Table of Contents - Weeblyeimcc2.weebly.com/uploads/2/1/3/4/2134338/updated... · Jodi Tompkins...

Jodi Tompkins 2/20/06 1

Table of ContentsTable of ContentsTable of ContentsTable of Contents

Famous People or AuthorsFamous People or AuthorsFamous People or AuthorsFamous People or Authors .........................................................................................................................................4

Human TacoHuman TacoHuman TacoHuman Taco ................................................................................................................................................................5

Name TagsName TagsName TagsName Tags....................................................................................................................................................................6

Classroom QuiltClassroom QuiltClassroom QuiltClassroom Quilt ...........................................................................................................................................................7

Silly JesturesSilly JesturesSilly JesturesSilly Jestures..................................................................................................................................................................8

Sit DownSit DownSit DownSit Down .......................................................................................................................................................................9

Birthday Party IllustrationBirthday Party IllustrationBirthday Party IllustrationBirthday Party Illustration.........................................................................................................................................10

Wagon WheelWagon WheelWagon WheelWagon Wheel ............................................................................................................................................................11

JuggleJuggleJuggleJuggle ..........................................................................................................................................................................12

Musical ChairsMusical ChairsMusical ChairsMusical Chairs ............................................................................................................................................................13

Getting AcquaintedGetting AcquaintedGetting AcquaintedGetting Acquainted....................................................................................................................................................14

A PL8 4 UA PL8 4 UA PL8 4 UA PL8 4 U ...................................................................................................................................................................15

The Name GameThe Name GameThe Name GameThe Name Game .......................................................................................................................................................17

Follow the Bouncing BallFollow the Bouncing BallFollow the Bouncing BallFollow the Bouncing Ball .........................................................................................................................................18

Find Someone who…….Find Someone who…….Find Someone who…….Find Someone who……. ..........................................................................................................................................20

M & M’sM & M’sM & M’sM & M’s......................................................................................................................................................................22

Two Truths and a LieTwo Truths and a LieTwo Truths and a LieTwo Truths and a Lie ................................................................................................................................................23

Let’s Talk CommunityLet’s Talk CommunityLet’s Talk CommunityLet’s Talk Community ...............................................................................................................................................24

Venn Diagram of StudentsVenn Diagram of StudentsVenn Diagram of StudentsVenn Diagram of Students........................................................................................................................................27

Balloons, Balloons, Balloons!Balloons, Balloons, Balloons!Balloons, Balloons, Balloons!Balloons, Balloons, Balloons! ...................................................................................................................................28

PeculiaritiesPeculiaritiesPeculiaritiesPeculiarities .................................................................................................................................................................29

Constructive FeedbackConstructive FeedbackConstructive FeedbackConstructive Feedback ..............................................................................................................................................30

Favorite AnimalFavorite AnimalFavorite AnimalFavorite Animal .........................................................................................................................................................31

Self AwarenessSelf AwarenessSelf AwarenessSelf Awareness............................................................................................................................................................32

Name GameName GameName GameName Game ...............................................................................................................................................................33

Name Game QuestionnaireName Game QuestionnaireName Game QuestionnaireName Game Questionnaire......................................................................................................................................34


Next Chair PleaseNext Chair PleaseNext Chair PleaseNext Chair Please ......................................................................................................................................................35

Just How CloseJust How CloseJust How CloseJust How Close ..........................................................................................................................................................36

GreetingsGreetingsGreetingsGreetings.....................................................................................................................................................................37

Trust WalkTrust WalkTrust WalkTrust Walk ..................................................................................................................................................................38

Make a Team!Make a Team!Make a Team!Make a Team! ............................................................................................................................................................39

Coat of ArmsCoat of ArmsCoat of ArmsCoat of Arms ..............................................................................................................................................................40

ClarissaClarissaClarissaClarissa ........................................................................................................................................................................42

BBBBall of Yarnall of Yarnall of Yarnall of Yarn.................................................................................................................................................................43

Partner InterviewPartner InterviewPartner InterviewPartner Interview.......................................................................................................................................................44

Identify your StrengthsIdentify your StrengthsIdentify your StrengthsIdentify your Strengths..............................................................................................................................................46

IIIIDENTIFYING YOUR STRENGTHS STATEMENTSDENTIFYING YOUR STRENGTHS STATEMENTSDENTIFYING YOUR STRENGTHS STATEMENTSDENTIFYING YOUR STRENGTHS STATEMENTS ...............................................................................................48

Listening and Following DirectionsListening and Following DirectionsListening and Following DirectionsListening and Following Directions .........................................................................................................................49

Beach Ball BashBeach Ball BashBeach Ball BashBeach Ball Bash ..........................................................................................................................................................54

Labeling our peersLabeling our peersLabeling our peersLabeling our peers .....................................................................................................................................................55

KudosKudosKudosKudos ..........................................................................................................................................................................56

SneakSneakSneakSneak ...........................................................................................................................................................................57

All in KnotsAll in KnotsAll in KnotsAll in Knots .................................................................................................................................................................58

Scrabble/Mixed Up LettersScrabble/Mixed Up LettersScrabble/Mixed Up LettersScrabble/Mixed Up Letters .......................................................................................................................................59

String TossString TossString TossString Toss...................................................................................................................................................................60

Group Scavenger HuntGroup Scavenger HuntGroup Scavenger HuntGroup Scavenger Hunt .............................................................................................................................................61

Spinning PairsSpinning PairsSpinning PairsSpinning Pairs .............................................................................................................................................................62

All AboardAll AboardAll AboardAll Aboard ..................................................................................................................................................................63

LocLocLocLocker/Backpack Scavenger Huntker/Backpack Scavenger Huntker/Backpack Scavenger Huntker/Backpack Scavenger Hunt ............................................................................................................................64

Cut the CakeCut the CakeCut the CakeCut the Cake...............................................................................................................................................................66

Desert IslandDesert IslandDesert IslandDesert Island...............................................................................................................................................................67

Yarn TossYarn TossYarn TossYarn Toss ....................................................................................................................................................................68

Tennis Ball ScrabbleTennis Ball ScrabbleTennis Ball ScrabbleTennis Ball Scrabble ...................................................................................................................................................69


Land Ski ShuffleLand Ski ShuffleLand Ski ShuffleLand Ski Shuffle ..........................................................................................................................................................70

Two by Two by Two by Two by FoursFoursFoursFours .............................................................................................................................................................71

Tie RaceTie RaceTie RaceTie Race ......................................................................................................................................................................72

BrainteaserBrainteaserBrainteaserBrainteaser ..................................................................................................................................................................73

Taking a SpinTaking a SpinTaking a SpinTaking a Spin ..............................................................................................................................................................76

Helping HandsHelping HandsHelping HandsHelping Hands ...........................................................................................................................................................77

Success for AllSuccess for AllSuccess for AllSuccess for All .............................................................................................................................................................78

Body SearchBody SearchBody SearchBody Search................................................................................................................................................................79

Story WritersStory WritersStory WritersStory Writers ..............................................................................................................................................................81

Body OutlineBody OutlineBody OutlineBody Outline..............................................................................................................................................................82

Features of a PennyFeatures of a PennyFeatures of a PennyFeatures of a Penny ...................................................................................................................................................84

KissedKissedKissedKissed...........................................................................................................................................................................86

Line UpLine UpLine UpLine Up .......................................................................................................................................................................87

Animal ScrambleAnimal ScrambleAnimal ScrambleAnimal Scramble ........................................................................................................................................................88

What if?What if?What if?What if? ......................................................................................................................................................................89

IF……. CardsIF……. CardsIF……. CardsIF……. Cards..............................................................................................................................................................90

Letter ScrambleLetter ScrambleLetter ScrambleLetter Scramble...........................................................................................................................................................93

Hum a NursHum a NursHum a NursHum a Nursery Rhymeery Rhymeery Rhymeery Rhyme .............................................................................................................................................95

Ball TossBall TossBall TossBall Toss ......................................................................................................................................................................96

Shopping SpreeShopping SpreeShopping SpreeShopping Spree ..........................................................................................................................................................97

Keep the Marble MoviKeep the Marble MoviKeep the Marble MoviKeep the Marble Movingngngng .......................................................................................................................................100

INDEXINDEXINDEXINDEX .......................................................................................................................................................................102


Famous People or AuthorsFamous People or AuthorsFamous People or AuthorsFamous People or Authors

ObjectiveObjectiveObjectiveObjective: A get to know activity. Use at the beginning of the year to introduce new classmates. MaterialsMaterialsMaterialsMaterials: Sticky notes with names of famous people/authors written on each one. ProcedureProcedureProcedureProcedure: Attach one sticky note to the back of each student. Have the students go around the room asking yes or no type questions. They are to try and guess whose name is written on their sticky note. They are to only ask each person 3 questions. If they have not guessed the correct answer after the 3 questions, they are to move to the next available student. QuestionsQuestionsQuestionsQuestions: How difficult was it for you to only ask “yes” or “no” questions? How difficult was it for you to only respond with a “yes” or “no” answer? How can this activity help students teach one another without just giving them the answer? When might you use this format in the classroom?


Human TacoHuman TacoHuman TacoHuman Taco

ObjectiveObjectiveObjectiveObjective: A get to know activity. Teamwork! MaterialsMaterialsMaterialsMaterials: Cards with the ingredients in a taco written on each one. For example: lettuce, tomato, cheese, beef, beans, sour cream, picante sauce, chicken, etc. ProcedureProcedureProcedureProcedure: Make cards for all the ingredients of a taco, as many copies as needed so each student is an ingredient. Attach the card to the back of each student. The students must assemble themselves in small groups, each with all the ingredients of a taco by asking each other yes and not type questions. No two same ingredients can be within the same group. QuestionsQuestionsQuestionsQuestions: Did you have trouble putting your groups together being able to ask only “yes” or “no” type questions? Why? What would make it easier? If you could change the activity, what would you change? How does teamwork play a role in this activity? How does teamwork play a role in life/school? Can we have a taco if some of the ingredients are left out? How will that change things? Does this work in real life?


Name TagsName TagsName TagsName Tags

ObjectiveObjectiveObjectiveObjective: To get to know new interesting facts about one another. MaterialsMaterialsMaterialsMaterials: 5 x 7 note cards. ProcedureProcedureProcedureProcedure: Instruct each student to put his/her name in the center of the card. In the upper left corner write four adjectives that describe you. In the upper right corner write your four favorite foods. In the lower left corner write four things you enjoy doing. In the lower right corner write four places you want to visit on vacation. (You can change the categories to fit your needs) When everyone finishes filling out their cards, without talking have them circulate around the room for a few minutes, reading the upper left corner of other’s cards. When time is up, have them find one or two students who are most like them and quietly visit with them. When time is called, they are to circulate again reading the upper right corner. Then find one or two people most like them to visit again. Repeat the same steps for the lower left and right corners of their card. Make sure everyone visits with several people. If possible you could make a rule that no two people can be in the same group more than once. QuestionsQuestionsQuestionsQuestions: Why would you want to take the time to get to know everyone in the class better? What did you learn about someone you didn’t know very well? How will this help you when working on class projects?


