTR LAB
Choose 1:
3 Learn About Science: Weather
3 Cosmic Reading Journey
3 Other software available at site
Maximum based on lab capacity
LISTNING
Rotate as needed:
3 Listening Station with head-
phones
3 Books on CD from local library
Maximum 6 students
PRO1CTS
Choose 1 per month:
3 Bird House Kits
3 Beaded Animal Kit
3 Sculpey Erasers
3 Basket-Weaving Kit
3 Picture Frame Paper drawing
3 Pot Holders
3 Mask-Making Kit
3 Tissue Paper Flower Kit
Maximum 12 students
DRAmA
Choose 1 per month:
Puppet Theater
3 Create sock puppets using pom-
poms and wiggly eyes
3 Create paper bag puppets using
construction paper
3 Use the puppet theater deco-
rate!
Charades
3 Use scraps of fabric as props
3 Cut out Charades Ideas and
place them in a bowl Take turns
picking a scene and acting out
Readers Theater
3 See ideas for Readers Theater
on page 200
Maximum 6 Students
LGOS
This station is offered throughout
the year to meet the needs of the
site
3 Community Builders Lego Set
Maximum 6 Students
2OO
Readers Theater
Step 1: Duplicate Classroom Scripts for your readers (Free scripts are avail-
able at http://wwwteachingheartnet/readerstheaterhtm, and wwwaaron-
shepcom)
Step 2: Ask your readers to silently read through the entire story
Step 3: After all readers have read the story silently, gather readers into a
large circle Include yourself in the circle, if possible
Step 4: Next, begin by asking the reader on your left to read the frst readers
part in the script, the next person to read the second readers part, and so
on No individual reading parts are assigned at this point Each reader reads
in turn around the circle Teacher can join in on the reading too
Step 5: When the circle has completed the story, take time to discuss reader
parts What does each character look like? What kind of personalities do they
have? How might they sound? How would each character stand or sit? What
might each character wear?
Step 6: Discuss the importance of each narrator Explore how the narrators
introduce the story, fll in all the narrative details, set the proper mood for
the story action, and help the character readers set and keep the right read-
ing pace
Step 7: Review meanings and pronunciations of any diffcult words
Step 8: Now, ask your readers to volunteer for specifc reading parts Ask
each volunteer to underline his or her lines, then read the script aloud again
Swap parts and scripts around the circle and read again
Step 9: Encourage the children to add simple costumes, props and settings
They may practice until they feel like they are ready for a performance!
2O1
Managing Choice Time Stations
TH CHOIC TIm POCKT CHART
TODAVS CNTRS AR
Computer Lab 6 Listening 6
Project 6 Games 6
Project 6 Games 6
Painting 6 Drawing 6
Modeling 6 Drama 6

Add a section for Legos as needed
HOW IT WORKS
Each child has a card The cards color tells which tribe they are in When it
is time for a child to select a Choice Time station they
3 fnd their name card stored in a container for each tribe
3 place the name card behind the station they wish to join
3 A station is full if there are 6 cards (3 wide and 2 deep) in a pocket
3 If a station is full, the child must choose another activity
3 Children who are in the middle of an activity at the Project station
should be allowed to return the next day until their project is fnished
2O2
Facilitating Choice Time Stations
STTING UP TH STATIONS
3 Place materials for each station in a tray located in the storage cabinet
3 Place trays on tables or on the foor, depending on the activity
3 Set up the stations during the Alternative Activity lesson time
SUPRVISION
Activities needing direct supervision:
3 Projects
3 Computer Lab
3 Drama, depending on the activity
Activities needing monitoring:
3 Listening Station
3 Legos
3 Games
3 Drawing
3 Painting
3 Modeling
mANAGING BHAVIOR
3 Make sure the activities rotate and change often enough to keep the
students interested
3 If there is a confict between two students, use the confict resolution
ideas on page 28
3 If a child is unable to participate in a station because of his/her behav-
ior, s/he may need to be removed so that others can enjoy the activity
