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Activities: 1) Make model of our solar system (3-D). Identify sun and planets (mobile, diorama, paer mache). 2) Make booklet with different constellations. 3) Observe the night sky and write or draw what you see (Journal/Diary).
Grade: 2 Assessment: Identify the planets. Grade: 4 Assessment: Identify and describe the characteristics of the planets in our solar system (size, distance, location, etc).
Writing Team: Lourdes Acevedo, Mary Kranz
Grade: 10 World Literature Objective: Research deforestation-apply documentation. Grade: 10 World History Objective: Analyze areas where deforestation occurs and its economic impact.
Activities:
1) Identify geographic regions on global map-Build a deforestation zone map.
a) History students will provide information on world deforestation zones.
b) Literature students will research and compile information on the countries.
2) Identify cultures endangered by deforestation.
a) In mixed groups, students will create a role-playing scenario with history students
portraying natives and literature students portraying the businesses.
b) Each group will present to the class.
3) Groups will brainstorm why deforestation is occurring and the global economic
impacts.
4) Classes will create bulletin boards for the entire school advocating rainforests.
Grade: 10th Literature Assessment: Reports and productivity of group work Grade: 10th History Assessment: Create a product from the rainforest and make a marketing plan for it. Construction of the map.
Writing Team: Amy Martin, Keelin Hurley-Indian River
Grade: K Objective: Identifying what animals live underwater.
Grade: 2 Objective: Build a food chain for underwater animals.
Activities:
1) Read about underwater animals and create a list.
2) Create the sea life for a 3-D mural.
3) Create a mural of the sea and have the 2nd graders help position the animals.
4) Label the animals.
5) Create stories (as a partnership) about sea animals.
6) Visit SeaWorld.
Grade: K Assessment: Identify 3-5 animals-using the mural.
Grade: 2 Assessment: Using the mural, describe, draw or write the food chain.
Writing Team: Betty Williams, Allyson Cooke, Holly Champaigne
Grade: 5 Objective: Standard measurements
Grade: 8 Objective: Metrics
Activities:
1) Body Kinesthetic,Math-Take groups of 6 outside - Teams pick best broad jumper to
compete-Measure distances in standard and metric.
2) Body Kinesthetic, linguistic, math-Discuss differences between metric and standard
measurements-Do high jump activity-Convert from standard to metric.
3) Body Kinesthetic, math-Discus throw-convert measurements.
4) Body Kinesthetic, math-Relay races-teams of four.
Grade: 5 Assessment: Test each student - measure with standard and metric ruler
Grade: 8 Assessment: Take test-Complete metric conversions of standard measurements
Writing Team: Sue Christiana, Roxanne Morse, Gwendolyn Hampton, Debbie Schalk
Grade: K Objective: Learn name and colors of the planets.
Grade: 4 Objective: Place planets in order from the sun and explain some of the reasons why planets are different colors.
Activities:
1) Create rap/song lyrics using planet names.
2) Make clay models of the planets.
3) Report on planet colors and explain why using information from the 4th grade science
texts and the Media Center.
Grade: K Assessment: Recite planets using music and mnemonics.
Grade: 4 Assessment: Identify location of planets in relation to the sun.
Writing Team: Susan Hales, Lori Burgess
Grade: 3 Objective: To learn facts about stars.
Grade: 5 Objective: To learn facts about the universe.
Activities:
1) Build a planetarium.
2) Draw twenty constellations.
3) Identify various stars through a telescope.
4) Use research teams to find out the distances of constellations and particular stars from
our sun.
5) Research and list the various gases that comprise the universe.
6) Take an imaginary trip to the sun-Build team space ships to travel on.
7) Construct "Wheel Charts" to show planets, stars, constellations and their distances.
Grade: 3 Assessment: Name five famous constellations.
Grade: 5 Assessment: Explain what it would be like to travel through the Universe.
Writing Team: Dee Griffin, Margaret Zook
Grade: 2 Objective: Identify the nine planets.
Grade: 4 Objective: Research facts about planets (Each team selects one planet).
Activities:
1) Make planet 3-d models and drawings.
2) Fouth grade teams write detailed research paper-Make oral presentations to the third
grade.
3) Take an imaginery trip through the solar system.
4) Make models of planets with styrofoam balls. Paint and label.
5) Display in Media Center.
Grade: 2 Assessment: Label a planet map.
Grade: 4 Assessment: Recall 3-5 facts from each presentation.
Writing Team: Linda Schroder-King, Carri Gallagher, Gary Ross, Chris McSweeney, Eleanor Shill
Grade: 2 Objective: Be able to discuss biycle safety rules.
Grade: 5 Objective: Be able to list the laws for safe bicycle use.
Activities:
1) Study parts of the bicycle-use a real bicycle.
2) Label parts of the bicycle.
3) List possible dangers that are part of bicycle riding.
4) Role play street situations using bicycles-Use the school parking lot.
5) Research the helmet law.
6) Graph the ages of people injured on bicycles.
7) Make a safety video with music to be used in younger classes.
8) Have a bicycle rodeo at the school. Invite the police department to assist with the
rodeo.
Grade: 2 Assessment: List bicycle safety practices.
Grade: 5 Assessment: Imterpret graph to explain the need for helmets.
Writing Team: Theresemarie Scheetz, Nancy Maze, Nurilda Perez
Grade: 3 Objective: To make a sandwich book and write a story.
Grade: K Objective: To make a sandwich book and illustrate it.
Activities:
1) 3rd graders read the story aloud to the kindergarteners.
2) Kindergarteners ask 3rd graders questions about the book, what it means.
3) Both grades cut out 2 slices of bread-shaped paper and peanut-butter paper to make a
sandwich book.