Classroom QuiltClassroom QuiltClassroom QuiltClassroom Quilt

ObjectiveObjectiveObjectiveObjective: To get to know new interesting facts about one another. MaterialsMaterialsMaterialsMaterials: A 6 x 6 inch square made out of material that can be decorated. ProcedureProcedureProcedureProcedure: At the beginning of the year have students participate in this activity that will last the entire year. Each child receives a square made of material that they decorate according to a theme (such as Olympics, favorite sports team, music, hobbies, entertainment, family heritage or states) that includes their name. The squares are sewed together to make a curtain, room divider, or wall hanging for the entire year! For example: have the students chose a state that starts with the same letter as their name, research the state, and included some information about that state through pictures. Or family tree……if they are German, research their heritage (bring in family photos to scan and print on the fabric) and include interesting information about their heritage, culture, traditions, etc. You can complete the quilt by sewing in some additional quilt blocks to accent their white ones! Questions:Questions:Questions:Questions: How do we all fit together in this class? What makes us unique? What makes us alike? Why do we need both of these qualities? How can we use this to better understand one another and be more tolerant in our classroom?


Silly JesturesSilly JesturesSilly JesturesSilly Jestures

ObjectiveObjectiveObjectiveObjective: An activity about getting to know one another and develop a level of trust. MaterialsMaterialsMaterialsMaterials: ½ sheet of paper, pen/pencil, small prizes for winners ProcedureProcedureProcedureProcedure: One person is selected as the leader. He/she will remain out of the game and the rest of the class will get into a circle and each student will be given a piece of paper to write something silly to do without others seeing. (example: bark like a dog, sing a song, scratch like a monkey, chirp like a bird etc.) Each student crumples up the paper so the contents are hidden. When the leader gives the instructions to start, the pieces of paper should be passed around the circle waiting for the leader to say stop. When this happens, two students will be chosen to carry out the instructions that are on their paper, without laughing. Those who laugh are out. Repeat until only two people are left. QuestionsQuestionsQuestionsQuestions: How did you feel acting out the instructions in front of the entire class? By participating, do you feel more comfortable and able to contribute? Do you feel safe in your group? What motivated you to want to win and not laugh? What was your strategy for refraining from laughing? Did you help your teammates or were you out to win on your own?


Sit DownSit DownSit DownSit Down

ObjectiveObjectiveObjectiveObjective: To get to know our classmates and build trust. MaterialsMaterialsMaterialsMaterials: ½ sheet of paper ProcedureProcedureProcedureProcedure: Sit down if you…..? find out who remains standing after each round. Examples: Have 3 brothers/sisters Are an uncle/aunt Play basketball/soccer/football Sing in the shower Are ticklish under your arms Have been to another state/vacation Have a pet snake/dog/cat/hamster/pig Live on a farm/in the city/in town Have ever broken a bone in your body Have ever had surgery/stitches Have ever called someone the wrong name and didn’t know it Tripped and fell in front of a crowd Accidentally burped in public QuestionsQuestionsQuestionsQuestions: Which questions were the hardest to admit to? Did you openly admit to the questions? Why or Why not? What does this tell us about you as an individual? If you are embarrassed, do you share private information with others? Why do we need to be able to laugh with one another and not get mad? Why do we need to be able to laugh with one another and not at someone? How does this build community?


Birthday Party IllustrationBirthday Party IllustrationBirthday Party IllustrationBirthday Party Illustration

ObjectiveObjectiveObjectiveObjective: To learn more about your classmates. MaterialsMaterialsMaterialsMaterials: Paper, markers and/or crayons. ProcedureProcedureProcedureProcedure: They are to create their own dream birthday party. They may write or draw an illustration. Have participants share their ideas and why. QuestionsQuestionsQuestionsQuestions: What makes this your ideal birthday party? Why is it important to have a memorable party? How does this impact you? What does the type of party or illustration tell us about our classmates? How can knowing someone’s dream affect classroom climate?


Wagon WheelWagon WheelWagon WheelWagon Wheel

ObjectiveObjectiveObjectiveObjective: A way for individuals to get to know their classmates better. MaterialsMaterialsMaterialsMaterials: All students divided in half to make 2 groups ProcedureProcedureProcedureProcedure: Number your class off by two’s. Have the two’s form a circle with their backs to one another. Have the one’s form a circle around the two’s facing them. Each student should have a face partner. Then ask questions for the students to share answers. The one’s start by introducing themselves then talking about the question/topic. Two’s are NOT to speak, just listen. Then two’s introduce themselves and talk about the question/topic. Give two minutes per question (each student talks one minute) (this can vary according to the topic). Then have the outside circle rotate one person to their left. Ask a different question/topic and repeat. You can continue this as long as you wish. Possible Questions/Topics:Possible Questions/Topics:Possible Questions/Topics:Possible Questions/Topics: What is the best vacation you have ever gone on and why? What is the best book you have ever read and why? What is the worst book you have ever read and why? Share your favorite holiday memory or tradition. Share one word that describes who you are. QuestionsQuestionsQuestionsQuestions: What did you learn about one another? Why do we need to be able to listen respectfully? What can we learn by being better listeners?


JuggleJuggleJuggleJuggle

ObjectiveObjectiveObjectiveObjective: A getting to know you activity that promotes teamwork. MaterialsMaterialsMaterialsMaterials: 3 soft type balls or stuffed animals. ProcedureProcedureProcedureProcedure: Round 1Round 1Round 1Round 1: Have group get into one large circle. The teacher tosses one ball to someone in the group. He/she says that person’s name and then the person he/she threw it to (Jodi – Sam). Then Sam tosses the ball to another classmate saying his name first then their name (Sam – Jill). The ball is tossed to each person one time only until everyone in the circle gets it and all names have been said. Round 2Round 2Round 2Round 2: : : : The teacher tosses the balls to the same person (Jodi – Sam – Jill). Only this time a second ball will be added after it is in the hands of the fourth person. Balls get tossed to the same people they were originally tossed to, first one ball, and then the next, all the way around the circle stopping when they get back to the teacher. Round 3:Round 3:Round 3:Round 3: The teacher starts again only with all three balls this time. Saying names of each person. All balls get tossed in succession, in the same order until they get back to the teacher. If the ball is dropped, you are to start over from the beginning. QuestionsQuestionsQuestionsQuestions: How did the group handle this activity as more balls were added? How could you make this easier? How would you evaluate the group’s effort? How did the group work together to accomplish the task?


Musical CMusical CMusical CMusical Chairshairshairshairs

ObjectiveObjectiveObjectiveObjective: To learn more about one another or as a review game. MaterialsMaterialsMaterialsMaterials: The number of chairs per students less one. ProcedureProcedureProcedureProcedure: Students are seated in chairs in a large circle. One chair is taken away so there is one person left standing. This person is in the middle of the class and calls out an attribute, personal trait, experience, etc. (if you are an only child, if you can roll your tongue) Then all who share this characteristic must find a new chair other than a chair immediately next to them. Whoever is left standing calls out the next attribute. QuestionsQuestionsQuestionsQuestions: How did you feel when you didn’t get a chair? What did you learn about other classmates? What could we have done differently with this activity? How does knowing something unique about our classmates help us build community or trust?


Getting AcquaintedGetting AcquaintedGetting AcquaintedGetting Acquainted

ObjectiveObjectiveObjectiveObjective: The purpose of this activity is to become acquainted with your classmates who will share in the growth, joys and struggles of the school year. MaterialsMaterialsMaterialsMaterials: A piece of chart paper for each student. ProcedureProcedureProcedureProcedure: Each person will receive a piece of chart paper. They are to create a poster that tells who they are. Have them include the following items: Your full name and where your were born Three things you have to do at home (chores) Three things you do in your leisure time Three things about your family Illustrate your poster with pictures, song lyrics, poems, etc. When they have finished, tape the poster to the student’s shoulders so it hangs down in front. Have the students walk around and read everyone else’s poster. Ask questions, compare similarities, and get to know one another. QuestionsQuestionsQuestionsQuestions: What is something new you learned today about a fellow classmate? Was this activity hard for you to do? Why? Was it easier to show what you are about than it is to talk about it? By learning something new about someone else, how will that help our class community? How will you use the information you gained today throughout the school year?


A PL8 4 UA PL8 4 UA PL8 4 UA PL8 4 U

ObjectiveObjectiveObjectiveObjective: A getting to know each other activity MaterialsMaterialsMaterialsMaterials: License plate handout ProcedureProcedureProcedureProcedure: Fold the cardboard into a tent. Put your name on one side. On the other side, create a licensed plate that describes you or tells something about you as a person. Have the class share their plate with the class. Explain what it means and what it tells about you. QuestionsQuestionsQuestionsQuestions: Why did we do this activity? How does this activity make everyone feel more at ease? Was it difficult for you to come up with a letters/numbers in the form of a license plate that represents you? What can we learn about our other classmates from this activity?


The Name GameThe Name GameThe Name GameThe Name Game

ObjectiveObjectiveObjectiveObjective: To introduce students and the teacher to each other, to learn each other’s names and to build unity. MaterialsMaterialsMaterialsMaterials: None ProcedureProcedureProcedureProcedure: Have the class and the teacher stand in a circle facing each other. Each person must think of a work that describes him/her that begins with the same first letter or sound as his/her first name (For example: Long Laura, Sassy Sara, Fantastic Phyllis). The person to the left of the teacher starts by saying, “Hi, I am Long Laura.” The person to the left of Laura says, “This is Long Laura, and I am Sassy Sara.” The person to the left of Sara says, “That is Long Laura, this is Sassy Sara, and I am Fantastic Phyllis.” Continue around the circle with each person naming everyone ahead of him/her and adding his/her name to the list. The teacher is the last person in the circle. He/she says the names of everyone in the circle and adds his/her name to the list. QuestionsQuestionsQuestionsQuestions: What did the descriptive words people used tell you about them? Who has the best memory? Who had a hard time remembering names? Why was this difficult or easy? Did this activity help you remember names of students you didn’t already know?


