Spark Student Motivation: 101 Easy Activities for Cooperative Learning

101 Easy Activities for Cooperative Learning

Spark Student Motivation

Jolene l. RoehlkepaRtain

Spark Student Motivation: 101 Easy Activities for Cooperative Learningby Jolene L. Roehlkepartain

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Library of Congress Cataloging-in-Publication DataRoehlkepartain, Jolene L.

Spark student motivation : 101 easy activities for cooperative learning /by Jolene L. Roehlkepartain.

p. cm.Includes index. ISBN-13: 978-1-57482-494-0 (pbk.)ISBN-10: 1-57482-494-5 (pbk.)1. Education, Elementary—Activity programs. 2. Group work in education. 3. Motivation in education. I. Title.

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Introduction: Working More Effectively with Groups of Kid . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 1: Greeting Activities . . . . . . . . . . . . . 11

1 An Alphabet Hello . . . . . . . . . . . . . . . . . . . . . 12

2 Hello Around the World . . . . . . . . . . . . . . . . 13

3 Clap, Clap Greeting . . . . . . . . . . . . . . . . . . . . 14

4 Sing Your Name . . . . . . . . . . . . . . . . . . . . . . . 15

5 Who Do We Appreciate? You! You! You! You! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

6 Greeting Toss . . . . . . . . . . . . . . . . . . . . . . . . . 17

7 Quick, Quick, Greet! . . . . . . . . . . . . . . . . . . . 18

8 Frère Jacques Greeting . . . . . . . . . . . . . . . . . 19

9 Which Animal Are You? . . . . . . . . . . . . . . . .20

10 Home Run Greeting . . . . . . . . . . . . . . . . . . . . 21

1 1 Handout: How Do You Greet People? . . . . . 23

12 Handout: Forward and Backward Greeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

13 Handout: My Favorite Book Greeting . . . . . 25

Chapter 2: Creating Rules and Routines Activities . . . . . . . . . . . . . . . . . . . . . . . 27

14 Positive Rules . . . . . . . . . . . . . . . . . . . . . . . . .28

15 Types of Rules . . . . . . . . . . . . . . . . . . . . . . . . .29

16 The Purpose of Rules . . . . . . . . . . . . . . . . . . .30

17 My Dream . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

18 Why People Break Rules . . . . . . . . . . . . . . . . 33

19 Punishments versus Logical Consequences. . . . . . . . . . . . . . . . . . . . . . . . . 35

20 The Quiet Signal . . . . . . . . . . . . . . . . . . . . . . . 37

2 1 Places for Rules . . . . . . . . . . . . . . . . . . . . . . .38

22 Worthwhile Rules . . . . . . . . . . . . . . . . . . . . . .39

23 Handout: Many Rules versus Few Rules . . . 41

24 Handout: Rules Here and at Home . . . . . . .42

25 Handout: Role Models and Rules. . . . . . . . .43

Chapter 3: Sharing Activities . . . . . . . . . . . . . .45

26 Snowball Pile . . . . . . . . . . . . . . . . . . . . . . . . . 46

27 Mystery Person. . . . . . . . . . . . . . . . . . . . . . . .47

28 Taking Sides . . . . . . . . . . . . . . . . . . . . . . . . . . .49

29 Where in the World? . . . . . . . . . . . . . . . . . . .50

30 My Favorite . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

3 1 In One Breath . . . . . . . . . . . . . . . . . . . . . . . . . 53

32 Star of the Day . . . . . . . . . . . . . . . . . . . . . . . .54

33 Me, Too! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

34 My Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

35 Speedy Share . . . . . . . . . . . . . . . . . . . . . . . . .59

36 Handout: You and Me: What’s in Common? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

37 Handout: How Are We Feeling Today?. . . .62

38 Handout: About You: From A to Z . . . . . . . .63

Chapter 4: Community-Building Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

39 Chase or Chased . . . . . . . . . . . . . . . . . . . . . .66

40 Creative Lineup . . . . . . . . . . . . . . . . . . . . . . . . 67

41 Pipeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

42 Group Applause . . . . . . . . . . . . . . . . . . . . . . .69

43 Lily Pad Hop . . . . . . . . . . . . . . . . . . . . . . . . . .70

44 Arm-in-Arm with Simon . . . . . . . . . . . . . . . . 71

45 Group Alphabet . . . . . . . . . . . . . . . . . . . . . . . 72

46 Group Rubber Band . . . . . . . . . . . . . . . . . . . . 74

47 Picture Pass . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

48 Silent Knots . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

49 Handout: Reporter on the Scene . . . . . . . . .78

50 Handout: People Around You . . . . . . . . . . . .79

5 1 Handout: What Matters to Me; What Matters to You . . . . . . . . . . . . . . . . . 80