3 At times, you may want to reward good behavior by allowing individu-
als or tribes to have frst choice on their choice time activity of the day
3 If a station is repeatedly the scene of inappropriate behavior, it may
need to be removed as a choice for a period of time and offered again
on a trial basis
2O3
Creating Links
to the Community
2O4
CINCV AFTR SCHOOL FAmILV NIGHT
Family Information Night
WHAT IS A FAmILV INFORmATION NIGHT1
A Family Information Night is an opportunity to bring community agencies
and parents/caregivers and their children together so that families get a
chance to see what is available in terms of services
WHAT DO W ND IN ORDR TO HOLD A FAmILV INFORmATION
NIGHT1
Have someone responsible for chairing the whole event so that one person
has a view of what is needed That includes
3 A list of community agencies (the local Family and Children First may
be a good source of this information)
3 An invitation describing the event that will be sent to agencies This
invitation should include the request for the agency to provide a game
or activity for the children in attendance Ask the agency to give you the
particulars with regard to their needs (eg, how many tables they need,
do they need to be close to an electrical outlet)
3 A plan for the table set-up for the agencies in response to their
expressed needs
3 A plan for refreshments
3 A plan for recruiting volunteers who can help set up tables, guide
parents/caregivers and children to various sites, and be responsible for
refreshments and other organizational needs
3 A plan for soliciting door prizes if you decide to have them (door prizes
can be an incentive for parents to attend)
3 If you decide to have a speaker or someone welcome the families, cre-
ate a space where you can gather all the participants
2O5
Family Fun Night
WHAT IS A FAmILV FUN NIGHT1
3 A Family Fun Night is a night parents/caregivers and children experi-
ence some fun physical activity together
3 A Family Fun Night is an opportunity to engage parents in the After
School program by having them participate in an event where the sole
goal is to have fun with their children
3 A Family Fun Night helps parents/caregivers understand the value of
physical play in general health
HOW DO W DO A FAmILV FUN NIGHT1
3 Create an environment where children and their parents can participate
in fun physical activities
3 Have someone in charge of the whole event so that they can see to it
that there are enough volunteers and /or staff to be with each group
participating in an activity
3 Have someone be responsible for gathering the appropriate materials
3 Use some of the activities children have already been using in the Cincy
After School program and a few new ones
3 Start or fnish with food, perhaps a dinner to begin or a snack at the
end Hot dogs and pizza are often considered fun food associated with
games
3 Always do a closing activity that brings the learning back to the family
SOm SAmPL ACTIVITIS
GROUP 1UGGLING
1 Players stand in a circle at arms length from one another
2 Coach A hands one player a ball and asks her to toss it to another player,
while calling out the players name
3 This is repeated until all have tossed once and caught once, each player
taking note of who tosses to her and to whom she tosses
4 Repeat this pattern a few times
5 Coach B tosses in another ball and players establish Pattern Two, while
continuing Pattern One
6 Coach A throws in another ball, and players establish Pattern Three, while
One and Two continue
7 Coach B throws in another ball, and players establish Pattern Four, while
continuing Patterns One, Two, and Three
2O6
mOm AND DAD CALLING
3 Moms are called to the middle of the foor and blindfolded
3 Kids and Dads form large circle around Moms
3 At Coachs whistle, kids start calling Mom!
3 Moms try to fnd their own childs voice among the cacophony of
Mom-calling
3 Repeat with Dads
* If children are alone let them be decoys and yell out Mom and Dad, to
add to the fun of children fnding their Moms and Dads
There are many more fun games in the frst and second editions of
Cooperative Sports and Games by Terry Orlick.