Follow the Bouncing BallFollow the Bouncing BallFollow the Bouncing BallFollow the Bouncing Ball

ObjectiveObjectiveObjectiveObjective: To get to know each other. MaterialsMaterialsMaterialsMaterials: A small ball (tennis ball) ProcedureProcedureProcedureProcedure: Have the class stand in a circle with the teacher in the middle holding the ball. Tell the group that they will be discussing likes, dislikes, favorites, etc. and they will be asking the questions to each other. The teacher bounces the ball to a member in the group. Whoever receives the ball is to ask a question that would provide information about another member in the group. At this point the person with the ball does not know who is going to answer the question. (For example: “What is your favorite food?”) After the question is asked, the ball is bounced back to the teacher in the center of the circle. The teacher then picks someone to answer the question and bounces the ball to that person. The person receiving the ball is supposed to answer the question. After answering, that person asks a question that someone in the group is to answer. (For example: “My favorite food is pepperoni pizza, and I want to know “What is the last movie you saw?”) The ball is bounced back to the teacher who then bounces it to someone who will answer that question and come up with another question. The game continues until everyone has asked and answered a question. Ideas/Topics for Ideas/Topics for Ideas/Topics for Ideas/Topics for QuestionsQuestionsQuestionsQuestions: Favorite Food Favorite Color Favorite Song Last movie they saw A sport you like to play or watch Subject you are best in TV show you will watch in reruns Hobbies Vacation spots Holiday traditions Number of siblings Where you were born


Questions: Questions: Questions: Questions: How does this type of questions asked help us to learn about other classmates? Did you learn something new about someone that would benefit you while working with them on a class project? Why did you ask your particular question?


Find Someone who…….Find Someone who…….Find Someone who…….Find Someone who…….

ObjectiveObjectiveObjectiveObjective: To get to know more about each other and to build unity. MaterialsMaterialsMaterialsMaterials: Autograph handout and a pen/pencil ProcedureProcedureProcedureProcedure: Give each student an autograph sheet and make sure each has a pencil. Tell students they must get the autograph of each person in the class next to a statement that is true about that person. The first person to get the signature of everyone in the class on their sheet next to a statement that is true about that person is the winner. You may want to let the others continue until everyone is finished. VariationVariationVariationVariation: Have students share something about themselves that is unique and not listed on the following sheet. QuestQuestQuestQuestionsionsionsions: Discuss what people signed which statements and what students learned about each other. How difficult was it to find someone who fits into at least one of those categories? Why is it important that we really get to know our classmates? How will this help us when working in groups later this year?


Find Someone Who………Find Someone Who………Find Someone Who………Find Someone Who……… Name: ___________________________

Your job is to get each person in your class to sign your autograph sheet next to the next to the next to the next to the statement that is true about them.statement that is true about them.statement that is true about them.statement that is true about them. Each person should sign your autograph sheet only once. Remember you want to get everyone’s signature get everyone’s signature get everyone’s signature get everyone’s signature on your sheet.

1. This person was born in the same month as I was _________________________________

2. This person likes to eat liver ____________________________________________________

3. This person likes to read poetry _________________________________________________

4. This person can do a magic trick _________________________________________________

5. This person plays a musical instrument ____________________________________________

6. This person has a large CD or video game collection ________________________________

7. This person loves to roller skate __________________________________________________

8. This person has at least one great-grandparent still alive _____________________________

9. This person has an unusual pet ___________________________________________________

10. This person played softball or baseball this summer _________________________________

11. This person went out of Missouri on vacation this summer __________________________

12. This person is new to school this year ____________________________________________

13. This person is a morning person _________________________________________________

14. This person is a collector of _______________________ ___________________________

15. This person was born or lived in a different state ___________________________________

16. This person likes Chinese food ___________________________________________________

17. This person has seen the original King Kong movie _________________________________

18. This person knows the words to the school song ___________________________________

19. This person knows the principal’s first name _______________________________________

20. This person plays a sport after school _____________________________________________


M & M’sM & M’sM & M’sM & M’s

ObjectiveObjectiveObjectiveObjective: To learn more about each other which in turn develops a sense of trust. MaterialsMaterialsMaterialsMaterials: M & M’s, skittles, starburst or other colored candy. ProcedureProcedureProcedureProcedure: Give each student a piece of candy or allow them to choose. Instruct them not to eat them until after the activity. They are to answer the question that corresponds with their chosen color of candy. RedRedRedRed: What is your favorite book and why? OR Boy! I was embarrassed when….. GreenGreenGreenGreen: What was the last movie you watched and then tell us something about it? OR Dessert/candy I can not live without….. BlueBlueBlueBlue: Who is your favorite musical group and which of their songs is your favorite? YellowYellowYellowYellow: Do you have a collection? What is it and how old were you when you started it? BrownBrownBrownBrown: Which foreign country would you like to visit and why? OrangeOrangeOrangeOrange: What is the best vacation you’ve ever been on? QuestionsQuestionsQuestionsQuestions: Why is it important for us to learn about each other at school? How easy or difficult was it to share information about yourself with others? How can we learn more about each other?


Two Truths and a LieTwo Truths and a LieTwo Truths and a LieTwo Truths and a Lie

ObjectiveObjectiveObjectiveObjective: To learn more about each other so trust can be developed amongst the group. MaterialsMaterialsMaterialsMaterials: Piece of paper to write on. ProcedureProcedureProcedureProcedure: Give each student a piece of paper and a pencil. Each student is to write down two true statements about themselves and on false one. In a go around have each student share their two truths and a lie allowing the rest of the class to try and guess the lie. I have used this activity to demonstrate safety on the Internet. I have also used this activity to demonstrate the number of connections one has within a classroom community. For example: after you have finished, ask for a show of hands to demonstrate the number of students who have similarities. A truth for one student may actually be a truth for 5 students….. this shows the students that they can belong to a more defined community other than their classroom.. QuestioQuestioQuestioQuestionsnsnsns: How hard is it to determine if someone is telling us the truth? How do you determine if someone is telling the truth? Can the truth ever be distorted? Why is it important that we try to find commonalities among our classmates? When does this become important? What if no one shared a common interest or goal, what would happen to our class?


Let’s Talk CommunityLet’s Talk CommunityLet’s Talk CommunityLet’s Talk Community ObjectiveObjectiveObjectiveObjective: To learn more about each other so trust can be developed amongst the group. MaterMaterMaterMaterialsialsialsials: Piece of paper to write on.

ProcedureProcedureProcedureProcedure: Write the following questions on the board….. What is community? What do communities need? How can you contribute to your community? OROROROR Write "COMMUNITY" on the board and have students brainstorm what it is/means. Define the word Community: Below are a few definitions: a group of people with a common characteristic or interest living together within a larger society. a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists a group of people with common interests Have students take out their dictionaries and look up the word. Work as a team to figure out how to find a word in the dictionary. One student at each table reads the definition to the team. They decide how to rephrase it in their own words, as if explaining it to a little brother or sister. List all the types of communities they are involved in like: neighborhood, girls scouts, eMINTS, church, basketball team, chess club, etc.


List similarities between different types of communities to develop a list of community characteristics. For example: people that feel they have something in common, work together, have similar needs, etc. Questions:Questions:Questions:Questions: Talk about how a classroom can be a community. What might they all have in common? Play the game Two Truths and a Lie. (get instructions from previous activity) Have students write down each of their truths and lies on separate sheets of paper, with their names on them. After playing game, group slips of paper by similarities. You will probably discover that there are a lot of similarities between students. Number of siblings, neighborhood, where they went to school last year, where they grew up, age, sports they play, etc. Make a web of things in common. AssessmentAssessmentAssessmentAssessment: In journals, have students reflect upon at least three things that they have in common with people at their table, and what a community is. Solicit from students all the different things a town needs to run. For example, policemen, a mayor, telephone company, doctors, teachers, mechanics, realtors/renters, citizens, bank tellers, grocers, etc. Pose the questionsPose the questionsPose the questionsPose the questions, "If there were only doctors, would the community run?" What if there were only policemen? How would people eat? How would they work?

� Teach: Talk about how a good community needs many different types of people who are good at different things.

� A classroom community is the same way. It needs leaders, and

followers, but also people that are good at different things.

� Introduce the eight intelligences by posting a picture and a description of each one. As you are describing each one, have students raise their hands if they think that it sounds like them. Distribute MI student inventories, explaining that it is not the type of test you get graded on


and the importance of being honest with yourself when taking the inventory.

� Graph this information for students to see and discuss how each

student and their talent helps create a unified team that works together to accomplish task. Without the talent and skills of many types, our work would not be creative or possibly lack the ability to discover new knowledge, etc.


Venn Diagram of StudentsVenn Diagram of StudentsVenn Diagram of StudentsVenn Diagram of Students

ObjectiveObjectiveObjectiveObjective: To learn more about each other so trust can be developed amongst the group. MaterialsMaterialsMaterialsMaterials: Paper and markers (preferably chart paper) ProcedureProcedureProcedureProcedure: Divide students into groups of three or four. Each group should have a piece of paper and colored markers. They are to draw a Venn diagram with an oval representing each student in the group. The group should discuss the similarities and differences within the group. After their discussion, they are to fill in the diagram showing their similarities and differences. If they need help getting started Have them ask questions like: What is your favorite color? What is your favorite food? Where were you born? What is your favorite pastime? QuestionsQuestionsQuestionsQuestions: What did you learn about your fellow classmates? Why is this important to know? What can we do to make sure everyone feels important or part of the team? Does everyone fit in somewhere with someone? (Do we all have some sort of similarities with one another?)


Balloons, Balloons, Balloons!Balloons, Balloons, Balloons!Balloons, Balloons, Balloons!Balloons, Balloons, Balloons!

ObjectiveObjectiveObjectiveObjective: To learn good sportsmanship and build class community. MaterialsMaterialsMaterialsMaterials: balloons and strings ProcedureProcedureProcedureProcedure: Tie strings to balloons and then tie one balloon to each person’s ankle. It is every student for him/herself! The object of the activity is to pop everyone else’s balloons while making sure that yours does not get popped. Once your balloon is popped, you are out of the game Questions:Questions:Questions:Questions: What does this activity tell us about teamwork? Do we have a common goal? (yes, not to get our balloons popped or to get everyone else’s balloon popped.) Is this a good goal for a classroom? Why or Why not? How should we handle ourselves if our balloons are popped and we must leave the game? Why is this important? What did this activity teach us about ourselves as well as our group?


PeculiaritiesPeculiaritiesPeculiaritiesPeculiarities

ObjectiveObjectiveObjectiveObjective: An activity that teaches about diversity. Community Building MaterialMaterialMaterialMaterialssss: Activity sheet for teacher, simple prizes for students ProcedureProcedureProcedureProcedure: Ask students to stand. The object of this activity is to discover peculiarities within their class. Explain that the teacher will read items from a list, one at a time. Ask the student to stand if they have that peculiarity. Keep track of the number of times each student stands. List of Items:List of Items:List of Items:List of Items: Was born on February 29th Has a or had a dog named Spot, Midnight, Lucky, or Shadow Competes in events like dancing, gymnastics, running, swimming Likes pizza with anchovies Was born in another state Was born in another country Has won a prize Has been to Idaho (you can name the state) Loves to write poetry Has an organized clean desk Has a twin brother or sister (or triplets) Has a shoe size greater than ??? Has milked a cow Has been to the top of Washington Monument or Pike’s Peak Collects stamps/coins (you can name something) Have five or more siblings Prefers winter to summer Has been on the radio/TV Has seen a shooting star Has ice skated on a frozen pond QuestionsQuestionsQuestionsQuestions: What have you learned about your classmates? How can this help you work better with one another?