4) The 3rd graders write narrative on how they feel about the story in their sandwich book
while the Kindergarteners illustrate how they feel about the story.
5) Write and illustrate the necessary steps needed to make a peanut butter sandwich, and
then they will make a real sandwich by using the steps they have listed.
Grade: 3 Assessment: The story
Grade: K Assessment: The illustrations
Writing Team: Regina Newton (Citrus Springs Elem), Lisa Rogers (Brevard)
Grade: 1 Objective: Introduction to the constellations
Grade: 3 Objective: Identify constellations
Activities:
1) In small groups, the readers read stories about the stars, planets, constellations.
2) Draw pictures from the books.
3) Homework-Draw pictures of the evening sky.
4) In class-Make shoebox constellations.
5) Make seasonal shoebox showing the different constellations.
Grade: 1 Assessment: Oral test
Grade: 3 Assessment: Written test
Writing Team: Pat Ackley, Kathy Garvin
Cross-Age Tutoring Lesson - Theme: POND LIFE
Literature: "Jump, Frog, Jump" by Stella Sands
Grade: K Objective: To be able to name animals and plants in a pond
Grade: 4 Objective: Develop and describe an ecosystem
Activities:
1) 4th grade reads book to kindergarteners. Talk about pond environments.
2) Older students sketch out and label a pond mural. Younger students color them.
3) Kindergarteners color and place precut animals properly on the mural.
4) Both classes present mural to other classes.
Grade: K Assessment: Placement and presentation of mural
Grade: 4 Assessment: Drawing, labeling, and explanation of the mural
Writing Team: Julie Averett, Sharon Walters
Literature: "Let's Be Enemies" by Janice May Udry
Grade: K Objective: Building problem-solving skills.
Grade: 4 Objective: Being able to analyze character traits.
Activities:
1) Produce role-playing.
2) Discuss character solving problems using information from the book.
3) Fantasy versus reality (Could this really happen?)
4) Write personal experiences into journals. Have older students take dictation for
younger children.
Grade: K Assessment: Able to use appropriate language usage.
Grade: 4 Assessment: Appropriate language usage both verbal and written.
Writing Team: Julie Averett, Sharon Walters
Literature- "A Very Special Critter"
Grade: 1 Objective: Recognizing alike and different.
Grade: 6 Objective: Developing categories based on different characteristics.
Activities:
1) Explore other handicaps by experiencing a handicap. Use pairs.
2) Draw pictures from a pictionary and write a definition or characteristics of different
disabilities.
3) First graders select animal pictures and cut them out. Sixth graders use the pictures
from 1st grade partners and create an unique critter using body parts of many
different animals.
Grade: 1 Assessment: Identify basic handicaps.
Grade: 6 Assessment: Characterize disabilities and handicaps. Explain why every person has strengths and weaknesses.
Writing Team: Sheila Bennett, Sarah Seelmann
Grade: 2 Objective: To recognize basic marine animal characteristics
Grade: 5 Objective: To research and report on marine animals
Activities:
1) Create research teams to discover information on a marine animal.
2) Write an organized report.
3) Create a presentation: drawing of the animal, paper mache or clay model, brochure or
awareness poster if animal is endangered, display reports/projects.
4) Present the projects to the younger grade level students.
Grade: 2 Assessment: Children write their own information report on an animal.
Grade: 5 Assessment: Students are able to organize their next research project.
Writing Team: Mildred Alexander, Angie Doherty
Grade: K Objective: How to make friends.
Grade: 2 Objective: How to keep and enjoy friends.
Activities:
1) Read book to class. Use cooperative teams for buddy reading.
2) Do role-playing in cooperative groups:
A) How to meet someone new.
B) Practice problem-solving that arise in friendships
3) Kindergarteners-draw pictures of friends.
2nd Graders-Write about experiences with friends.
4) Share stories and pictures.
Grade: K Assessment: Sharing of stories and pictures
Grade: 2 Assessment: Observe the role-playing and practice problem-solving skills.
Writing Team: Mildred Alexander, Angie Doherty
Grade: 2 Objective: To understand how people react to change.
Grade: 4 Objective: Predicting outcomes.
Activities:
1) Show pictures from magazines - Ask students:
What is the situation? How did the person feel? How would you react?
2) Stop at a certain point in the story. "...the dragon was so tired he didn't even move."
4th grade writes the ending.
2nd grade draws the ending.
3) Write descriptive words for pictures. Place the picture in the middle of a posterboard.
Write descriptive words around the picture.
4) Pick situation from the book and have students role-play.
Grade: 2 Assessment: Able to predict a new ending.
Grade: 4 Assessment: Able to predict endings and develop lists of descriptive words.
Writing Team: Rhonda White, Monique Leath, Sharon Sailor
Grade: 1 Objective: Express their feelings about their family. They will create a book about family.
Grade: 5 Objective: Create book about family. Create a poem about family and love.
Activities:
1) Buddy shares book with first grade partner.
2) Talk about family feelings.
3) First graders draw pictures illustrating feelings while fifth graders write text.
4) Fifth graders make a word bank of positive feelings.
5) Fifth graders write poem about family feelings.
6) Share with class.
Grade: 1 Assessment: Illustrated book about family.
Grade: 5 Assessment: Proofread and revised poem for family.
Writing Team: Pat Moy, Susan Taylor
Grade: 1 Objective: To determine real from make-believe.
Grade: 3 Objective: To introduce the concept of fictional stories through folktales.
Activities:
1) Third graders act out scenes from the story for first graders. Then ask what is real and
what is make believe.
2) Make a diorama of their favorite scene and share with each other.
3) Make a golden box with two sections (One for fictional stories and one for non-fiction).
4) Have a celebration dinner for Ananse. Include actual foods mentioned in the story.