CLOSING
Have parents/caregivers group in their family units to discuss these ques-
tions:
3 What was the most fun activity we did tonight?
3 When did you feel best about yourself?
3 What was the best thing we learned tonight?
3 What are three wishes that we have about family fun?
Bring the whole group together to briefy discuss their experience and
answers to the questions
2O7
Reading Family Night
WHAT IS RADING FAmILV NIGHT1
A Reading Family Night is a fun evening centered around books and stories
Parents and children listen to guest readers, do an activity or two, enjoy some
refreshments and go home with a deeper appreciation of the joy of reading
WHAT AR TH INGRDINTS FOR A FAmILV RADING NIGHT1
First: Guest Readers are the main attraction for Family Reading Nights Think
of persons in your community that children and parents might like to meet
community offcials, sports heroes, and local celebrities
Second: Set up either one large group or two smaller groups depending on
how many readers you have Choose a book that children and parents might
like Have the reader read a selection from the book and spend some time
with questions and answers after the reading
Third: Have some kind of book exchange perhaps asking each family to
bring a gently used book for a book swap or asking a local bookstore or mer-
chant to donate books so that each family can take a new book home
Fourth: Everyone loves a treat and parents especially love having someone
else doing the cooking if your program has the funds to provide a dinner
(maybe pizza or hot dogs)
Fifth: Have an activity parents and children can do together; it could be
something as simple as making a bookmark or having families act out silly
stories they make up Even better would be to have the children in the After
School program, who have been learning lots of fun games associated with
reading and spelling, teach some of these games to the whole family
SOm SUGGSTD BOOKS
Charlottes Web by EB White
The Polar Express by Chris Van Allsburg
Green Eggs and Ham by Dr Seuss
The Cat in the Hat by Dr Seuss
Where the Wild Things Are by Maurice Sendak
Love You Forever by Robert N Munsch
The Giving Tree by Shel Silverstein
The Very Hungry Caterpillar by Eric Carle
Where the Red Fern Grows by Wilson Rawls
The Mitten by Jan Brett
Goodnight Moon by Margaret Wise Brown
Hatchet by Gary Paulsen
The Lion, the Witch and the Wardrobe by CS Lewis
Where the Sidewalk Ends: The Poems and Drawings of Shel Silverstein by Shel
Silverstein
Bridge to Terabithia by Katerine Peterson
Stellaluna by Janell Cannon
Oh, the Places Youll Go! by Dr Seuss
Strega Nona by Tomie de Paola
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Brown Bear, Brown Bear, What Do You See by Bill Martin
A more comprehensive list can be found on wwwneaorg
2O8
Making the Most of Volunteers
Volunteers can make a tremendous difference in the life of a child and in the
quality of a program
TO mAK TH mOST OF VOLUNTRS
3 Greet volunteers warmly when they arrive
3 If you are unable to involve them right away, invite the volunteer to
have a seat and observe the children
3 Take time to introduce the volunteer to the children that s/he will be
working with
3 Show the volunteer the activity s/he will be involved in and answer any
questions that s/he might have
3 Thank the volunteer before s/he leaves, answer any questions and let
him/her know you hope to see him/her again
3 Encourage volunteers to share an interest or a talent at the choice time
stations
VOLUNTR ACTIVITIS IN TH PROGRAm INCLUD
3 Enjoying a snack with the children and providing the listening ear of a
caring adult
3 Monitoring supervised spontaneous play during the recreation time
(turning a jump rope or tossing a ball)
3 Working with a child during homework time to fnish homework
3 Working at a homework extension table to help facilitate the activities
3 Providing a model of good listening at the alternative programming les-
son presentation
3 Lending a helping hand at the alternative programming activity time
3 Participating in one of the choice time stations
3 Offering a special choice time activity such as reading a story, teaching
children how to knit or crochet, playing a new card game, teaching a
woodworking project, etc
Volunteers make a difference!