Constructive FeedbackConstructive FeedbackConstructive FeedbackConstructive Feedback

ObjectiveObjectiveObjectiveObjective: Learning to value constructive feedback as a way to accomplish a goal that is not possible without it. MaterialsMaterialsMaterialsMaterials: A box; 20 pieces of wadded paper ProcedureProcedureProcedureProcedure: Ask for one volunteer. When that student comes forward, position the volunteer in a standing position and place an empty cardboard box somewhere behind him or her, but not directly behind. Place the 30 pieces of wadded paper within reach of the student. Explain to the group that their job is to give clues to the volunteer that will help him or her to throw the wads into the cardboard box without turning around. Example of clue: “A little to the left”. Keep the activity going until the student successfully has thrown three wads into the cardboard box. QuestionsQuestionsQuestionsQuestions: Ask the group to describe what is true about feedback based on what occurred in the exercise. What else could have been said to help the student? Could the student accomplish this task without the help of the group? When the goal was accomplished, how did everyone feel? Was this a group or individual success?


Favorite AniFavorite AniFavorite AniFavorite Animalmalmalmal

ObjectiveObjectiveObjectiveObjective: To learn more about your classmates and build classroom community. MaterialsMaterialsMaterialsMaterials: Note card and pen/pencil for each student. ProcedureProcedureProcedureProcedure: Have each student think about their favorite animal and three adjectives that describe that animal. Do not let them share this with anyone. Have them write on their note card the three adjectives they thought of earlier, and then they are to write their name on the card. (Make sure the name of the animal does not appear on their card) Once all cards have been filled out, have the group mingle with their classmates, sharing why these adjectives best describe their own personality. Example: Loyal, cuddly, playful Scott. Then have participants guess which animal the words represent. QuestionsQuestionsQuestionsQuestions: How did you identify the animal based on the adjective given? What was the most difficult aspect of this activity? How does sharing the adjective that describe their personality benefit our class community? How well do you think people choose an adjective to describe themselves?


Self AwarenessSelf AwarenessSelf AwarenessSelf Awareness

ObjectiveObjectiveObjectiveObjective: To learn more about themselves. MaterialsMaterialsMaterialsMaterials: Blank paper, pen/pencil. ProcedureProcedureProcedureProcedure: Define the term adjective and ask the students for a few examples. Read the following questions only and encourage the students to write what first comes to mind and to only spend a few seconds on each question. Once you have completed asking the questions review as a class. Ask for volunteers to share their responses and then read the answers below. QuestionQuestionQuestionQuestion: List two adjectives that describe your favorite animal. Answer:Answer:Answer:Answer: This is how the student sees themselves. Question: Question: Question: Question: List two adjectives that describe your second most favorite animal. Answer: Answer: Answer: Answer: This is how others see the student Question: Question: Question: Question: List two adjectives to describe the ocean. Answer: Answer: Answer: Answer: This is how the student views life. Question: Question: Question: Question: List two adjectives to describe the sky. Answer: Answer: Answer: Answer: This is how the student views death. Questions: Questions: Questions: Questions: Were you surprised at the reasons for the adjectives you chose? Do you agree with these? What did you learn about yourself? Did you have a hard time coming up with some adjectives and why?


Name GameName GameName GameName Game

ObjectiveObjectiveObjectiveObjective: To get groups to realize they do not always know everything about one another and to promote community building. MaterialsMaterialsMaterialsMaterials: Questionnaire and hat or bag. ProcedureProcedureProcedureProcedure: Have the class fill out the questionnaire silently. When completed fold into fours and drop into the hat/bag. Have someone randomly draw a card and read the answers out to the class as they try and guess which classmate it may be. Once someone selects the correct classmate have the individual draw the next card. You can add more questions to the questionnaire if you like. QuestionsQuestionsQuestionsQuestions: Did you discover anything new about someone? Did you find something in common with someone? As a whole, is there more commonalities among our students/class than not? Why do we need to know commonalities among our classmates? How can this increase trust among our class community?


Name Game QuestionnaireName Game QuestionnaireName Game QuestionnaireName Game Questionnaire

1. Favorite Dream Vacation Spot: __________________________________

2. Favorite Type of Car: __________________________________________

3. Favorite Actress/Actor: _________________________________________

4. Favorite Movie: ______________________________________________

5. Favorite Hobby: ______________________________________________

6. Favorite Color: _______________________________________________

7. Favorite Book: ________________________________________________

8. Favorite TV Show _____________________________________________

9. Favorite time of the year: ______________________________________

10. Favorite subject: ______________________________________________


Next Chair PleaseNext Chair PleaseNext Chair PleaseNext Chair Please

ObjectiveObjectiveObjectiveObjective: To find common ground to create trust, risk-taking, and non-verbal communication. MaterialsMaterialsMaterialsMaterials: Enough chairs in a circle for everyone. ProcedureProcedureProcedureProcedure: Everyone forms a large circle. One person starts by calling out an attribute or experience. If that applies to anyone in the class they will move to the next person’s lap. If you all share this attribute, then the “pile” of people need to move to the left. QuestioQuestioQuestioQuestionsnsnsns: How does this make you feel when you share unique knowledge about yourself to the entire class? Did you feel like you were taking a risk by sharing personal information? When several people shared the same attribute how did you feel? What does this tell us about our class? How does this help build our class community?


Just How CloseJust How CloseJust How CloseJust How Close

ObjectiveObjectiveObjectiveObjective: The importance of active listening and dealing with personal space issues. MaterialsMaterialsMaterialsMaterials: Class of students ProcedureProcedureProcedureProcedure: Divide the class in half and make two parallel lines. Each student in the line is asked to pair off with the student across from them. Then have students begin a conversation with the student across from them on the question: “If you had a wish, what would you wish could come true?” Next, have both lines walk slowly towards each other while continuing to discuss this question. When one partner felt uncomfortable, they needed to say “stop!” Compare the difference of space when everyone has said “stop” QuestionsQuestionsQuestionsQuestions: How did you feel during this activity? Is personal space important to you &/or the conversation? How does personal space effect the class environment? Is it a challenge for some of you knowing personal space can effect a conversation? How/Why?


GreetingsGreetingsGreetingsGreetings

ObjectiveObjectiveObjectiveObjective: To see the difference in gender communication MaterialsMaterialsMaterialsMaterials: Class of students ProcedureProcedureProcedureProcedure: Ask for four volunteers, two girls and two boys. Have these four go outside in the hallway and form same-sex pairs. While the four were outside of the classroom ask the rest of the class to predict how they would greet one another if they were best friends who had not seen each other in a long time. Then ask the pairs to come back into the room and demonstrate (one pair at a time) how they would greet one another based on being best friends whom have not seen one another in a very long time. Then have the pair switch roles to view how opposite sex would greet one another – (here the men pretend to be women greeting one another and the women pretend to be men) Variation: have mixed pairs (boy greets girl) greet one another. Possible Predictions:Possible Predictions:Possible Predictions:Possible Predictions: The women and men might vary in pitch, content and touch. Non-verbal versus verbal communication, what might be different? QuestionsQuestionsQuestionsQuestions: What does this tell us about communication between the genders? How will this help us when we communicate with the same sex or opposite sex? Even when we consider gender, can 2 men address a female in different ways? Why? What does a greeting tell us about an individual? Is it always an accurate observation?


Trust WalkTrust WalkTrust WalkTrust Walk

ObjectiveObjectiveObjectiveObjective: To learn about the importance of trust and teamwork. MaterialsMaterialsMaterialsMaterials: blind-folds for ½ the number of students in your class. (works best outside) ProcedureProcedureProcedureProcedure: Pair up each student and blind-fold one of them. Then the sighted person will take the blind-folded person on a trust walk. The sighted person must describe in vivid details where, what, and how they are walking to a designated location. QuestionsQuestionsQuestionsQuestions: Did you trust your partner? Why or Why not? How did you feel being the person that was blind-folded? How did you feel being the person that was not? What could the sighted person have said to make the blind-folded person feel more at ease? How is communication important to trust and teamwork?


Make a Team!Make a Team!Make a Team!Make a Team!

ObjectiveObjectiveObjectiveObjective: The purpose of this activity is to begin to feel a sense of unity amongst the class. MaMaMaMaterialsterialsterialsterials: Various items (see below) ProcedureProcedureProcedureProcedure: As a team (class) they will need to work together to accomplish the following tasks:

• Make a team name from the positive characteristics of the members of your group.

• Make a team motto and flag that represent the commonalities in the group.

• Make a t-shirt or cap with your team name and symbol. (have each student bring in a t-shirt and use the iron-on transfer)

• Write a song about the greatness of your team • Make a team cheer. • Write a short paragraph about what your team means to you.

QuestionsQuestionsQuestionsQuestions: Ask the class why you did this activity? What does this say about our class? How can we become a unified team that works together? Why do we want to be a team?


Coat of ArmsCoat of ArmsCoat of ArmsCoat of Arms

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Coat of Arms pattern, poster board, markers, glue, construction paper, glitter, ribbon, foil, pipe cleaners, fabric, etc. ProcedureProcedureProcedureProcedure: Show the hand out of the Coat of Arms and explain to the class they will be making one to represent their classroom. There are five areas on the coat of arms which the class will need to decide on what each area will represent. Area three (middle section) should be a class name like: Harvilla’s Gorillas, or Cochran’s Cobras. The following are some ideas for the other areas:

• A class mascot • Something that symbolizes their vision of a dream school • Something that symbolizes their vision for their futures • Something that symbolizes the 6 pillars of character • Something that symbolizes class community

Once you have decided on the areas, divide into groups to create the areas. Use the big patterns to make each area. Guide students but let them do the work and make the decisions. QueQueQueQuestionsstionsstionsstions: How did this help you as a team? What could make this better? What was frustrating? How did your team decide on the content for each section of your Coat of Arms? Did a leader(s) emerge?


ClarissaClarissaClarissaClarissa

ObjectiveObjectiveObjectiveObjective: The students will understand the importance of self worth. The students will understand how they can share their talents and abilities to help the class. MaterialsMaterialsMaterialsMaterials: The book “Clarissa” by Carol Talley ProcedureProcedureProcedureProcedure: Read the book Clarissa to the class showing the pictures. Have a class discussion on why it is important to appreciate the worth of each person and why it is important to work together to reach a common goal? Follow Up: Provide opportunities for students to develop and use their talents and abilities as class. Have a class discussion on why it is important to appreciate the worth of each person and why it is important to work together to reach a common goal. QuestionsQuestionsQuestionsQuestions: Why is it important for everyone to value one another? How does this help us to get along with each other? Why should be help one another? How does helping one another build trust and community in our classroom? How can you encourage your peers to include and value their contributions to the group?