5) Use a gourd to make a calabash to hold Ananse's water. Discuss the actual objects we
use from nature to make bowls, plates, tools, etc.
Grade: 1 Assessment: Have students give examples of real objects and make believe.
Grade: 3 Assessment: Identify fictional and nonfictional stories. Give characteristics.
Writing Team: Monica Redman, Rayeko Horton
Grade: 3 Objective: Origin of myths
Grade: 5 Objective: Revolution of the earth
Activities:
1) Define a myth.
2) Name another myth.
3) Locate South America/Brazil on map.
4) Research revolution of earth (as it relates to the story).
Grade: 3 Assessment: Give one origin of the myths.
Grade: 5 Assessment: Compare actual earth rotation to symbolism in the book.
Writing Team: Pat Moy, Susan Taylor
Literature - "A Snake Mistake": by Mavis Smith
Grade: 3 Objective: Recognize three foods for snakes.
Grade: 1 Objective: Recognize some snakes eat eggs.
Activities:
1) Buddy reads stories to first graders.
2) Research encyclopedia articles about snake's feeding habits.
3) Make up story about a snake.
4) Third graders write captions on the first graders' illustrations about snakes.
5) Present stories to class.
Grade: 3 Assessment: Identify three snakes.
Grade: 1 Assessment: Identify a snake food.
Writing Team: Pat Moy, Susan Taylor, Michelle Ausley
Literature - "The Jolly Postman or Other People's Letters" by Janet and Allan Ahlberg
Grade: 1 Objective: Learning the job of postman and the post office.
Grade: 3 Objective: Understanding the format of letter and envelope.
Activities:
1) Write a letter to someone in the school.
2) Put in an envelope and address.
3) Assign a person to be a postman and deliver letters.
4) Option: Observe how they receive/send mail at home or visit a post office.
Grade: 1 Assessment: Identify the roles of a postman.
Grade: 3 Assessment: Demonstrate ability to write a letter/envelope using correct format.
Writing Team: Daphne Graham, Patty Schwarz
Literature - "Never Mail an Elephant" by Mike Thaler
Grade: 1 Objective: Sequencing
Grade: 5 Objective: Sequencing words (first, next, finally); letterwriting
Activities:
1) Create postal system for school.
2) Letter writing with pen pals and between grade levels.
3) Design own stamp.
4) Creative writing experiences using drawings.
5) Field trip to post office or visit from the mailman.
Grade: 1 Assessment: To write personal letters.
Grade: 5 Assessment: To write personal letters.
Writing Team: Angie Brummett, Michelle Gooding
Literature - "One Light, One Sun" By Raffi
Grade: 1 Objective: Recognize action words (verbs).
Grade: 4 Objective: Identify nouns (naming persons, places, things).
Activities:
1) Make a circle (sun) wheel. Put nouns on the sun and verbs on the rays of the sun.
2) Action Verb song - "V-E-R-B-S" are what we call them-Tune of BINGO.
3) Noun Song - NOUNS - Person, place, or thing- Tune of Three Blind Mice
4) Discuss language and different cultures. Examples: color, animals, foods.
5) Sing and act out songs in the book.
Grade: 1 Assessment: Identify action words in the story.
Grade: 4 Assessment: Use nouns and verbs to complete sentences about the earth.
Writing Team: Claudia Wrigley, Crystal O'Brien
Literature - "Going To The Dentist" by Mercer Mayer
Grade: K Objective: Basics about tooth care.
Grade: 3 Objective: Healthy tooth care and basic knowledge of the parts of teeth and gums.
Activities:
1) Make a toothbrush calendar chart to chart their teeth brushing habits.
2) Make a tooth model and a toothbrush. Practice proper brushing habits.
3) Put baby tooth in Coke to show decay process. Keep a log of experiments and results.
4) Make a poster of a tooth and label the parts of the tooth, gums, and roots.
5) Have a dentist come and visit the classroom or take a field trip to a local dentist office.
Grade: K Assessment: Create a picture book about good tooth care.
Grade: 3 Assessment: Write a book about teeth and tooth care or make a model/poster of teeth and share information on teeth and tooth care with class or small groups.
Writing Team: Monica Redman, Rayeko Horton
Literature - "Socks" by Beverly Cleary
Grade: 1 Objective: Discover healthy animal care.
Grade: 5 Objective: Design a classroom flea market.
Activities:
1) Read Socks together as buddy readers.
2) Develop a classroom flea market-Decide on a barter system-Open the market to the
younger class.
3) Have a vet come to class to talk about taking care of pets.
4) Promote a special pet visit day at the school.
Grade: 1 Assessment: Make a list of health rules for pets.
Grade: 5 Assessment: Be able to describe a barter system and different types of money.
Writing Team: Michelle Gooding, Angie Brummett
Genre: Nonfiction
Literature: The Eyes of the Gray Wolf
Visual: Go to library and look up pictures of other endangered species of North American animals.
Spatial: Find map of North America-Highlight wolf habitats.
Linguistic: Write a poem detailing Gray Wolf's journey through life.
Musical: Make a conservation rap.
Math: Graph out the decline of a specific endangered species over the past 100 years.
Logic/Problem-Solving: Have students list 5 to 10 possible reasons for the decline of species.
Interpersonal (Team): Make a class scrapbook of endangered species.
Intrapersonal (Self): Write an essay on animal conservation.
Naturalistic (Plants/Animals): Class trip to Merritt Island Wildlife Refuge.
Writing Team: Keelin Harley, Amy Martin (Indian River)
Visual, Body/Kinesthetic, Music, Art: Simulate the opening ceremonies. Students will dress up in country outfits and parade in as national anthems are being played. A torch carrier will light the torch.
Mathematical: Create a graph of medal winners organized by country. After Olympics are over, create a statistical percentage representation of winners.