2O9
Dear Volunteer,
Thank you for volunteering your time at the Cincinnati After School Pro-
gram Our program is based on research by the Search Institute that shows
children are more likely to do well in school and to stay away from drugs
and alcohol if they have the support of caring adults outside of their home,
a caring school and after-school environment and positive adult role models
By volunteering in our program, you are helping to provide what is needed
to make a difference in the lives of our children thank you
You do not need special talents or experience to be a great volunteer All you
need is the desire to share your time with the children Here are some of the
activities that you may choose to be a part of in our program
3 Snack Time
Talking to a child about their day while they eat a snack
3 Recreation Time
Turning a jump rope or tossing a ball for children who choose not to play
the organized game
3 Homework Time
Working with a child during homework time to fnish homework
3 Activity Time
Lending a helping hand with an activity and modeling good listening
3 Choice Time Stations
Playing a board game, building with Legos, watching a puppet play, read-
ing a story to a child, drawing, painting, arts and crafts
3 Sharing a Talent
Offering a special choice time activity such as reading a story, teaching
children how to knit or crochet, playing new card game, teaching a wood-
working project, etc
To help us make the most of your time, please fll out the volunteer informa-
tion sheet and return it to:
Sincerely,
21O
Volunteer Information Sheet
Name : _____________________________________________________________________________________
Days available to volunteer:
___ Monday
___ Tuesday
___ Wednesday
___ Thursday
___ Friday
Times available to volunteer:
Our program runs from ______________________________ to ______________________________
I am most interested in helping children with
___ Snack Time
Talking to a child about their day while they eat a snack
___ Recreation Time
Turning a jump rope or tossing a ball for children who choose not to play
the organized game
___ Homework Time
Working with a child during homework time to fnish homework
___ Activity Time
Lending a helping hand with an activity and modeling good listening
___ Choice Time Stations
Playing a board game, building with Legos, watching a puppet play, read-
ing a story to a child, drawing, painting, arts and crafts
___ Sharing a Talent
Offering a special choice time activity such as reading a story, teaching
children how to knit or crochet, playing new card game, teaching a wood-
working project, etc
Talent I could share: ________________________________________________________________
Other information about me or comments:
211
Involving Parents
Parent involvement in out-of-home situations is one of the 40 Developmental
Assets on which the after school program is founded Parent involvement is
essential to the success of the children Here are some ways that parents can
be involved in the program:
3 Family Nights
3 Monthly parent letters
3 Individual notes home
3 Volunteering
A monthly parent letter template is provided to make letter writing easy
Individual notes home are provided as well
212
Dear Families,
Tribes is the theme for the Cincy After School program in the month of
September We have many exciting activities planned including mask-mak-
ing, paper bag puppets, a fun game called Star Wars and a math activity
called Shopping Spree
We also have a special event planned Our frst family reading night will be
held on Thursday, September 24 at 6:30pm in our school gym At that time,
you can hear stories read by our very own chief of police We hope you will
plan on staying for cookies and punch following the reading The children
are looking forward to the event and will be able to show you some of the
activities theyve been working on during our program We hope to see you
and your family there!
Please know that we welcome you and your adult family members as volun-
teers in our program If you or someone in your family would like to volun-
teer, please call John at 555-1234 You dont need to have a special talent to
volunteer, just a willingness to share your time with children By volunteer-
ing you can make a big difference in the life of a child
This months family conversation starters are
Everyone has been given a name. What is the best thing about your name? Were
you named for someone special?
Who was it that you were named for? What is the best thing about that per-
son?
If you were not named for someone special what do you know about your name
and where it comes from?