Ball of YarnBall of YarnBall of YarnBall of Yarn

ObjectiveObjectiveObjectiveObjective: The students will understand the importance of uniting together to complete a task. MaterialsMaterialsMaterialsMaterials: Ball of yarn with enough knots scattered out to equal the number of students in class. ProcedureProcedureProcedureProcedure: Have the class sit in a circle. Explain to the class that they are going to tell a story using a ball of yarn (explain that another definition for yarn is a made up story). Every time they get to a knot in the yarn they are to stop and the person sitting next to them is to continue on with the story until everyone has had a chance to add to the story. While the students are telling the story the teacher writes the story on chart paper. In the end the class will see a finished product of their story. QuestionsQuestionsQuestionsQuestions:

The students will brainstorm a list of reasons why/why not they like writing a story together. How well did everyone contribute? By having every class member contribute, did it add to or make the story more or less interesting? Why? Thinking about the parts of the story each student added, what does this tell us about our classmates?


Partner InterviewPartner InterviewPartner InterviewPartner Interview

ObjectiveObjectiveObjectiveObjective: To get to know more about each other and to build unity. MaMaMaMaterialsterialsterialsterials: Interview handout ProcedureProcedureProcedureProcedure: Pair off the students. If you have an odd number, make one group of three people and have them interview each other in a circle. (Interview the person on your left and be interviewed by the person on your right) Tell the students that they will interview each other and complete the question sheet you provide. They will introduce each other to the rest of the class. Talk to the class before they start to introduce each other. Remind them to talk to the class about their partner—not to just read the questions and answers. You may want to demonstrate this for the class. QuestionsQuestionsQuestionsQuestions: What did you learn about your classmates? Was it easy or difficult to share some of the information with others? How will this help us in our classroom when working with others? Why did we do this activity?


PARTNER INTERVIEW QUESTIONSPARTNER INTERVIEW QUESTIONSPARTNER INTERVIEW QUESTIONSPARTNER INTERVIEW QUESTIONS

Your Name: ____________________________________________Your Name: ____________________________________________Your Name: ____________________________________________Your Name: ____________________________________________

1. Do you like your name? Why or why not?

2. If you could be any age, what age would you be? Why?

3. If you could go anywhere in the world, where would you go?

4. As you look around you, what is something you sometimes wonder about?

5. If you could learn a new skill, what would it be?

6. What is one thing you hope to continue doing throughout your life?

7. How do you like to spend you free time?

8. What is something that makes you angry?

9. If you were granted one wish, what would that wish be?

10. If you were given $500 dollars to spend, how would you spend it? Remember, when you introduce this person, tell the class about the person. Don’t just read the questions and then the answers. TALK TO THE CLASS!


Identify your StrengthsIdentify your StrengthsIdentify your StrengthsIdentify your Strengths

ObjectiveObjectiveObjectiveObjective: To increase students’ knowledge and understanding of Building on Strengths. MaterialsMaterialsMaterialsMaterials: Three Signs and a set of questions provided. ProcedureProcedureProcedureProcedure: Place the three signs, “Super Star,” “Yes, I Can Do That,” and “That’s Not My Thing” around the room. Make sure students can get to each sign to stand underneath it. When the activity begins, tell students you will read a series of statements. Students are to go stand under the sign that best describes how they feel about the statement. (For example: if the statement is “I make good grades in math,” students who make good grades would stand under the “Super Star” sign; those who make average grades would stand under the “Yes, I Can Do That” sign; those who struggle with math would stand under the “That’s Not My Thing” sign. Allow students a few seconds after each statement to decide where they will stand. As you read through the statements, jot the names of people who say they are superstars for that particular strength. Try to get everyone down as a superstar at least once. Extentension Activities: Each student identifies 2 strengths that he/she possesses. The strengths should be true strengths, not negative things such as talkative, good fighter, etc. It would also be good if they were more general such as athletic rather than saying football player. Have students list their name and two strengths on whatever your class has decided to use to build a strength wall. Have students identify a personal improvement goal for the year, something they really want to work on. Help them make it measurable. For example, “I want to make A’s and B’s in all my core subjects.” I want to make first chair in the trombone section of the band.” “I want to make the basketball team.” “I want to get no office referrals or detentions.” “I want to make 3 new friends.” Have them write this goal down on two slips of paper. One for them and one for you. You will bring these back out at the end of the year to see their accomplishments.


QuestionsQuestionsQuestionsQuestions: • Discuss this activity by focusing on the strengths you wrote down for

each student. • Talk about who was a super star for each statement. (Try to

emphasize the strengths of each student) • Ask students how they felt making the decisions about which sign to

stand under. Was it hard to go to the “Super Star” sign or the “That’s Not My Thing?”

• Were some of you too hard of yourselves? • Did everyone have the same strengths? • Why do we want people to have different strengths? • How can we use students’ different strengths to help us in classroom

projects?

MY PERSONAL IMPROVEMENT GOAL FOR THIS YEARMY PERSONAL IMPROVEMENT GOAL FOR THIS YEARMY PERSONAL IMPROVEMENT GOAL FOR THIS YEARMY PERSONAL IMPROVEMENT GOAL FOR THIS YEAR I, ____________________________________, vow that I will ______________

__________________________________________________________________

by the end of the school year.

Signed __________________________________ Date ____________________

MY PERSONAL IMPROVEMENT GOAL FOR TMY PERSONAL IMPROVEMENT GOAL FOR TMY PERSONAL IMPROVEMENT GOAL FOR TMY PERSONAL IMPROVEMENT GOAL FOR THIS YEARHIS YEARHIS YEARHIS YEAR I, ____________________________________, vow that I will ______________

__________________________________________________________________

by the end of the school year.

Signed __________________________________ Date ____________________


IDENTIDENTIDENTIDENTIFYING YOUR STRENGTHS STATEMENTSIFYING YOUR STRENGTHS STATEMENTSIFYING YOUR STRENGTHS STATEMENTSIFYING YOUR STRENGTHS STATEMENTS

I get along with others I am good at fixing things I am good at baseball/softball I am a good writer of short stories, poetry, or letters I know the top 10 songs on the music charts I am a great doodler I play a musical instrument I am a collector of something (cards, stamps, coins, dolls, etc.) I am good a science I can use a computer without asking for help I like to help other people I have seen all of Jim Carey, Spiderman, or Shrek movies I am good at track and field events (running, hurdles, & high jump) I keep a clean desk/room at home I am not afraid to talk in front of a class I can draw well I know a lot about American History I am good at fall/winter sports like football, soccer, basketball, etc I can do math problems quickly and correctly I am on time to class or anywhere I go I can cook I get up early on Saturdays I am good at video games I go out of my way to help others I am a good listener I care about others and their feelings


Listening and Following DirectionsListening and Following DirectionsListening and Following DirectionsListening and Following Directions

ObjectiveObjectiveObjectiveObjective: To increase students’ knowledge and understanding of Empowerment with Responsibility. MaterialsMaterialsMaterialsMaterials: Cut up slips of paper with individual instructions for each student. You must decide how many instruction slips you will need and cut You must decide how many instruction slips you will need and cut You must decide how many instruction slips you will need and cut You must decide how many instruction slips you will need and cut them apart beforehand them apart beforehand them apart beforehand them apart beforehand –––– KEEP THEM IN ORDER!! KEEP THEM IN ORDER!! KEEP THEM IN ORDER!! KEEP THEM IN ORDER!! ProcedureProcedureProcedureProcedure: Have the class sit in a circle in chairs or on the floor. Tell students they will participate in an activity where they must listen and follow the directions on the instruction slip you will hand out to them. Explain that this activity demonstrates Empowerment with Responsibility – Each person is given power and each person must take responsibility for the success of the activity. Warn the class that each person must keep his/her slips private. They may not show their slip to anyone or tell anyone what it They may not show their slip to anyone or tell anyone what it They may not show their slip to anyone or tell anyone what it They may not show their slip to anyone or tell anyone what it says.says.says.says. Before you pass out the slips, count how many students are actually present in your room. Take away slips you do not need from the bottom of the bottom of the bottom of the bottom of the pile.the pile.the pile.the pile. Jot down the last slip you give out on the last instruction slip that is for you to use at the end of the activity. Scramble the instruction slips Scramble the instruction slips Scramble the instruction slips Scramble the instruction slips and pass them out. Tell the group to get ready and then say “Let’s Begin”say “Let’s Begin”say “Let’s Begin”say “Let’s Begin” After the activity is over, discuss it with the students. QuestionsQuestionsQuestionsQuestions: Were we successful? Why? What did we have to do to complete the activity? What happened if someone in the group did not follow the instructions? When are some other times that everyone must do his part or everything will fall apart? Did you feel comfortable doing your part? Why or Why not? Were you embarrassed to shout, sing, or dance? (do something outside of your comfort zone) How can this activity build trust?


LISTEN AND FOLLOW DIRECTIONS INSTRUCTION SLIPSLISTEN AND FOLLOW DIRECTIONS INSTRUCTION SLIPSLISTEN AND FOLLOW DIRECTIONS INSTRUCTION SLIPSLISTEN AND FOLLOW DIRECTIONS INSTRUCTION SLIPS When you hear the Teacher say, “Let’s Begin,” You get up, do jumping jacks and sing “OH, WHAT A BEAUTIFUL MORNING.” When you hear someone sing, “OH, WHAT A BEAUTIFUL MORNING,” you stand, go to the teacher and say “FREE FLEA SPRAY” 3 times. When you hear some say “FREE FLEA SPRAY,” you stand, squat down, flap your arms and cluck like a chicken 3 times. When you hear someone cluck like a chicken, you go to the door and yell down the hall “IS THE MAIL HERE YET?” When you hear someone say “IS THE MAIL HERE YET?,” you put both index fingers (that’s the finger next to your thumb) on your nose, tilt your head back and say, “FE FI FO FUM. I SMELL THE BLOOD OF AN ENGLISHMAN.” When you hear someone say “FE FI FO FUM. I SMELL THE BLOOD OF AN ENGLISHMAN,” you wad up this paper, toss it across the floor, hop to it, pick it up and hop back. When you see someone hop across the floor to pick up a paper and hop all the way back, you stand up and say the titles of the last 3 movies you saw BACKWARDS (For example: Who A Hears Horton) When you hear someone say movie titles backwards, you stand up, click your heels together and say “THERE’S NO PLACE LIKE HOME” three times.