Logic/Problem-Solving: A medal winner in a swimming event tests positive for a prohibited drug. A body must convene to determine what will happen to this athlete.
Spatial: Plot on a global map the home countries of medal winners. Work in conjunction with the math activity.
Interpersonal (Team): Interview local athletes and find out what their goals/dreams are and how they are working to achieve their goals. Write these goals and dreams on large wall charts.
Intrapersonal (Self): You wish to be selected as a torch-relay carrier. Write an essay describing why you should be chosen.
Writing Team: Lori Burgess (Seminole), Keelin Hurley (Indian River), Amy Martin River)
Genre: Non-Fiction, Multicultural
Literature: The Eyes of the Gray Wolf
Visual and Spatial: Locating on maps where endangered species live or used to live- Mark these areas in two different colors.
Linguistic: Choose an endangered species and develop a research report.
Math: Based on their chosen endangered species, encourage the students to develop a graph that shows the percentage of living versus extinct animals.
Interpersonal (Team): Create in a group a puppet show about how their animal became endangered.
Intrapersonal (Self): Create your own mask for your song and dance activity.
Naturalistic (Plants/Animals): Invite a speaker from Silver Springs Park to introduce endangered species to the class.
Visual: Taking a trip to the "Splendors of Ancient Egypt" Museum in St. Pete.
Spatial: Build different types of pyramids out of sugar cubes and sandpaper.
Linguistic: Speak with a child currently living in Egypt about their culture (Internet).
Musical: Play "Walk Like An Egyptian" by the Bargels while the students are instructed to draw the Egyptian settings.
Body/Kinesthetic: Mummy wrappings with a buddy-Use toilet paper. Depict a historical event by doing mini plays designed by the students.
Math: Organize a timeline depicting the periods of ancient Egyptian civilization.
Logic/Problem-Solving: Writing in hieroglyphics an actual story about ancient Egyptian life on a flower pot. Smash the pot and have another group put it back together and decide what the pot depicted.
Intrapersonal (Self): Research famous Pharoahs and build trivia cards.
Writing Team: Regina Newton (Citrus Springs), Roxanne Morse (Jupiter Middle), Lisa Rogers (Brevard)
Genre: Non-Fiction
Literature: Eyes of the Gray Wolf, Jonathan London
Visual: Mural depicting winter in the mountains
Spatial: Puppets acting out wolf behaviors using mural as the backdrop
Linguistic: "Animals In Winter" read as a supplement - National Geographics, poems on winter
Musical: Native American Music (rhythms)
Body/Kinesthetic: Dance to the rhythms of drums, move like wolves as they stalk and hunt
Math: Graph weather temperature, amounts of snowfall, weight of wolves at birth- adolescence-adult.
Interpersonal (Team): Puppet Show
Intrapersonal (Self): Make personal book on animals in winter.
Naturalistic (Plants/Animals): Slide show of animals of the mountain regions or plants in winter.
Writing Team: Carri Gallagher, Linda Schroder-King
Genre: Biography Literature: Diary of Anne Frank
Visual: Watch the video of the book. Celebrate Hannakah with food. Dramatize the Passover. Watch "Animal Farm" (based on Hitler's ideas).
Spatial: Build a replica of the actual attic. Draw a diagram of the attic. Build model of the concentration camp. Looking out the attic window-Draw what you see outside in the street?
Linguistic: Read "Diary"; Write letters to Hitler. Simulation- You are Anne's sister. What is it like to live in the attic?
Musical: Study composers of the 1930s-1940s. Study traditional Hebrew music.
Body/Kinesthetic: Live in the same size room for one week just like Anne.
Math: Measuring dimension of hidden room, number of days in captivity, amount of food sent up to them.
Logic/Problem-Solving: Write essays about ways to escape the attic. How to stay quiet during the two years. Write essays on ways to stay normal during the time in the attic.
Intrapersonal (Self): Keep a diary about your daily life. Essay-How would you feel about being kept in an attic?
Writing Team: Sue Christiana, Patricia Ackley, Kathleen Garvin
Genre:Non-Fiction
Literature: The Eyes of the Gray Wolf
Visual/Spatial: Diorama of different endangered species of North America
Linguistic: Research on computer or Media Center books to write brief descriptions.
Musical: Have children make sounds/music to communicate as wolves.
Body/Kinesthetic: Each child acts out wolf behavior.
Math: Graphing numbers of wolves in each state.
Interpersonal (Team): Have each demonstrate a "happy", "sad", "Angry" wolves.
Intrapersonal (Self): Research teams
Naturalistic (Plants/Animals): Writing to Nature organizations for information on saving wolves.
Writing Team: Lourdes Acevedo, Michelle Deming, Gayle White
Genre: Fantasy
Literature: "Polar Express" by Chris Van Allsburg
Visual/Spatial: On a large world map, move a toy train from the North Pole to Florida. Label the important places along the route.
Linguistic: Read "Jumanji" and rewrite the ending. Write one of your own dreams.
Musical and Art: Draw illustrations. Compare illustration techniques among authors. Moving to the rhythm of a train.
Body/Kinesthetic: Build your own trains-Move a group as if they were a train.
Math: Develop activities for time, time zones, train schedules, money to purchase train tickets, and measuring distance between cities.
Logic/Problem-Solving: Estimate how long it will take to get to the North Pole. Compare to story or traveling a different way. Why train tracks weren't at the house? Why others couldn't hear the bell?
Intrapersonal (Self): Journal about traveling alone-Rules of safety.
Writing Team: Carri Gallagher, Betty Williams, Michelle Deming
Genre: Non-Fiction-Multicultural
Literature: The Eyes of the Gray Wolf
Visual/Spatial: Wolf film; Have children bring in stuffed wolves.