Sincerely,
213
Individual Notes Home
Have plenty of these notes on hand to send home with children who you
catch being good Encourage other children to tell on others when they are
being good by helping you spot others who have good ideas, help out, work
hard, or achieve a goal
214
215
Appendix
216
Appreciative Inquiry
The curriculum design of the Cincinnati Schools After School Program is
grounded in a process called Appreciative Inquiry Appreciative Inquiry,
developed by David C Cooperrider, Case Western School of Management,
is a strength-based process focused on fnding out what works and getting
more of it rather than fnding out what the problems are and getting rid of
them
In the past, most curriculum design has been defcit-based, as it has
focused on an analysis of the current problem and the desired outcomes
Attention is paid to the gap that exists between what is currently happening
and what is desired The result is a kind of puzzle (individual pieces of the
problem analysis) where the parts may or may not ft together in a coherent
way that results in improvement This defcit-focused instruction is past-ori-
ented, as it focuses attention on yesterdays causes The assumption is that if
we fnd and correct the problem we will have solved the diffculty However,
because of the interdependent nature of systems, we may never fnd the
real problem and fully change the system Instead, what often happens in
this model is that we fnd another problem and the cycle of fnding solutions
to problems begins again and is often repeated over and over We design the
training or instruction to eliminate what we do not want rather than to give
us more of what we do want
One of the most signifcant outcomes of this problem-centered approach
is the eventual discouragement and even cynicism that results Human
beings can only focus on unresolved problems for so long without becoming
overwhelmed with negativity about the possibility of ever really changing
the system
The Appreciative Inquiry design model is focused on the strengths of
the learner and the system and how can we get more of them This model
is based on the foundation of unconditional positive regard for the learner
and a belief that the experiences of the good, the best, the most exciting
of the learner ought to be the basis upon which the learning experience is
launched Every system has good and bad in it; the challenge is which of the
two to focus on Cooperrider and Whitney describe Appreciative Inquiry as
the cooperative search for the best in people, their organizations, and the
world around them (1999a, p 10) This involves a search into what gives life
to the system A hallmark of AI is the kind of questioning that takes place:
questions are unconditionally positive and designed to strengthen the posi-
tive potential There is considerable evidence that focusing on the good, espe-
cially where children are concerned, increases desired learning outcomes
One such study is often referred to as the Pygmalion Study Pygmalion
in Greek mythology was the god who could not fnd love because he wanted
someone who exactly mirrored himself In the end, he carved a stone statue
and fell in love with the statue This myth has come to signify how people
work to change people into some kind of desired behavior by chipping
away at the undesired behaviors Simply put, when teachers expect students
to do well and show intellectual growth, they do; when teachers do not have
such expectations, performance and growth are not as encouraged and may
in fact be discouraged in a variety of ways
In the famous Oak School experiment, (Pygmalion in the Classroom, Holt,
Rinehart and Winston, 1968) teachers were led to believe that certain stu-
dents selected at random were likely to be showing signs of a spurt in intellec-
217
tual growth and development At the end of the year, these students showed
signifcantly greater gains in intellectual growth than did those in the control
group This was especially pronounced in frst and second graders and in ffth
and sixth graders, though less so in third and fourth grade students Without
becoming inundated by a sea of numbers, we can see from one example the
degree of signifcance found First graders in the control group showed a gain
of twelve IQ points; students in the experimental group showed a gain of 274
IQ points Overall, taking the students from the frst through the sixth grades,
the experimental group showed a 1222-point gain versus an 842-point gain
for the control group In short, the group of whom more was expected did
signifcantly better (James Rhem, Executive Director, National Teacher and
Training Forum)
This study has resulted in two signifcant processes for the Cincy After