When you hear someone say “THERE’S NO PLACE LIKE HOME” three times, stand on one foot and say the names of the Ninja Turtles (RAFAEL, DONITELLO, MICHELANGELO, AND LEONARDO) When you hear someone say the names of the Ninja Turtles, stand up and do a hula dance while saying the alphabet. When you hear someone saying the alphabet, stand up and then squat down, count backwards from 10 and blast off like a rocket. When you hear someone count backward from 10, go to the chalkboard and write the year you will graduate and say “I WILL GRADUATE IN ____.” When you hear someone say “I will graduate in ________” stand up, hop up and down and say “RUBBER BABY BUGGY BUMPERS,” three times. When you hear someone say “RUBBER BABY BUGGY BUMPERS,” go stand in the corner (or go to the wall) and say “I DIDN’T MEAN TO DO IT.” When you hear someone say “I DIDN’T MEAN TO DO IT,” stand, shake hands with the teacher and say, “I’M SO GLAD TO BE HERE. I KNOW WE ARE GOING TO HAVE A WONDERFUL TIME.” When you hear someone say “I KNOW WE ARE GOING TO HAVE A WONDERFUL TIME.” Stand up, duck walk to the door, and in your best Donald Duck voice say “HAVE YOU SEEN MY MOMMY?” When you hear someone say “HAVE YOU SEEN MY MOMMY?” stand up, put your hands on your hips and doing your best Jim Carey imitation say “ALRIGHTY THEN.”


When you hear someone say “ALRIGHTY THEN,” stand up and sing “HEAD, SHOULDERS, KNEES AND TOES, KNEES AND TOES” while touching your head, shoulders, knees and toes. When you hear someone sing “HEAD, SHOULDERS, KNEES AND TOES, KNEES AND TOES,” stand up, stomp around the circle like a big dinosaur and sing the Barney song, “I LOVE YOU. YOU LOVE ME. WE’RE A HAPPY FAMILY.” When you hear someone sing the Barney song, stand up, put your hands to your face like you are a flower, and sing the Brady Bunch Theme Song, “HERE’S A STORY OF A LOVELY LADY WHO WAS BRINGING UP THREE VERY LOVELY GIRLS.” When you hear someone sing the Brady Bunch Theme Song, run around the circle pretending to carry the Olympic Torch, when you return to your spot say, “I AM HAPPY TO RECEIVE THIS GOLD MEDAL ON BEHALF OF MY COUNTRY” When you hear someone say, “I AM HAPPY TO RECEIVE THIS GOLD MEDAL ON BEHALF OF MY COUNTRY,” put your hand on your heart and sing “THE STAR-SPANGLED BANNER.” “OH, SAY CAN YOU SEE, BY THE DAWN’S EARLY LIGHT.” When you hear someone sing “THE STAR-SPANGLED BANNER,” stand up flap your arms like a rooster, crow and say, “IT’S TIME TO GET UP.” When you hear someone say “IT’S TIME TO GET UP,” stand up; act like you are pouring a bowl of cereal and say, “WHEATIES: THE BREAKFAST OF CHAMPIONS.”


TEACHER’S FINAL INSTRUCTIONSTEACHER’S FINAL INSTRUCTIONSTEACHER’S FINAL INSTRUCTIONSTEACHER’S FINAL INSTRUCTIONS When a student performs the last instruction that you handed out, get down on one knee, clasp your hands together and say, “NEVER HAVE I SEEN SUCH PERFECTION FROM MERE (grade level – 3rd, 4th, 5th, etc) GRADERS.


Beach Ball BashBeach Ball BashBeach Ball BashBeach Ball Bash

ObjectiveObjectiveObjectiveObjective: To build class community and team building. MaterialsMaterialsMaterialsMaterials: Beach ball for a group of 8-10 students. ProcedureProcedureProcedureProcedure: Divide your class into groups of 8-10 students. Each group stands in a circle, hitting the ball in the air, keeping it off the ground, while asking questions of other students. No student can hit the ball twice. For example: If Jodi hits the ball she would quickly call out Sam and ask the question…. What is your favorite color? Sam then must get to the ball to hit it back in the air, calling out John and asking the question…. What is your favorite sport? Continuing until everyone has successfully hit the ball in the air and asked a question. VariationsVariationsVariationsVariations: Have each student hit the ball in the air counting the number of times they can keep it going. No student can hit the ball twice in a row. Have the students hit the ball in the air calling out another student’s name, and that person has to hit the ball next, then they call out a name and that person hits it and calls out another name….. continuing as long as the ball does not hit the ground…… if groups are competing, see who can keep the ball in the air the longest, or count the number of hits. Possible QuestionsPossible QuestionsPossible QuestionsPossible Questions Favorite color Favorite animal Sister’s/brother’s name Favorite food Favorite book Favorite vacation spot Favorite sport Summertime fun Holiday traditions QuestionsQuestionsQuestionsQuestions: Discuss how they felt about the game and what team strategies they employed to increase their score. Did working together on this activity contribute to a sense of belonging?


Labeling our peersLabeling our peersLabeling our peersLabeling our peers

ObjectiveObjectiveObjectiveObjective: To learn first hand how it feels to be treated based on an assigned label. Help students overcome prejudices and first impressions. To help them improve good communication skills. MaterialsMaterialsMaterialsMaterials: Paper, pencil, sticky labels ProcedureProcedureProcedureProcedure: Divide the group into teams of five or six students. Place the labels face down in the center of the group. Each team member sticks a label on the forehead of the person next to him or her. All students can read what is on others’ labels but not their own. Students are not to tell what is on each others’ labels. Give the team a task to plan (end of the year celebration, lunchroom procedures, fundraiser, etc.) As the students discuss this they are to respect the label each participant is wearing. React and respond according to what it says. After 5-6 minutes even if they are not finished, stop and discuss. QuestionsQuestionsQuestionsQuestions: What happened? Did you accomplish your task? Why or Why not? How satisfied are you with the outcome? Why? How did you feel about treating people with these labels? Did it get easier over time? Why? How did you feel about the way you were being treated? What was your reaction? What implications does this have for us in the classroom while doing projects? Possible labelsPossible labelsPossible labelsPossible labels: disagree with me, ignore me, agree with me, interrupt me, pushover, find fault with me, respect my opinions, helpful, etc.


KudosKudosKudosKudos

ObjectiveObjectiveObjectiveObjective: To learn to give praise and compliments to others. Build class community MaterialsMaterialsMaterialsMaterials: Kudos bars ProcedureProcedureProcedureProcedure: Explain what Kudos means if students don’t know the definition. This can be done in one setting or done throughout the year when someone wants to acknowledge someone for a job well done or a compliment. Have boxes of Kudo bars available for students to pass out to other students when they see them doing something wonderful… Ex: Kudos to Mary for explaining the math problems I didn’t understand. Kudos to Jodi for working at home researching and gathering additional information for our PowerPoint project. QuestionsQuestionsQuestionsQuestions: How difficult (or easy) was it to give each other recognition? Why? How does recognition from your peers differ from recognition you get from me? What do you think would happen if we gave feedback to our classmates outside our class?


SneakSneakSneakSneak

ObjectiveObjectiveObjectiveObjective: To catch the “Sneak”. Communicate through our body language MaterialsMaterialsMaterialsMaterials: Enough of a deck of cards for each student in class. One needs to be the jack (the criminal) and one needs to be the Ace (the cop). The rest of the deck should be below ten in rank. PPPProcedurerocedurerocedurerocedure: Let each person draw and keep his/her card, without showing it to anyone. The criminal is to recruit other criminals by winking at them, but without getting caught by the cop. Any person who sees a wink is to wait a few seconds, (not to be obvious) and then say, “I committed a crime.” That person then turns in his card and is out of the game. Play continues until the criminal recruits all players without being caught by the cop, or the cop identifies the criminal. If the cop misidentifies the criminal, he loses the game. QuestionsQuestionsQuestionsQuestions: Does being sneaky pay? How will this hinder your group accomplishing a goal/task? How do we deal with members in our groups that are sneaky? How can we make those students feel welcomed and trusted in our community?


All in KnotsAll in KnotsAll in KnotsAll in Knots

ObjectiveObjectiveObjectiveObjective: To untangle themselves while working together as a team. MaterialsMaterialsMaterialsMaterials: All students ProcedureProcedureProcedureProcedure: Divide your class into teams of 8 to 12 members. Have each person join right hands with another person in the group, but not with someone who is standing immediately to the left or right. Then have each person join left hand with another person in the group, but not with some who is standing immediately to the left or right. Now the group must untangle themselves without letting go of hands. Let them first try to figure this out on their own. Then you may offer the following suggestions: They may need to loosen their grips a little to allow for twisting and turning. They may need to step over or under other people. The first group to untangle themselves is the winner. Variation: Try this same activity only allowing non-verbal communication QuestionsQuestionsQuestionsQuestions: What made this fun? Frustrating? If you did this again, what would you do differently? Who was best at figuring this out? Did someone in your group take charge? What did the group have to do to be successful? When do you need to work together in class? When do you need to work together at home? When are other times you need to work together?


Scrabble/Mixed Up LettersScrabble/Mixed Up LettersScrabble/Mixed Up LettersScrabble/Mixed Up Letters

ObjectiveObjectiveObjectiveObjective: To learn to work together as a team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: 5 x 7 note cards with a letter printed on each one. ProcedureProcedureProcedureProcedure: The object of this activity is to make the largest word out of the letters your group has been given. I chose animals as a category but it can be about holidays, sports, entertainment, or a specific subject, just whatever works best for your class. Divide the class into groups depending on the size of words you give them. Randomly hand out a card with a letter written on it. Then instruct the groups to try and form the largest possible word out of the letters in the group. You can tell them the category to help them out. Example: One group might be elephant, (you could have them in groups of eight or all different sizes and give them a couple extra letters that won’t work in the final word) just be creative. The team to figure out their word first wins. You can do this randomly also by giving letters out that you haven’t planned and see how creative they can be. (You could keep the category a secret to see how creative they are and what they come up with) QuestionsQuestionsQuestionsQuestions: Who used all the letters to create their word? How hard was it for your team to come up with a word that used all the letters? What category do you think was chosen and why? When your group didn’t create a word using all the letters, how did it make you feel? How did you make sure all the letters were used (strategy?) How does this affect the team?