Linguistic: Oral reading together-Write about what they think it would be like to be a wolf. Write to wildlife organizations about endangered wolves.
Musical: Audio tape of a wolf howling
Body/Kinesthetic: Run in sand outside and make wolf prints
Math: Figure out the lifespans of wolves.
Intrapersonal (Self): Build wolf habitat dioramas
Writing Team: Hales, Burgess
Genre: Non-Fiction
Literature: The Eyes of Gray Wolf
Visual: Create landscape with chalk.
Spatial: Identify possible settings on globe and mark with flags.
Linguistic: Continue story - What happens next?
Musical: Choose music appropriate to setting and write lyrics.
Body/Kinesthetic: Pantomine story.
Math/Logic/Problem-Solving: Choose one possible location for wolves, measure the distance in miles from Florida and discuss the changes in weather.
Intrapersonal (Self): Research other species living in Arctic region using CD ROM.
Writing Team: Nancy Maze, Theresemarie Scheetz
Genre: Fantasy
Literature: Charlotte's Web - E.B. White
Visual: Make a web out of yarn in the classroom.
Spatial: Bulletin Board: Team collaboration to create scenes in the book.
Linguistic: Write a story about what happens to Charlotte's children.
Musical/Art: Have "County Fair" music playing during the classroom Fair. Create lyrics for a song which would convince the farmer not to kill Wilbur
Body/Kinesthetic: Perform an adaption of Charlotte's Web for the school.
Math/Logic/Problem-Solving: Calendar/Time: Estimate the time between each chapter--Chart it on a timeline. Estimate the weight of the pig as he grows from infancy to adult.
Logic/Problem-Solving: Create another plan to save Wilbur.
Intrapersonal (Self): Make a model of a barn with a swing (Diorama).
Interpersonal (Team): Create a county fair for the school.
Writing Team: Christine MacSweeney, Jan McCall, Theresemarie Scheetz
Genre: Bibliotherapy
Literature: Alexander and the Terrible, Horrible, No Good, Very Bad Day
Spatial: Write a book in different scenarios and illustrate each scenario.
Linguistic: Keep a journal of daily happenings and feelings.
Body/Kinesthetic: Role play situations, feelings, and solutions to bad days.
Intrapersonal (Self): Build a set of problem-solving cards-Let children select a card and then write about a solution to the frustration.
Writing Team: Gayle White, Michelle Deming
Visual: Chart amount of trash that is recyclable in a large city.
Spatial: Word search with recycling vocabulary-then build Recycling Posters for the school.
Linguistic: Write instructions for other classrooms to follow to continue project.
Musical: Rap song and posters.
Body/Kinesthetic: Separate trash from cafeteria-Sort out recyclables.
Math/Logic/Problem-Solving: What percentage is recyclable? Weigh and determine the value of each recyclable.
Intrapersonal (Self): Research major cities that do and don't recycle.
Writing Team: Holly Champaigne, Margaret Zook, Susan Hales, Eleanor Shill
Visual: Create a mural of one of the oceans.
Spatial: Students will build parts of the mural including types of sealife unique to that ocean.
Linguistic: Create a story about your adventures in the ocean or at the beach.
Musical: Draw pictures relating to the music of ocean sounds. Create a rhyme describing the sea floor or ocean mountains and islands.
Body/Kinesthetic: Field trip to SeaWorld.
Math: Determine the depths of the ocean in miles. Then convert to kilometers.
Logic/Problem-Solving: Debate the problems of pollution and the oceans. Can an ocean die? Collect data on a particular ocean. Come up with a hypothesis as to why that ocean exists the way it does.
Interpersonal (Team): (For older students) Scuba trip studying manatees.
Intrapersonal (Self): Construct a model of the ocean floor.
Naturalistic: Field trip to an endangered species refuge: Manatee hospital in Tampa, Suncoast Seabirds Sanctuary, etc.
Writing Team: Gayle White, Gwen Hampton, Allyson Cooke
Visual/Spatial: Design a diorama of an African village; Invite African story-teller to come in costume to share legends/fables about Africa.
Linguistic: Research an African tribe and create a travel brochure with your findings.
Musical: Learn and perform African tribal songs.
Body/Kinesthetic: Take a field trip to the zoo to see the elephants.
Math: Purchase and play board game: Mancala.
Interpersonal (Team): Develop a game about African customs.
Intrapersonal (Self): Write a letter to the United Nations requesting information on an African country or a particular tribe.
Literature: "Why Mosquitoes Buzz in People's Ears?" by Verna Aardema
Writing Team: Michelle Gooding, Angie Brummett, Claudia Wrigley, Crystal O'Brien
Literature- "How Night Came To Be" a Brazilian Myth by Janet Palazzo-Craig
Visual/Spatial: Have story time-read the myth aloud. Collect picture books about the rainforest.
Linguistic: Pen Pals-Write a class in South America-Share information about your culture. Ask questions. Create Brazilian games from the information you learned.
Musical: Brazilian dances and songs-set your own book to music.
Math/Logic/Problem-Solving: Use pattern blocks and make mosaic of the story; Cook Brazilian food.
Interpersonal (Team): Build a model of an ancient Brazilian city.
Intrapersonal (Self): Listening centers - Have other stories of South America on tape.
Naturalistic: Plant a banana tree.
Writing Team: Sarah Sulzman, Sheila Bennett
Visual: Build a mural of jungle animal pictures.
Spatial: Cut out jungle animal shapes; use overhead to make shadows; Have children identify the shadows.
Linguistic: Write a poem about the different noises jungle animals make. Write a journal about your special jungle animal and its journey through life.
Musical: Use the theme from the Jungle Book...identify all the animal sounds in the song.