School program:
1 The facilitators in the After School program will assist the students in the
program in a positive way by focusing on them from a strengths perspec-
tive, looking always to what they have rather than what they lack
2 Increased learning for the students will be facilitated when the lesson is
based in the best experiences of the learner
The Cincy After School program curriculum has been built on these two
ideas 1) that what is needed is to fnd out what works and get more of it and
2) the need to ask the students what their best experiences are We did this
in several ways:
3 Talking with experienced teachers about what were their best experi-
ences as teachers
3 Talking with mental health and health professionals about what were
the best things that could be done for children in terms of their health
3 Talking with parents about their best experiences of after-school child
care
3 And fnally, talking with children about what their best experiences
were The curriculum also calls for a continued emphasis on asking chil-
dren what their best, most fun, most life-giving, most exciting expe-
riences are
This inquiry into what is life-giving, exciting and best needs to continue
as this curriculum is used
Three sections of the curriculum are specifc to the Appreciative Inquiry
process
1 During the snack and chat time, Tribe leaders will inquire about the days
happenings from an appreciative perspective
2 Each lesson has an appreciative inquiry section geared to helping the
students look to their own positive experiences where the days lesson is
concerned
3 Family Nights will focus attention on what is the best thing that hap-
pened between parents and children
In addition, facilitators will be trained in the AI process of interviewing
students as to their best, most positive, most exciting experiences as a way
of enhancing the curriculum
218
Appreciative Team Building
As a Cincy After School Facilitator you will be helping students learn to iden-
tify their best experiences in a number of areas so that you can help them
gain more positive experiences and so they can see the connections between
what they are going to do and what they already have experienced Each les-
son or exercise has Appreciative Inquiry questions (see Appreciative Inquiry
above) focused on helping the facilitator tap into the students best experi-
ences by inquiring into them and linking them to the lesson or exercise
Facilitators can use the same model to build their staff teams and their
relationships with teachers, school staff and parents/caregivers The goal of
AI can be simply stated as fnding out what works so that you can get more
of it rather than focusing on the problems so you can get rid of them In
order to do that we ask positive questions that are focused on the best, the
most life-giving, the most exciting, the most fun, and the most satisfying
Some sample questions are:
3 What are your best experiences of ?
3 What have you found that is exciting, life giving, fun about ?
3 What are the things that motivate you?
3 What matters to you most about ?
3 What are your greatest skills and talents?
3 What are the most positive, the most productive things about ?
3 Is there a specifc moment when you thought things were going really
well in ?
3 What did you enjoy the most about ?
WHAT TO DO WITH NGATIVS
Almost any negative can be expressed as a wish or desire
3 I wish we had more time to play
3 I wish I had more teaching materials
3 I would like to have more support
3 I wish the program would
3 I wish I could
3 It would be great if we
Using AI can greatly increase the sense of optimism and sense of accom-
plishment for both the students and the facilitators and those with whom
they interact To test this assumption, just think about the difference between
the answers to these two questions:
3 How was your day?
3 What was the best thing that happened to you today?
219
40 Developmental Assets
TM

for Elementary-Age Children
The Search Institute has identifed the following building blocks of healthy
development that help elementary-age children grow up healthy, caring, and
responsible
XTRNAL ASSTS
SUPPORT
1 Family Support Family life provides high levels of love and support
2 Positive Family Communication Parents and children communicate
positively Children are willing to seek advice and counsel from their
parents
3 Other Adult Relationships Children have support from at least one adult
other than their parents Their parents have support from people outside
the home
4 Caring Neighborhoods Children experience caring neighbors
5 Caring Out-Of-Home Climate School and other activities provide caring,