CONTENTS

Chapter 5: Acting-Together Activities . . . . .83

52 Group Spin . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

53 Table for All . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

54 Double Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

55 Group Song . . . . . . . . . . . . . . . . . . . . . . . . . . .88

56 Locked Out . . . . . . . . . . . . . . . . . . . . . . . . . . .89

57 Draw Together . . . . . . . . . . . . . . . . . . . . . . . 90

58 Ups and Downs . . . . . . . . . . . . . . . . . . . . . . . 91

59 Moving Blob . . . . . . . . . . . . . . . . . . . . . . . . . .92

60 Everyone Belongs . . . . . . . . . . . . . . . . . . . . . .93

6 1 Handout: You and Your Favorite Activity . .95

62 Handout: How Does Our Group Rate? . . . .96

63 Handout: Group Connections . . . . . . . . . . . .98

Chapter 6: Working Independently Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

64 Your View of Nature . . . . . . . . . . . . . . . . . 100

65 On the Map . . . . . . . . . . . . . . . . . . . . . . . . . . 101

66 Another Way . . . . . . . . . . . . . . . . . . . . . . . . 102

67 Computer Game Exploration . . . . . . . . . . . 103

68 Book Cover Design . . . . . . . . . . . . . . . . . . . 104

69 People You Admire . . . . . . . . . . . . . . . . . . . 105

70 Advocacy List . . . . . . . . . . . . . . . . . . . . . . . .106

7 1 Ice-Cube Competition . . . . . . . . . . . . . . . . .108

72 Sponge Painting Creation . . . . . . . . . . . . . .109

73 Handout: Your Top 10. . . . . . . . . . . . . . . . . . .111

74 Handout: Your Favorite Places . . . . . . . . . . 112

75 Handout: Brick by Brick, Row by Row . . . . 113

Chapter 7: Breaking-Up-Boredom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

76 One-Minute Cram . . . . . . . . . . . . . . . . . . . . 116

77 Megafast Fire Drill . . . . . . . . . . . . . . . . . . . . 117

78 Comic Strip Ending . . . . . . . . . . . . . . . . . . . 118

79 Balloon Blastoff . . . . . . . . . . . . . . . . . . . . . . . 119

80 Your Family, Your Life . . . . . . . . . . . . . . . . . 120

8 1 I Spy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

82 Put a Lid on It . . . . . . . . . . . . . . . . . . . . . . . . 123

83 Questions Board . . . . . . . . . . . . . . . . . . . . . 124

84 Around the Circle . . . . . . . . . . . . . . . . . . . . 126

85 Snowball Blizzard . . . . . . . . . . . . . . . . . . . . . 128

86 Handout: Guggenheim Earth Puzzle . . . . . 130

87 Handout: Nature Puzzle . . . . . . . . . . . . . . . 131

88 Handout: Your Life . . . So Far . . . . . . . . . . 132

Chapter 8: Helping Kids Find Their Sparks Activities . . . . . . . . . . . . . . . . . . . . . . . . 133

89 Spreading Smiles . . . . . . . . . . . . . . . . . . . . . 134

90 Building Rolls . . . . . . . . . . . . . . . . . . . . . . . . 135

9 1 Teaching Others . . . . . . . . . . . . . . . . . . . . . . 136

92 Business Start-Up . . . . . . . . . . . . . . . . . . . . 137

93 What You Believe . . . . . . . . . . . . . . . . . . . . 138

94 Exploring Different Sparks . . . . . . . . . . . . 140

95 Scribble Creations . . . . . . . . . . . . . . . . . . . . 141

96 Career Spot . . . . . . . . . . . . . . . . . . . . . . . . . . 142

97 Sparks: Past and Present . . . . . . . . . . . . . .144

98 Adults with Spark . . . . . . . . . . . . . . . . . . . . 145

99 Handout: Your Posters, Your Pictures . . . .146

100 Handout: Discovering Your Sparks . . . . . . 147

101 Handout: My Spark, My Goal . . . . . . . . . .148

Sparks Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149

Topical Index . . . . . . . . . . . . . . . . . . . . . . . . . . . .150

Working More Effectively with Groups of Kids

Whenever I work with a group of fourth, fifth, or sixth graders, I always have high hopes before the group starts. I can envision the group working well together, individuals succeeding, and group members getting along.