Body/Kinesthetic: Rapping Rhyme (Make the sounds and moves of each jungle animal)
Math: Make a graph of Jungle Animals and their estimated numbers based on Wildlife Society figures.
Logic/Problem-Solving: Have children make a list of endangered species and explain the reasons why there are fewer animals than other species.
Interpersonal (Team): Make a scrapbook of jungle animals.
Intrapersonal (Self): Write a letter to the State of Florida Wildlife Division for information on endangered species around the state.
Naturalistic: Class trip to the Zoo.
Writing Team: Julie Averette, Verdill Loy
Literature: "How Night Came To Be" by Janet Palazzo-Craig-Genre: Multicultural
Visual: Read the book - Use buddy readers.
Spatial: Find Brazil on globes and maps, then make your own map and label.
Linguistic: Retell the story with a twist (Retell how night came to be).
Musical: Learn a Brazilian song and dance. Use some instruments that the Brazilian people use.
Body/Kinesthetic: Dramatize the story. Make costumes and props.
Logic/Problem-Solving: Play native games then change the rules to make a new game.
Interpersonal (Team): Research foods in Brazil and plan a Brazilian style dinner.
Intrapersonal (Self): Research facts about Brazil and share with class through murals or collages.
Naturalistic: Plant flowers or plants that grow in Brazil. Contact local zoo to bring animals that are in the story.
Writing Team: Rayeko Horton, Monica Redman
Genre: Multicultural- Literature-"Picking Peas for a Penny" Angela Shelf Medearis
Visual: Documentary photos or films of Depression
Spatial: Fill penny roll with 100 pennies; Shell peas in a pod.
Linguistic: Research daily life during Depression and develop interview questions.
Musical: Sing songs from the 1930s.
Math: Practice place value with pennies and peas. Use same objects for multiplication and division problems.
Interpersonal (Team): Interview relatives about the problems of the Depression period.
Intrapersonal (Self): Journal for one week - roleplaying life on the farm during the 1930s.
Naturalistic: Plant peas and pick them.
Writing Team: Monique Leath, Sharon Sailor, Rhonda White
Genre: Multicultural
Literature: "Emerald Tree-An African story" by Janet Palazzo-Craig
Visual: Provide pictures of Africa and let the children add important characteristics from the story.
Linguistic: Students learn to sign the title of the book and important words in the story.
Body/Kinesthetic: Assign each child a character in the book. The students act out the characters. Dancing to the rhythmic music of Africa.
Interpersonal (Team): Scavenger hunt to find feathers, seeds, pictures of birds, etc.
Intrapersonal (Self): Cross-age tutoring - assisting younger children to define types of weather days and to build a crop map of the United States.
Naturalistic: Invite students to bring in their pets for a special pet day.
Writing Team: Michelle Ausley, Pat Moy
Visual/Spatial: Build 3-d Sea Creatures to hang from the ceiling.
Linguistic: Collect National Geographic Magazines and create ocean/sea life interest files.
Musical: Sing along with the videotape "Under the Sea".
Body/Kinesthetic: Do a Crab Dance/Walk.
Interpersonal (Team): Build ocean trivia cards and create an ocean game to use with younger children.
Intrapersonal (Self): Make individual terrariums or aquariums.
Naturalistic: Take care of Crabs in the classroom.
Writing Team: Pat Moy, Mary Taylor, Michelle Ausley
Visual/Spatial: Draw schematics of an invention of your choice.
Linguistic: Write introduction to your invention and present to the class; Be ready to write a short description of each student's invention.
Musical: Invent a song using invented instruments made from classroom materials.
Body/Kinesthetic: Become inventors-Act out their inventions and allow the other students to guess the invention.
Spatial: Grab bag of materials-How many different uses can you make of the materials?
Interpersonal (Team): Work as a video team to produce a film-Build props and scenery; Make the film a series of interviews of the famous men and women.
Intrapersonal (Self): Library search on famous inventors-Create a video roleplaying famous inventors and their discoveries.
Logic/Problem-solving: Determine the sequence of steps for the building of an invention.
Naturalistic: Create plant hybrids.
Writing Team: Sarah Seelmann, Sheila Bennett
Genre-Nonfiction - Literature-"Gorillas" by Paul Hermann Burgel
Visual: Color in a map of the regions that gorillas are found.
Linguistic: Create a cartoon strip of a gorilla interacting with a human.
Musical: Listen to a zootape of gorilla sounds.
Body/Kinesthetic: Students act out gorilla behavior.
Intrapersonal (Self): Research why gorillas are becoming extinct-Complete an internet search.
Math: Graph the regions of Africa where gorillas live and indicate regions that have moved into endangered status.
Writing Team: Daphne Graham, Patty Schwarz
Visual: Work with student teams to collect videos, books, pictures about endangered species. Place in learning centers for the unit study.
Spatial: Map endangered species around the world on a bulletin board.
Linguistic: Read informational books, write poems, create trivia research cards.
Musical: Learn some songs from the countries where these animals live. Create an International Animal Awareness Day for the school-Use the music to highlight the different countries. Write your own songs - protect the whales!
Body/Kinesthetic: Play animal charades.
Math/Logic-Problem-solving: Build puzzles about endangered species; create a fund to help a local zoo animal or adopt animals at the Humane Society. Write a letter to help solve some of the problems local animals face when there is overpopulation.
Interpersonal (Team): Team project to report on individual species. Each team is videotaped to create a class video for another class.
Intrapersonal (Self): Create your own poster to help raise money to adopt a zoo animal.
Naturalistic: Field trip to zoo;Visit areas with endangered species in Florida.
Writing Team: Monica Redman, Rayeko Horton, Crystal O'Brien
Visual: Make collage from magazine pictures of people communicating.