String TossString TossString TossString Toss

ObjectiveObjectiveObjectiveObjective: To learn to work together as a team to accomplish a task/goal realizing that without everyone working together the web would look different or collapse. MaterialsMaterialsMaterialsMaterials: A ball of string/yarn ProcedureProcedureProcedureProcedure: Students and teach form a circle sitting on the floor or in the chairs facing each other. The teacher begins by stressing how we are all dependent on others. The teacher calls the name of a student across from her/him and throws the ball of yarn while holding on to the end of the while holding on to the end of the while holding on to the end of the while holding on to the end of the stringstringstringstring.... The student with the ball of yarn calls the name of another student in the circle, throws the ball of yarn to the student while holding on to the while holding on to the while holding on to the while holding on to the stringstringstringstring. Continue throwing the ball of yarn to students who have not had the yarn until everyone is holding part of the string and a web has been formed. Have all students gently pull back on the string. Comment on the Comment on the Comment on the Comment on the interdependence we all have on each other to form the web.interdependence we all have on each other to form the web.interdependence we all have on each other to form the web.interdependence we all have on each other to form the web. Instruct one or two students to let go of the string. Discuss what happens to the web.Discuss what happens to the web.Discuss what happens to the web.Discuss what happens to the web. Continue having one or two students at a time release the string and discuss discuss discuss discuss what happenswhat happenswhat happenswhat happens. Finally, only the teacher is holding the string. Can the teacher Can the teacher Can the teacher Can the teacher alone make talone make talone make talone make the class work?he class work?he class work?he class work? Debrief: Debrief: Debrief: Debrief: Describe how the web analogous to the group in that we all play a part in creating the web, and that if one person was gone it would look different. Or if someone let go what would happen. It is important that we all take part to make the group what it is, unique and special. Questions:Questions:Questions:Questions: Why do we all have to pull our weight in this class? Why won’t this class work if someone doesn’t do his/her part? What is interdependence and why is it necessary for the success of the group?


Group Scavenger HuntGroup Scavenger HuntGroup Scavenger HuntGroup Scavenger Hunt

ObjectiveObjectiveObjectiveObjective: To work as a team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Score Sheet (for teacher) ProcedureProcedureProcedureProcedure: Break class into 3-5 groups. The teacher will call out different items or activities for the group to produce. The first group to send a person to the front with the item gets the point. Group with the most points at the end of the game wins. Some Suggestions:Some Suggestions:Some Suggestions:Some Suggestions:

• Blue shoelace (or another color) to be removed from the shoe • Pen with a chewed cap • Penny or any coin with a certain date • Paper clip • Used or unused sticker (which ever you prefer) • Family picture (or of a friend or family member) • Guy wearing lipstick • 2 people with their shoelaces tied together • Candy in a wrapper • Key chain with at least 5 keys • Bookmark • Comb • Bracelet • Sock

QuestionsQuestionsQuestionsQuestions: How did you feel when your group couldn’t come up with the item? How did your group work out who would be sent to the front? What was your group’s strategy for getting to the front first? If this strategy wasn’t working, what did you do to change it? What would you suggest to improve who gets the point?


Spinning PairsSpinning PairsSpinning PairsSpinning Pairs

ObjectiveObjectiveObjectiveObjective: To successfully accomplish a task as a team. Team work MaterialsMaterialsMaterialsMaterials: Pairs of students ProcedureProcedureProcedureProcedure: Pair your students off. Have them face one another and place their palms together a little above shoulder height. Both partners close their eyes and pull their palms apart about 12 inches while keeping their palms at that height. In their spots at the same time have each person turn around 3 times. The goal is to reconnect palms after spinning while keeping their eyes closed. Repeat as needed. QuestionsQuestionsQuestionsQuestions: How difficult was it to reconnect? How did you feel having your eyes closed? What made this more difficult, eyes being closed or the spinning around 3 times? What strategies did you and your partner come up with to help you reconnect? Did it work? When do we have to re-evaluate strategic plans in our daily life? Why should we do this?


All AboardAll AboardAll AboardAll Aboard

ObjectiveObjectiveObjectiveObjective: An activity about encouraging team behaviors and creativity. MaterialsMaterialsMaterialsMaterials: Outdoors, 2 balloons per person (varying colors), 1 permanent magic marker per group. Groups of 6-8. ProcedureProcedureProcedureProcedure: Distribute deflated balloons of varying colors around the space. Organize participants into groups of six to eight. Ask groups to get into train formation and give each engine a magic marker. Tell groups that they are passenger trains who must pick up passengers –2 passengers per car (per person) Explain that balloons become passengers easily when one inflates them and creates a face on them with the magic marker. Tell them to move around in train formation to a location where there is a balloon. One person must inflate the balloon, tie it, and paint a face on it with the marker. That person (car) then carries that passenger with them. Each car will eventually be carrying two passengers in it. Explain that groups will be competing to fill their trains (two passengers per car) with passengers of the same color. The train that is filled first wins the race. Remind students that their train must stay still while a person is inflating a balloon and drawing a face on it. The train can then move on to find another balloon (passenger) of like color. The only time trains can uncouple is when they are standing still. Variations:Variations:Variations:Variations: Use pieces of cloth rather than balloons. Tell the groups they must have five or six different color balloons. Move passengers down to the caboose first and fill to the front. They must stay connected unless they are carrying the 2 passengers. QuestionsQuestionsQuestionsQuestions: What was your team’s strategy for picking up the passengers? Would it have been easier to pick up different colored balloons instead of all the same? How could you have accomplished this task sooner? Did your team work together cooperatively?


Locker/Backpack Scavenger HuntLocker/Backpack Scavenger HuntLocker/Backpack Scavenger HuntLocker/Backpack Scavenger Hunt

ObjectiveObjectiveObjectiveObjective: An activity about encouraging teamwork. You will need to change the items based on the audience. The handout gives some examples for you to choose from. MaterialsMaterialsMaterialsMaterials: Groups of 8 and the Scavenger Hunt handout. ProcedureProcedureProcedureProcedure: Each group will have 2 minutes to come up with as many items on their list as they can. Each item is worth 2 points; a substitute can be made but will only be worth 1 point. If time permits ask the groups to share what items they got from the list and what substitutions were made. You can give prizes to the group with the most points. QuQuQuQuestionsestionsestionsestions: What was your team’s strategy getting all of the items on your list? What other strategies could you have used to accomplish this task sooner? Did your team work together cooperatively?


• To Do List • Mint • Cloth handkerchief • Hair pin • Black Comb • Money Clip • Receipt • Library card • Picture of a close relative • Hair scrunchie • Contact lens/eye glass case • Coupon • Safety Pin • School Id • Planning Calendar • Candybar • Tissues • Lipstick • Science Book • Paper • Red pen • Jacket • Scarf/mittens/hat


Cut the CakeCut the CakeCut the CakeCut the Cake

ObjectiveObjectiveObjectiveObjective: An activity which requires teamwork and problem solving. MaterialsMaterialsMaterialsMaterials: Groups of 8, pictures of cake, scissors. ProcedureProcedureProcedureProcedure: Draw a picture of a cake for each group. There are eight people coming to a party and you have only one cake to serve. Your task is to produce eight pieces of cake with only three cuts of the knife. Possible Solutions:Possible Solutions:Possible Solutions:Possible Solutions:

• Cut cake in half so you have 2 small complete cakes. Put them on top of each other and then cut in exact 4’s thus having 8 pieces.

• Cut the cake in half. Now you have 2 pieces. Stack them on top of each other and then cut in half – now you have 4 pieces. Cut those in half either way and you will have 8 pieces.

• Using the knife make one complete circle cut about ½ way through the cake so you have a circle inside the cake – 2 pieces. Now cut into 4ths and you will have 8 pieces.

• The elegant solution. Using the knife cut 1 curved line through the cake that has 3 curves. Then cut another curved line that intersects in the middle of the top and bottom curve. Then cut the cake in half.

QuestionsQuestionsQuestionsQuestions: How did your team come up with the solution? Why did you group choose this strategy? What other strategies could you have used to accomplish this task sooner? How would you evaluate your team’s effort? Based on what you know, how would you explain the solution? What data was used to make your conclusions?


Desert IslandDesert IslandDesert IslandDesert Island

ObjectiveObjectiveObjectiveObjective: An activity geared toward problem solving and to learn more about themselves and promote teamwork MaterialsMaterialsMaterialsMaterials: Blank paper and pen/pencil ProcedureProcedureProcedureProcedure: Students are to write down what they would bring if they were going to be stranded on a desert island and only had 5 minutes notice. Once everyone has something written down, combine students into groups. Each student should share the item they wrote down and how they plan on using it. Then as a group have them brainstorm how they could combine their items to better survive. Give a prize to the group that is most creative. QuestionsQuestionsQuestionsQuestions: Why did you choose the items and why do they mean so much to you? How did you determine to use the items on your list to survive? What could you do differently? Did your group work well together in order to survive? Do you agree with the actions of your group? What is your opinion of the solution? What choice would you have made if you were the leader? Should only one person decide for the whole group?


Yarn TossYarn TossYarn TossYarn Toss

ObjectiveObjectiveObjectiveObjective: To see how everyone must work together to accomplish a goal. MaterialsMaterialsMaterialsMaterials: Yarn or string. ProcedureProcedureProcedureProcedure: Everyone forms a large circle (sitting on floor). Someone starts with the ball of string. The student needs to give a response to the question, “what are small groups good for” or the student can give a piece of advice for working in a small group (the topic could be any – it is perfect for brainstorming). As student makes the comment, he/she tosses the ball of string to another classmate (not directly to the left or right) while holding on tightly to his/her section. This continues until all students have a hold of a section of the string. The teacher needs to explain how small groups are stronger when held together with a purpose. Initially the string was weak and lacked purpose. Held in a group, it was strong. Then a student can be asked to go to the middle of the web and lay down. Still holding our ends of the string, on the count of three, we lifted the person, it was quite amazing. (use caution and teacher discretion on this part of the activity) QuestionsQuestionsQuestionsQuestions: How would the web look different if someone let go of their string? Why is it important for all of us to pull our share of the load? What does this teach us about teamwork?


Tennis Ball ScrabblTennis Ball ScrabblTennis Ball ScrabblTennis Ball Scrabbleeee

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Tennis ball (approx. 250) (if purchased by the school, these can be used year after year) ProcedureProcedureProcedureProcedure: Two teams are located approximately 25 feet from a box of approximately 250 tennis balls. Each ball has a letter and numerical value. At the signal, one team member (located at the box) throws tennis balls through their legs back to their teammates. You may time this or let the students toss all of the tennis balls out of the box. Once all the tennis balls have been thrown from the center to the different teams, each team is given five minutes to form a grid of words. Points are scored according to the value of each ball used. No penalties for unused balls. “Bonus” words can be used. QuestionsQuestionsQuestionsQuestions: What impact does competition have upon teams? How does competition impact the work of a team? What is the strategy for getting the most balls to your teammates? What strategy was used when creating words? How difficult was it working on this project? Did someone emerge as a leader? How did you determine who would toss the tennis balls to the rest of the group?