Then the group starts, and I discover a different reality. Many don’t want to be there. Their parents signed them up and made them go. Some are more interested in talking with their friends than doing anything else. Some think everything we do is boring.

Yet whenever I take a different approach and ignite the sparks of young people, they get excited to participate.

What are sparks? Sparks are interests, talents, and passions. A spark is something that gives each person (whether a child, a teen, or an adult) meaning and purpose in life.

What kind of sparks do fourth to sixth graders have? Some love to play a musical instrument. Others can’t wait to get outside and kick around a soccer ball. Some get excited about role-playing video games. Others care deeply about animals and are always finding animals to help and care for.

Search Institute researchers have identified more than 200 sparks. (View the list at www.ignitesparks.org/sparks_list.html.) As we help young people find their sparks (and the groups we work with identify their group spark), we can lead, coach, and teach more effective groups.

By taking a spark approach to your group, you can help kids become more successful. You can connect kids with what they are passionate about, and you can unlock the outcomes you want.

INTrOduCTION

Introduction | 1

Working More Effectivelywith Groups of Kids

Critical Outcomes

Which outcomes are most critical for a group? You want kids engaged in your program (class, club, or team). You want them excited to attend. You want them to get to know the other group members and build deeper relationships. You want the group—and each individual—to succeed.

Yet, too often we focus solely on the outcomes we want—or the outcomes handed to us. Teachers have academic goals to reach. Coaches want to win games. Music teachers want their students to master an instrument. Club leaders want kids to work together to earn a scout badge or accomplish a service project or some other type of project.

These outcomes are important, but it’s difficult to achieve these outcomes when we neglect the essential group process outcomes that can get us there. That’s what this book is about: accomplishing vital group process outcomes so that you can reach the other outcomes you want.

Engaging a Diversity of Young People

In effective education, using differentiated instruction and doing activities that tap into the eight multiple intelligences, are some of the key ways to keep kids engaged and curious. The activities in this book also encompass these two learn-ing theories.

Howard Gardner, author of Multiple Intelligences: New Horizons in Theory and Practice, has identified eight different ways to present information so that all young people assimilate that information. Here are the eight multiple intel-ligences Gardner identified:

• words (linguistic intelligence)

• numbers or logic (logical-mathematical intelligence)

• pictures (spatial intelligence)

• music (musical intelligence)

• self-reflection (intrapersonal intelligence)

• physical experiences (bodily-kinesthetic intelligence)

• social (interpersonal intelligence)

• natural world experiences (naturalist intelligence)

2 | Spark Student Motivation

Search Institute has taken the more than 200 sparks it has identified and placed them into 29 major spark categories. If you examine these 29 major spark categories with the eight multiple intelligences, you discover that these 29 major spark categories fit into all eight multiple intelligences. See the chart, “Sparks and Multiple Intelligences” on page four.

Carol Tomlinson’s groundbreaking work on differentiated instruction also fits well with the theory of multiple intelligence and with sparks. Her most recent book, Managing a Differentiated Classroom (New York: Scholastic Teaching Resources, 2011), focuses on making and managing groups, which is a key element to an effective classroom, athletic team, club, or any other type of group.

One of the biggest challenges for group leaders and teachers is group or classroom management. More and more kids are acting out, and many have not developed the social skills to be effective group members. While decreasing disruptive behavior is a key goal, it’s also essential to promote positive social skills among all group members.

Child Trends, a national nonprofit research center that focuses on improv-ing the lives of children and families, recently reviewed 38 rigorously evaluated programs to identify what was effective in teaching young people positive social skills.1 Child Trend researchers found the following effective elements

• doing peer-related activities

• creating working pairs

• developing peer teaching

• employing multiple instruction strategies (in other words: multiple intelligence)

• using technology2

These key elements are incorporated in the activities of this book.

1. Tawana Bandy and Kristin Moore, “What Works for Promoting and Enhancing Positive Social Skills,” Child Trends Fact Sheet, Publication #2011-07, March 2011.