Spatial: Build model of a communication device and be able to explain how it works.
Linguistic: Research history of communication and write a play highlighting important events/inventions.
Musical: Listen to music of some great composers. Discuss what they were attempting to communicate with their works.
Body/Kinesthetic: Role-play situations involving different types of body language. Field trip to local TV station or radio station.
Math: Choose a communication device and make a timeline beginning with its invention.
Interpersonal (Team): Team up and simulate a television news broadcast with news, weather, sports, and special areas (food, beauty, medicine, etc.) reporters.
Intrapersonal (Self): Do a book report on an inventor or someone who contributed to the success of an important communication device.
Naturalistic: Bring pets to school and discuss how they communicate.
Writing Team: Claudia Wrigley, Charles Bennett
Visual: Answer questions using a weather map.
Spatial: Make weather maps for the bulletin boards.
Linguistic: Word search and make flashcards of weather terms.
Musical: Create short weather jingles for forecast. Perform songs with weather words.
Body/Kinesthetic: Video weather forecast; be weatherpeople.
Math: Graph temperatures for a period of two weeks.
Logic/Problem-solving: Predict weather by studying the day's weather and predicting tomorrow's conditions.
Interpersonal (Team): Each group presents a skit of the effects of weather on events like picnics.
Intrapersonal (Self): Read newspaper weather predictions for a week and record findings in a journal.
Naturalistic: Create controlled weather environment using a terrarium or aquarium.
Writing Team: Claudia Wrigley, Angie Brummett, Michelle Gooding
Visual/Spatial: Create a proper dumpsite, using correct layering.
Linguistic: Make lists on cards showing categories for reusable and recyclable products.
Musical: R-E-C-Y-C-L-I-N-G or make a vertical poem to rhythm.
Body/Kinesthetic: Use cards and make a wallboard of lists.
Interpersonal (Team): Teams of three make persuasive posters and present need for recycling to other classes.
Math: Using statistics from Jacksonville, create recycling information brochures.
Intrapersonal (Self): Collect materials from home for the compost pile and the recycling bins.
Naturalistic: Create a compost pile outside.
Writing Team: Julie Averette, Verdell Long
Genre-Legend - Literature- "Johnny Appleseed"
Visual: Models of various apples, pictures, and books.
Spatial: Cutting apples for apple pie and apple paint art.
Linguistic: Writing apple pie recipes, research on types of apples.
Musical: Create an apple rap; background music during activities.
Body/Kinesthetic: Food tasting of apple products; distinguishing different textures.
Math: Cutting apples for fraction activities and division activities.
Interpersonal (Team): Making apple pie in teams; build class recipe book. Illustrate the book and give copy to each student.
Intrapersonal (Self): Research apple recipes; ask relatives for best dessert recipes.
Naturalistic: Plant an apple tree; build a garden; draw out the life cycle of a plant.
Writing Team: Monique Leath, Rhonda White, Sharon Sailor
Visual/Spatial: Banners, flags, posters, build a model of Olympic torch, make awards and decorate the room as the Olympic stadium.
Linguistic: Read the schedule of events, research the countries, make Olympic sports cards, build a timeline of the origination of the Olympics, follow the path of the Olympic torch across the United States.
Musical: Listen to the theme song and learn to identify different national anthems.
Body/Kinesthetic: Have a field day, re-enact the passing of the torch.
Math: Unit on time, learn to use almanac, build posters on world records: current and past, compare the results of the judging.
Interpersonal (Team): Relay teams for field day, hold interviews using reporters and athletes.
Intrapersonal (Self): Independent judging of each event.
Writing Team: Monique Leath, Rhonda White, Sharon Sailor
Visual/Spatial: Make a large mural of each team's helmet-Draw and color.
Linguistic: Role-play TV commentators at the big games.
Musical: Make up a rap song.
Math: Bar graphs of times won for each team. Predict who will be this year's winner based on last twenty years of statistics.
Body/Kinesthetic: Create a dance routine for cheerleaders of each team.
Intrapersonal (Self): Write predictions for winners. Sign name under helmet of the team each student will cheer for during the season.
Writing Team: Mildred Alexander, Angie Doherty
Visual/Spatial: Locate selected countries on a wall map and build each wall of the classroom into one continent.
Math: Create an international calendar of holidays.
Logic/Problem-Solving: Children develop the public relations and schedule for an International Fair for the school.
Linguistic: Research a holiday from a country and create Around the World notebook.
Musical: Learn and sing holiday songs from around the world.
Body/Kinesthetic: Dances from individual countries with holiday themes.
Spatial: Design an international bulletin board.
Interpersonal (Team): Make a menu coinciding with the country and holiday.
Intrapersonal (Self): Describe holiday events from a child's perspective.
Naturalistic: Bring in native fruits and vegetables eaten in other countries.
Writing Team: Claudia Wrigley, Angie Brummett, Michelle Gooding
Visual/Spatial: Mural of activities about patriotism and July 4th activities.
Linguistic: Build a collage of pictures and words that explain America's history.
Musical: Use rhythm instruments when listening to Stars and Stripes Forever.
Body/Kinesthetic: March to Sousa's music.
Spatial: Create flag t-shirts.
Interpersonal (Team): Scavenger hunt teams of patriotic objects hidden around the school.
Intrapersonal (Self): Essay on why America is great.
Writing Team: Pat Moy, Mary Taylor, Michelle Ausley
Visual/Spatial: Paint trees for room decorations.
Linguistic: Research materials from the Internet, CD-ROMs, videotapes, encyclopedias to build your own tree book.
Musical: Poetry about trees.
Body/Kinesthetic: Study trees around the school; make leaf and bark rubbings.
Spatial: Draw a tree model and label the parts.
Interpersonal (Team): Write a play about a tree.