encouraging environments for children
6 Parent Involvement in Out-of-Home Situations Parents are actively
involved in helping children succeed in school and in other situations
outside the home
7 Community Values Children Children feel that the family and commu-
nity value and appreciate children
mPOWRmNT
8 Children are Given Useful Roles Children are included in age-appropri-
ate family tasks and decisions and are given useful roles at home and in
the community
9 Service to Others Children serve others in the community with their
family or in other settings
BOUNDARIS AND XPCTATIONS
10 Safety Children are safe at home, at school, and in the neighborhood
11 Family Boundaries The family has clear rules and consequences and
monitors childrens activities and whereabouts
12 Out-of-Home Boundaries Schools and other out-of-home environments
provide clear rules and consequences
13 Neighborhood Boundaries Neighbors take responsibility for monitoring
childrens behavior
14 Adult Role Models Parents and other adults model positive, responsible
behavior
22O
15 Positive Peer Observation Children interact with other children who
model responsible behavior and have opportunities to play and interact
in safe, well-supervised settings
16 Appropriate Expectations for Growth Adults have realistic expectations
for childrens development at this age Parents, caregivers, and other
adults encourage children to achieve and develop their unique talents
CONSTRUCTIV US OF TIm
17 Creative Activities Children participate in music, art, drama, or other
creative activities for at least three hours a week at home and else-
where
18 Out-of-Home Activities Children spend one hour or more each week in
extracurricular school activities or structured community programs
19 Religious Community The family attends religious programs or services
for at least one hour per week
20 Positive, Supervised Time at Home Children spend most evenings and
weekends at home with their parents in predictable, enjoyable routines
INTRNAL ASSTS
COmmITmNT TO LARNING
21 Achievement Expectation and Motivation Children are motivated to do
well in school and other activities
22 Children are Engaged in Learning Children are responsive, attentive,
and actively engaged in learning
23 Stimulating Activity Parents and teachers encourage children to explore
and engage in stimulating activities Children do homework when its
assigned
24 Enjoyment of Learning and Bonding with School Children enjoy learning
and care about their school
25 Reading for Pleasure Children and an adult read together for at least 30
minutes a day Children also enjoy reading or looking at books or maga-
zines on their own
POSITIV VALUS
26 Caring Children are encouraged to help other people
27 Equality and Social Justice Children begin to show interest in making
the community a better place
28 Integrity Children begin to act on their convictions and stand up for
their beliefs
29 Honesty Children begin to value honesty and act accordingly
30 Responsibility Children begin to accept and take personal responsibility
for age-appropriate tasks
31 Healthy Lifestyle and Sexual Attitudes Children begin to value good
health habits and learn healthy sexual attitudes and beliefs as well as
respect for others
221
SOCIAL COmPTNCIS
32 Planning and Decision Making Practice Children begin to learn how to
plan ahead and make choices at appropriate developmental levels
33 Interpersonal Skills Children interact with adults and children and can
make friends Children express and articulate feelings in appropriate
ways and empathize with others
34 Cultural Competence Children know about and are comfortable with
people of different cultural, racial, and/or ethnic backgrounds
35 Resistance Skills Children start developing the ability to resist negative
peer pressure and dangerous situations
36 Peaceful Confict Resolution Children try to resolve conficts nonvio-
lently
POSITIV IDNTITV
37 Personal Power Children begin to feel they have control over things
that happen to them They begin to manage frustrations and challenges
in ways that have positive results for themselves and others
38 Self-Esteem Children report having high self-esteem
39 Sense of Purpose Children report that their lives have purpose and
actively engage their skills
40 Positive View of Personal Future Children are hopeful and positive about
their personal future
This page may be reproduced for educational, noncommercial uses only.
Copyright 2004 by Search Institute
SM
, 615 First Ave NE Suite 125, Minneapolis, MN 55413;
800-888-7828; www.search-institute.org.
The following are trademarks of Search Institute: Search Institute
SM
, Developmental Assets
TM
,