2. Ibid.

Introduction | 3

WordsLINGUISTIC INTELLIGENCE

numbers or logic LOGICAL-MATHEMATICAL INTELLIGENCE

Pictures SPATIAL INTELLIGENCE

MusicMUSICAL INTELLIGENCE

• Journalism spark

• Leadership spark

• Learning spark

• Reading spark

• Speech spark

• Teaching and coaching spark

• Writing spark

• Building and design spark

• Computers spark

• Engineering spark

• Entrepreneurship spark


• Learning spark


• Creative arts spark


• Learning spark

• Photography, fi lm spark


• Visual arts spark


• Learning spark

• Music spark


self-refl ectionINTRAPERSONALINTELLIGENCE

Physical ExperiencesBODILY–KINESTHETICINTELLIGENCE

social INTERPERSONAL INTELLIGENCE

natural WorldExperiencesNATURALIST INTELLIGENCE


• Learning spark

• Living in a specifi c way spark

• Spirituality spark


• Dance, movement spark

• Drama, theater spark

• Learning spark


• Sports, athletic spark


• Advocacy spark

• Comedy spark

• Family spark


• Learning spark

• Relationships spark

• Serving, helping, volunteering spark

• Solving social problems spark

• Speech spark


• Advocacy spark

• Animals spark


• Learning spark

• Living in a specifi c way spark

• Nature, ecology, environment spark

• Outdoor life spark

• Serving, helping, volunteering spark

• Solving social problems spark


Note: Some sparks appear in more than one intelligence area.

sparks and Multiple Intelligences

Search Institute has identifi ed 29 major spark categories. Here’s how they

fi t in with the eight multiple intelligences identifi ed by Howard Gardner.


CHAPTER 1

Greeting Activities | 11

Greeting Activities

The way you greet kids when they come to your class or

activity makes a big difference in setting the tone for your time

together. When kids are noticed and feel that their presence

matters, they’re more likely to engage in all your activities.

When you plan a greeting activity for your group to do at the

beginning of your time together, kids can get to know each

other, learn each other’s names, and feel like your group is

exactly where they belong. ii

FOCUs

Kids greet each other by learning each other’s names in alphabetical order.

sParks TIE-In

• Learning

• Dance/movement

YOU WIll nEED

• Nothing

aCTIvITY Have young people mingle and create a line where they are in alphabetical order by first name. This may take a while if young people don’t know each other. Eventually, they should arrange themselves in alphabetical order, such as Anjali, Brian, Craig, DeAnne, Emily, Franco, and so on.

Once young people are in alphabetical order, form a circle from the line so that everyone is still in alphabetical order. Now the person whose name is at the end of the alphabet will be next to the person whose name is at the beginning of the alphabet; for instance, Zach will be next to Anjali.

Have young people go around in a circle and introduce themselves. Start with the person at the beginning of the alphabet. For example, Anjali says, “Hi Brian. I am Anjali.” Brian then turns to the person next to him and says, “Hi Craig. I am Brian.” Continue around the circle. If someone doesn’t know the name of the person next to him or her, have that person just ask and then do the greeting.

Once you finish, go around the circle in the opposite direction. This allows young people to greet the person on the other side of them.

DIsCUssIOn QUEsTIOns

• What was it like to try to create a line in alphabetical order by first name?

• How do you feel when someone calls you by name? Why?

• Why does it matter how we greet each other?

• How else can we get to know other people’s names?

BOnUs IDEa Do the activity according to last name.

1An Alphabet Hello


2

FOCUs

Kids greet each other by saying hello in different languages.

sParks TIE-In

• Learning

• Relationships

YOU WIll nEED

• Nothing

aCTIvITY Have young people sit in a circle. Teach them how to say hello in another language. Some examples include Arabic: “Al Salaam a’alaykum” (pronounced Ahl sah-lahm ah ah-lay-koom), French: “Bonjour” (pronounced Bonn-joor), German: “Guten Tag” (pronounced Goo-ten tahk), Hebrew: “Shalom” (pronounced Shaw-loam), Hindi: “Namaste” (Nah-mah-stay), Japanese: “Konnichiwa” (pronounced Kon-knee-chee-wah), Mandarin: “Ni Hao” (pronounced Knee how), Russian: “Zdraustvuite” (pronounced Zzdrast-voight-yah), Spanish: “Hola” (pronounced Oh-la), and Swahili: “Jambo” (pronounced Jam-bow).

Once young people know the greeting, such as the Swahili “Jambo” pronunciation, point to one person in the circle and have the group say “Jambo Julio” (if the person’s name is Julio). Continue around the circle until the group has personally said hello to each person using the non-English greeting and the young person’s name.


• What was it like to learn how to say hello in another language?

• How do you feel when we greet you in another language? Why?

• Why does it matter to learn about other languages?

• How else can we greet each other?

BOnUs IDEa Ask if anyone in your group knows how to say hello in another language. Have that child teach your group. (This is a great way to affirm a child’s cultural heritage.)