Intrapersonal (Self): Make paper mache of your own tree; paint a picture of the perfect garden.
Naturalistic: Build a herb garden; visit a nursery.
Writing Team: Crystal O'Brien
Visual/Spatial: Collect pictures and videos of the ocean and its animals.
Linguistic: Learning Centers on ocean books, create trivia cards;
Math: Create an ocean bingo game/concentration games/puzzles
Musical: Listen to whale/dolphin sounds; Bring in nature tapes.
Body/Kinesthetic: Make ocean diaramas out of clay and set up a class SeaWorld.
Interpersonal (Team): Interview another student about favorite ocean creatures, favorite seafoods, and important ocean facts. Write news articles for class newspapers.
Intrapersonal (Self): Research ocean animals and give a report (posters, interviews, speech, video, journal, etc).
Naturalistic: Field trip to local college/state park/aquarium.
Writing Team: Monica Redman, Rayeko Horton
Genre-Historical Fiction - Literature- "The Island of the Blue Dolphin"
Visual/Spatial: Watch Island of the Blue Dolphins after reading the book.
Linguistic: Read the book in pairs and large groups or independently with a tape.
Musical: Study and listen to tapes of whales and dolphin communication.
Body/Kinesthetic: Make an island display using a variety of materials.
Interpersonal (Team): Seafood tasting party-prepare part of meal in class.
Intrapersonal (Self): Journal writing from character's point of view.
Math/Logic-Problem-Solving: Construction of island model-cutting out and making items with various materials. Lay out island marking off distances with feet, yards, and miles.
Writing Team: Angie Doherty, Mildred Alexander
Visual/Spatial: Draw ocean and beach scenes using watercolors.
Musical: Create song using instruments to enhance sounds like crashing waves.
Body/Kinesthetic: Water painting on chalkboard-label parts of the wave.
Interpersonal (Team): Divide class into teams, have them use water in buckets and find different ways to make waves: tilting pots, blowing starws, throwing pebbles.
Naturalistic: Using seashells listen to "waves" relate it to heartbeat and rhythms.
Writing Team: Julie Averette, Verdell Long
Visual/Spatial: Create wall hangings, 3-D animals, murals, and illustrations for books.
Linguistic: Write legends of the rainforests.
Musical: Rhymes with animal names, create dances.
Body/Kinesthetic: Invent tribal dances and animal imitations.
Interpersonal (Team): Work as teams to create a different part of the rainforest in each corner of the classroom.
Math: Draw rainforest animals to scale.
Intrapersonal (Self): Sorting animals by characteristics.
Naturalistic: Bring in edible plants to place in class terrariums; build bubble plant gardens.
Writing Team: Sheila Bennett, Sharon Walters, Sarah Seelmann
Have each student take off one shoe and place it in a large basket. One student is
responsible for carrying the basket around for each child.
- No comments about the shoes (No Talking).
- They cannot pick their own shoes.
-Can't trade shoe.
Teacher will give signal to begin shoe search. Once they find the partner, they will find a carpet to sit on and share a book.
Extensions:
1) Children will then sort into groups on: laces, buckles, sandals, velcro.
2) Sort based on shoe color.
3) Sort based on size.
4) Sort based on sport/dress.
Writing Team: Pat Moy, Michelle Ausley, Sarah Seelmann
Materials: Cards with names of animals or pictures depending on the age of the children or animal descriptions
Procedure:
1. Decide number of groups needed.
2) Decide on number of animals to use.
3) Place name of animal on an index card.
4) Pass out cards face down randomly to students. Each child receives one card.
5) Count 1-2-3- Look at card.
6) Students make sound of animal on card and figure out correct group.
Variation: Have parts of different animals on cards (tail, face, body) and students make animal by finding all the parts.
Writing Team: Michelle Gooding, Sharon Sailor, Sharon Walters, Claudia Wrigley
Materials: Paper sacks; 5x7 pieces of construction paper (4 different colors), 1 large piece of white paper.
Procedure:
1) Each child selects a piece of paper from the sack.
2) Form groups with each group having the same color.
3) Each group works together to form an animal from their color of paper they
chose.
4) They can use paper any way that they choose.
Writing Team: Rhonda White, Mary Taylor, Daphne Graham
PUZZLE
1) Each person receives a piece of puzzle.
2) Move through the classroom until you find the other students holding similar
puzzle pieces.
3) Put puzzle together.
4) Choose a name for group.
CARTOONS
1) Each child has one frame of a cartoon.
2) Groups form by putting the cartoon together.
3) Name their groups and then draw additional frames to their cartoons.
Writing Team: Angie Brummett, Julie Averette, Sheila Bennett, Angie Doherty
Have prewritten signs posted in five areas of the room. On each sign have an activity written and have four or five activities placed in each area. Signs will be layered on sticky paper. Ask the students to read each activity and go stand under the sign that names an activity that they would most like to do or one that they do most often.
On each sign we will write questions like: Would you rather......
Each student will be asked to go stand under a sign as explained above. The teacher will observe and note who goes where. Each child signs the poster he chose. Each area would have signs that address particular areas of intelligence. After the first round, the teacher takes those signs down and shows a new set of questions about what they would most like to do. The children are not doing the activities, they are just reading the signs and choosing the activity they would most like to do.
Writing Team: Patty Schwarz, Rayeko Horton, Monica Redman
Assessing these skills: Respectfulness, encouraging, extroverted/introverted
Activities:
1) Modeling by teacher
A. Students ask teachers questions about themselves.
B. Regular teacher interviews special education teacher.
2) Class practice
A. Whole class interviews each student.
3) Students pair up and share their responses.
4) Each student stands up and share partners responses.
Writing Team: Mildred Alexander, Crystal O'Brien, Monique Leath