and Healthy CommunitiesHealthy Youth
.
222
ACTIVITV ACTIVITV
Addition Tag (1r) Group Juggle (26r)
Alaska Baseball (13r) Hula Hoop (5r)
Alphabet Memorization (2r) I Am A Space Walker (38r)
Back Away (16r) I See (17r)
Back-to-Back (11r) Mended Heart (19r)
Bat Ball (14r) Number Search Relay (6r)
Capture The Flag (47r) Octopus (32r)
Catch A Tail (48r) PassN Run For Fun (44r)
Catch The Dragons Tail (49r) Rock, Paper, Scissors (7r)
Clam Free (15r) Roll Playing (33r)
Clean Your Room (12r) Shipwrecked (18r)
Corner Tag (36r) Slipped Disc (34r)
Crazy Conga Line (37r) Star Wars (24r)
Dragon Dodge (39r) Statues (24r)
Drag Race (27r) Steal The Bacon (29r)
Energizers (40r, 41r, 42r) Stride Ball (21r)
Exercising Your Name (43r) The Doctor Is In (35r)
Fat Cell Tag (30r) Throw and Go (9r)
Five Servings Tag (28r) Tribal Tag 1 (22r)
Food For Survival (3r) Tribal Tag 2 (23r)
From A to Z (20r) True and False (10r)
Go For Twenty (31r) Ultimate Nerf (46r)
Grab + Race + Spell (4r) Veggie Monster (25r)
223
Books Used in
Alternative Activities
These books can be gathered at your library by your librarian Please use the
form in the appendix to request books one month ahead of time
1 Five Brave Explorers by Wade Hudson
2 Spaghetti and Meatballs for All! by Marilyn Burns
3 Gettin Through Thursday by Melrose Cooper
4 Jamaica and the Substitute Teacher by Juanita Havill
5 Something Beautiful by Sharon Dennis Wyeth
6 Big Mamas by Donald Crews
7 Shortcut by Donald Crews
8 I, Doko by Ed Young
9 The Hunterman and the Crocodile by Baba Wague Diakite
10 The Greedy Triangle by Marilyn Burns
11 If Id Known Then What I Know Now by Reeve Lindbergh
12 How Murray Saved Christmas by Mike Reiss
13 Seven Spools of Thread by Angela Shelf Medearis
14 Just in Time for Christmas by Louise Borden
15 The Christmas Cobwebs by Odds Bodkin
16 Storm Boy by Paul Owen Lewis
17 Tikki Tikki Tembo by Arlene Mosel
18 Earth Day by Linda Lowery
19 Musicians of the Sun by Gerald McDermott
20 The Boy Who Stuck Out His Tongue by Edith Tarbescu
21 The Gospel Cinderella by Joyce Carol Thomas
22 Grandmother Spider Brings the Sun by Geri Keams
23 Two Bad Boys by Gail E Haley
24 The Rough-Face Girl by Rafe Martin and David Shannon
25 Save My Rainforest by Monica Zak
26 Ahaiyute and Cloud Eater by Vladimir Hulpach
27 Something Beautiful by Sharon Dennis Wyeth
28 Do I Have To?: Kids Talk About Responsibility by Nancy Loewen
29 Ed Emberlys Thumbprint Drawing Book by Ed Emberly
Various books on how to draw and card games
224
About the Authors
Mary Cox received her BS degree from West Virginia State College and her
MA from Xavier University in Cincinnati, Ohio She has been a classroom
teacher with the Cincinnati Public Schools for 29 years In addition, she has
worked as an independent contractor providing one-on-one instruction with
the Sylvan Learning Center and The Childrens Home in Cincinnati
Joan Hoxsey has a Doctor of Ministry degree from the Graduate Theological
Foundation in Family Studies; she received her Masters of Education in Com-
munity Counseling at Youngstown State University and a Bachelor of Arts
in Religious Studies from Ursuline College, Pepper Pike, Ohio She has thirty
years of experience working with children and families, including thirteen
years as the Director of Family Ministry for the Diocese of Youngstown, Ohio,
Executive Director of the Lorain County Family and Children First Council,
and the Hamilton County Help Me Grow Project
Lisa Jensen graduated from Luther College in Decorah, Iowa, with a BA in
Elementary Education She has been a classroom teacher (preschool through
grade 6) in private and public schools in New Hampshire, Maine, Iowa, Wis-
consin, and Ohio for the past 18 years She is currently serving as Administra-
tive Team Leader at the Cincinnati Waldorf School
Discover Health is a dynamic program, led by health educators The learn-
ing journey with Discover Health begins as students climb aboard the 38-ft
Discover Health mobile classroom where they learn important health con-
cepts about the heart, lungs, brain, digestive tract and other body systems
Classroom topics include healthy eating, exercising, practicing good hygiene,
building self-esteem and preventing tobacco use In addition, Discover Health
consults on health curricula for grades K12
For further information regarding this curriculum, contact
Joan Colleran Hoxsey
Relationship Resources
4242 Langland Street
Cincinnati, Ohio 45223
relationshipresources@fusenet
or
Rebecca Kelley
RKelley@CincinnatiYMCAorg

C Incy After School Curriculum

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

C Incy After School Curriculum

Загружено:

Авторское право:

Доступные форматы

I

Вам также может понравиться