Hello Around the World


3

FOCUs

Young people greet each other in rhythm.

sParks TIE-In

• Music

• Dance/movement

YOU WIll nEED

• Nothing

aCTIvITY Have young people sit in a circle with you. (They can sit either in chairs or on the floor.) Teach them this rhythm in a steady beat that isn’t too fast: with both hands pat your legs twice followed by two claps. Have kids continue to repeat this rhythm.

Once young people know the rhythm, explain that you’re going to start this greeting. Everyone will do the rhythm one time. Then on the second time, you will name the person sitting on your left during the first clap and the name of the next person on your left during the second clap. (Demonstrate how this works.) Once they understand, explain that you’ll go around the circle clockwise. Each person who is “it” will say the name of the person sitting on his or her left during the first clap and the name of the second person from his or her left during the second clap. Only the person who is “it” will speak, but everyone else will con-tinue the rhythm.

Go around the entire circle until everyone has had a turn.


• What was it like to keep a steady rhythm?

• How did you feel when it was your turn to speak?

• Why greet each other in rhythm when we could just say hello?

• What other rhythms could we use to greet each other?

BOnUs IDEa Speed up the rhythm and see how fast young people can do this without making a mistake. Or consider going around the circle counterclockwise after you’ve completed the circle clockwise.

Clap, Clap Greeting


4

FOCUs

Kids greet each other by singing their name in an unusual way.

sParks TIE-In

• Comedy

• Music

YOU WIll nEED

• Nothing

aCTIvITY Have young people sit in a circle with you. (They can sit either in chairs or on the floor.) Explain that the group members are going to take turns singing their name in whatever way they wish. They can sing it in a funny way, in a soft way, in a loud way, in a crazy way. Give time for young people to think of how they will sing, “I am Kira” (or whatever their first name is).

Ask for a volunteer to start the singing greeting. Then go around the circle clockwise. Continue until everyone has had a turn.


• What was it like to think up an unusual way to sing your name?

• How did you feel when it was your turn to sing?

• Why greet each other in funny or unusual ways?

• How else could we greet each other musically?

BOnUs IDEa Consider having the group sing, “We’re glad you’re here, Kira” (or whatever the child’s name is who just sang) in the same musical or comical manner that the young person sang his or her greeting.

Sing Your Name


Acting-together activities, 7, 83–98

Advocacy, 4, 38, 49, 106, 130, 138

Alphabet, 12, 72

Animals, 4, 20, 61, 80, 100, 140

Art, 4, 75, 81, 90, 93, 100, 102, 104, 109, 118, 126, 134, 140, 141

Athletics, 4, 16, 17, 21, 66, 67, 70, 71, 74, 86, 89, 92, 117, 122

Balloons, 119

Baseball, 21, 22

Beliefs, 138

Bodily-kinesthetic intelligence, 2, 4

Books, 25, 61, 79, 81, 104

Boredom, 7, 115–132

Breaking rules, 3, 5, 6, 7

Building, 4, 108, 119, 123, 135, 140

Careers, 78, 142

Cheer, 16

Cliques, 6

Coaching, 4, 84, 136, 140, 141, 144, 145

Color A Smile, 134, 135

Comedy, 4, 15, 37, 53, 59, 80, 81, 118

Comic strips, 118

Common, 61, 80

Community, 65–81, 83–98

Community building, 7, 65–81, 83–98

Computers, 4, 50, 81, 103, 142

Consequences, 35

Country, 49, 50, 53, 58, 79,101, 126

Creative activities, 4, 24, 75, 81, 88, 90, 93, 102, 104, 108, 109, 118, 123, 141, 146

Dance, 4, 12, 14, 17, 18, 19, 21, 66, 67, 69, 70, 71, 72, 74, 76, 86, 89, 92, 117, 126, 128

Design, 4, 108, 119, 123, 135, 140

Differentiated learning, 2, 3

Drama, 4, 16, 20, 37, 140

Dreams, 32, 33

Ecology, 4, 38, 100, 101, 108, 113, 122, 131

Emotions (see Feelings)

Engineering, 4, 68, 72, 76, 84, 108, 119, 135

Entrepreneurship, 4, 95, 102, 135, 137

Environment, 4, 38, 100, 101, 108, 113, 122, 131

Evaluation, 106

Exhalation, 53, 54

Family, 4, 42, 53, 57, 78, 79, 81, 105, 120, 126, 132

Favorites, 25, 52, 53, 56, 61, 86, 95, 105, 111, 112

Feelings, 19, 41, 62, 123

Food, 59, 61, 85

TOPICAL INdEX

Topical Index | 151

Goals, 32, 33, 76

Greeting activities, 7, 11–25

Guggenheim, 130

Handouts, 23, 24, 25, 41, 42, 43, 61, 62, 63, 78, 79, 80, 95, 96, 98, 111, 112, 113, 130, 131, 132, 146, 147, 148

Helping, 4, 80, 106, 113, 130, 134, 140

Home, 42, 78, 120, 126

Ice cubes, 108

Internet, 50, 81, 103, 142

Interpersonal intelligence, 2, 4

Intrapersonal intelligence, 2, 4

Journalism, 4, 25, 50, 62, 78, 79, 142

Knots, 76

Languages, 13, 49, 57, 79

Leadership, 4, 43, 67, 68, 72, 105, 136, 137, 145

Learning, 4, 12, 13, 25, 29, 35, 46, 47, 49, 50, 52, 53, 54, 56, 57, 59, 62, 63, 68, 69, 71, 72, 85, 91, 96, 101, 103, 108, 116, 124, 136, 137, 145

Linguistic intelligence, 2, 4

Living in specific way, 4, 23, 28, 30, 39 63, 112

Logical consequences, 35

Logical-mathematical intelligence, 2, 4

Maps, 101

Movement, 4, 12, 14, 17, 18, 19, 21, 66, 67, 69, 70, 71, 72, 74, 76, 86, 89, 92, 117, 122, 126, 128

Multiple intelligences, 2, 3, 4

Music, 4, 14, 15, 19, 61, 70, 79, 81, 86, 88, 140

Musical intelligence, 2, 4

Name activities, 12, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 45, 46, 54, 69, 72, 79, 93, 95, 98

Naturalist intelligence, 2, 4

Nature, 4, 38, 100, 101, 108, 113, 122, 131

Outcomes, 2

Outdoors, 4, 66, 100, 117, 122, 131

Pets, 61, 78, 79, 81, 120, 126

Photography, 4, 32, 140, 146

Punishments, 27–43

Puzzle, 98, 113, 130, 131

Questions, 124, 126

Reading, 4, 25, 41, 79, 81, 101, 104, 140

Relationships, 4, 13, 18, 23, 24, 43, 45, 46, 47, 49, 52, 53, 54, 56, 57, 59, 61, 62, 75, 78, 79, 80, 84, 85, 86, 88, 89, 90, 91, 92, 93, 96, 98, 105, 120, 124, 126, 128, 132, 144

Reporter, 25, 78, 80

TOPICAL INdEX CONTINuEd


Role models, 43, 78, 105, 145

Routines, 7, 27–43

Rules, 27–43

Search Institute, 1, 3, 139

Self-reflection, 23, 25, 41, 42, 43, 61, 63, 80, 95, 111, 112, 123, 132, 146, 147, 148

Serving, 4, 80, 106, 113, 130, 134

Sharing activities, 7, 45–63

Signal, 37

Simon says, 71

Singing, 15, 19, 88

Social problems, 4, 28, 29, 30, 33, 35, 38, 39, 41, 42, 91, 96, 106, 113, 130, 134, 135

Sparks, 1, 3, 4, 5, 6, 7, 111, 133–148, 149

Spatial intelligence, 2, 4

Speech, 4, 33, 50, 52, 53, 54, 56, 116, 137, 142

Spirituality, 4, 79, 112, 138, 140

Sports, 4, 16, 17, 21, 61, 66, 67, 70, 71, 74, 79, 81, 86, 89, 92, 117, 122

Star, 54

Tag, 66

Teaching, 4, 84, 136, 140, 141, 144, 145

Teamwork (see Acting-Together Activities or Community Building)

Theater, 4, 16, 20, 37, 140

Toilet paper rolls, 68, 135

Travel, 50, 59, 120

Visual arts, 4, 75, 81, 90, 93, 100, 102, 104, 109, 118, 123, 134, 140, 141, 146,

Volunteering, 4, 80, 106, 113, 130, 134, 140

Working independently, 7, 99–113

Writing, 4, 32, 61, 63, 78, 79, 100, 104, 118, 140

L E N I A R

T R E E P G

S D U O L C

S E H R A Y

A E S K N K

R S U N T S

G O B S H P

S U F A E L

Answer Key to Puzzle on page 131.

TOPICAL INdEX CONTINuEd

Topical Index | 153

Spark Student Motivation: 101 Easy Activities for Cooperative Learning

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