Land Ski ShuffleLand Ski ShuffleLand Ski ShuffleLand Ski Shuffle

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Two 8-foot boards (like skies) or actual skies if available, cones or tape and a timer. (to be done outside or in the gym) ProcedureProcedureProcedureProcedure: Each team (5 participants per team) strap their feet into two 8-foot long skis and negotiate a course in the shortest time possible. Have the course mapped out a head of time using tape or cones. Fastest time wins. QuestionsQuestionsQuestionsQuestions: What had to occur for your team to effectively maneuver the course? What team building elements (trust, empowerment, and beliefs and attitudes) were demonstrated in this activity? What strategy did you use to determine your path through the obstacle course? How difficult was this activity? What would you change? How would you improve this activity?


Two by FoursTwo by FoursTwo by FoursTwo by Fours

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Five hats and five scarves ProcedureProcedureProcedureProcedure: A group of 10 people are given five hats and five scarves. Have them line up shoulder-to-shoulder facing forward with alternate people wearing the hats and scarves. The object is to get all the hats to one end of the line and the scarves to the other end using the following rules:

• Complete the problem in the least amount of moves (keep track) • All moves must be made as pairs • Anyone next to you is a potential pair • As a pair moves they leave an empty slot which eventually will be

filled by another pair • Pairs may not pivot or turn around • The final line must be solid, no gaps.

QuestionsQuestionsQuestionsQuestions: How did you get started? What was your strategy? Who if any became a leader? Did you need a leader to emerge? What made this activity challenging? What strengths did you have to draw upon to successfully solve this problem?


Tie RaceTie RaceTie RaceTie Race

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Enough ties for your class to be tied together for the race. Various objects like tennis balls, basketballs, soccer balls, etc. Tape or cones to map out a course/track. ( to be held in the gym or outside) ProcedureProcedureProcedureProcedure: Break the class into groups of 5 or 6 students. The group forms a straight line. Everyone’s ankles are tied together. The group must then move through a designated course. The group forms a circle facing inward. Everyone’s ankles remain tied together. The group must then transport themselves down a course while keeping various objects within the circle. QuestionsQuestionsQuestionsQuestions: What did the group members have to do to make this activity a success? What suggestions do you have to improve the team work of this group? Did someone emerge as a leader? Why or Why not? Did you need a leader? How will this activity help us in the classroom?


BrainteaserBrainteaserBrainteaserBrainteaser

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Worksheet (see next page) ProcedureProcedureProcedureProcedure: Use the worksheet to do some liberal translation by interpreting visual and written communications. QuestionsQuestionsQuestionsQuestions: Why did some of you enjoy this activity more than the physical activities? What skills are needed to solve these puzzles? What strategies did you use to solve these puzzles?


16 15 14 13

12 11 10 9

8 7 6 5

4 3 2 1

safe s o r r y

FUSSFUSSFUSSFUSS pineapple cake TIK

O L D TILL IME JOB AN W O R L

P P O D INITIA_ FILE JUS 144 TICE

WOHNICLEE L O V 1 T 3 4 5 6 BRING

BALLERINAS


AnswersAnswersAnswersAnswers

1. Better safe than sorry 2. Big fuss over nothing

3. Pineapple upside down cake 4. Arctic circle 5. Growing old

6. Till the end of time 7. An inside job

8. World without end 9. Two peas in a pod

10. The firs noel 11. Change of life 12. Gross injustice 13. Once in a while i. Endless love 14. Tea for two

15. Bring on the dancing girls


Taking a SpinTaking a SpinTaking a SpinTaking a Spin

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Plastic plate ProcedureProcedureProcedureProcedure: You can divide your class into smaller groups or do this as one large group. The group is to stand in a circle. The goal is for the group to keep the plate spinning in the center of the circle. Everyone is called up, one at a time, to keep it going. Once someone’s had a turn, he or she sits down. If the plate falls, start over from the beginning until everyone is successful. QuestionsQuestionsQuestionsQuestions: What negative aspect of this activity could be duplicated in a team? What could be done to avoid negative issues impacting on the team? What could your team do to make this a successful activity? How can our team work together to be successful?


Helping HandsHelping HandsHelping HandsHelping Hands

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Pairs of students, cones, tape (if needed) ProcedureProcedureProcedureProcedure:

• BACK ME UP:BACK ME UP:BACK ME UP:BACK ME UP: Partners sit on the floor back to back. With knees bent, elbows linked. Let them try to slowly stand up together. They’ll need to press their backs together to make this work.

• PULLING TOGETHER:PULLING TOGETHER:PULLING TOGETHER:PULLING TOGETHER: Partners kneel face-to-face, hold onto each

other’s arms and lean back. Then challenge them to try standing up at the same time – and, watch out for knees!

• LEAN ON ME:LEAN ON ME:LEAN ON ME:LEAN ON ME: partners face each other and place palms together.

Each steps backward and then leans forward on each other, keeping each other in balance with their palms. (Can have them step back one step and repeat this to see how far apart they can be)

• GROUP HOPGROUP HOPGROUP HOPGROUP HOP----ALONG:ALONG:ALONG:ALONG: Teams form a line. Except for the person in

front, players put their right hands on the person’s shoulder in front and lift their left legs so the person in the front can hold their ankles. Now the challenge is for the team to hop around on their right legs. Can create an obstacle course to go through.

• LOTS OF LAPSLOTS OF LAPSLOTS OF LAPSLOTS OF LAPS: Players line up in a circle, facing the same direction,

shoulders to the center – about a half-step apart. At the count of three, they hold onto one another’s’ waists, bend their knees, and sit back on the lap of the person behind, Ta Da! Human Chairs! For the final challenge, stand, turn, sit – What a group!!!!

QuestionsQuestionsQuestionsQuestions: What do activities like this demonstrate? How did your pair/group successful accomplish each task? What was the most challenging activity and why? When in class do we need to work together?


Success for AllSuccess for AllSuccess for AllSuccess for All

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Enough plastic pvc pipes for each student and a small ball equal to the number of teams. (pipes should be straight and curved) ProcedureProcedureProcedureProcedure: Can break class into smaller groups of 8-10. Each member of the team should select a piece of plastic pipe. Standing side-by-side, team members should hold the piece to form a continuous channel. Once the channel has been formed, the teacher will place a small ball in one end of the channel. Team members try to get the ball to move along the channel to a container at the end of the channel. QuestionsQuestionsQuestionsQuestions: How does this activity represent what we do in school? How did this exercise change the way you feel about the success of your team or each other? What strategy did you use to accomplish the task? What was the hardest part of the activity? (using straight or curved pieces) What elements did you have to consider when forming a continuous channel?


Body SearchBody SearchBody SearchBody Search

ObjectiveObjectiveObjectiveObjective: To learn to work together as a successful team to accomplish a task/goal. MaterialsMaterialsMaterialsMaterials: Body Search Handout PPPProcedurerocedurerocedurerocedure: Divide the class into teams of 6-8 students. Each group needs to select a recorder. The group is to then find items that begin with each letter of the alphabet. They can only use things they have brought with them or are at their desk. The item must be able to be placed on top of the table. I put a limit on the number of items that can be used. I don’t let them use 6 colors of crayons for 6 letters of the alphabet. I usually limit it to one. For example: If a yellow crayon is on the table, it can either be used for the letter Y for yellow or the letter C for crayon. The time limit is 10-12 minutes. If a team announces they have completed the list, then everyone stops. The teacher is the judge and his/her word is final. The teacher begins with the group who has completed the list. If no group has finished, the teacher begins with the group that has the most items. The recorder goes down the list. The teacher rules on acceptability. If an item is not acceptable, the group is out of the competition and the teacher goes to the next group. QuestionsQuestionsQuestionsQuestions: What had to occur for your team to successfully accomplish this task? What was the team’s strategy for accomplishing this task? How well do you think your team worked together? What would you have changed if anything? How can this help us work better as a team in our classroom?


BODY SEARCHBODY SEARCHBODY SEARCHBODY SEARCH AAAA

BBBB

CCCC

DDDD

EEEE

FFFF

GGGG

HHHH

IIII

JJJJ

KKKK

LLLL

MMMM

NNNN

OOOO

PPPP

QQQQ

RRRR

SSSS

TTTT

UUUU

VVVV

WWWW

XXXX

YYYY

ZZZZ


Story WritersStory WritersStory WritersStory Writers

ObjectiveObjectiveObjectiveObjective: The group will come together to make one story. Teamwork MaterialsMaterialsMaterialsMaterials: Paper and pencil ProcedureProcedureProcedureProcedure: Divide the class into groups of three. Each group will need to decide who’s going to write the beginning, middle, or end of the story. Next, the groups divide up and develop their part of the story. The groups come back together and put their story together to make one story. The groups share their story with the class. QuestionsQuestionsQuestionsQuestions: What was hard about this activity? Did you like writing in groups? Did a leader emerge? How did you decide what the story was to be about? Did your story make sense? Why or why not? What would you change to make it more successful/interesting?


Body OutlineBody OutlineBody OutlineBody Outline

ObjectiveObjectiveObjectiveObjective: Identify the characteristics of a good team member and the effects of changes in roles and relationships on team effectiveness. MaterialsMaterialsMaterialsMaterials: Body outline hand out ProcedureProcedureProcedureProcedure: Divide the class into small groups of 3 to 4 students and give each group one body outline. Tell each group to discuss the various areas of the body described on the body outline. They must come to an agreement on what to write on the outline that will represent them. Tell each group the will be sharing their outlines with the class. VariationsVariationsVariationsVariations: 1. Have them draw an outline of their body and write in the appropriate areas their feelings and experiences. 2222. On the inside of the outline, have them write the qualities and skills they feel are needed to be an effective member of a team. On the outside of the outline, have them write characteristics they fell would describe an ineffective member of a team. 3.3.3.3. Create an 8-step staircase describing the behaviors and characteristics of a team to be used to guide them in future cooperative learning projects. QuestionsQuestionsQuestionsQuestions: Discuss what the groups had in common, what difficulties they had, and what they learned about each other. How does it feel to have created your team identity? How and why do teambuilding activities help class community?


Features of a PennyFeatures of a PennyFeatures of a PennyFeatures of a Penny

ObjectiveObjectiveObjectiveObjective: To increase students’ knowledge and understanding of Unity of Purpose. MaterialsMaterialsMaterialsMaterials: Scrap paper and pencils ProcedureProcedureProcedureProcedure: Tell students they will be thinking about pennies, but they may they may they may they may not get out any pennies at any time durinnot get out any pennies at any time durinnot get out any pennies at any time durinnot get out any pennies at any time during the activity.g the activity.g the activity.g the activity. Have each student individually list every feature of a penny that he/she can think of. Do not give them any examples. Do not let them talk to each other or look at each other’s list. Then, divide the students into groups of 4 or 5. Do this randomly by numbering off, or by alphabetical order, etc. Tell each group to share their lists, check them for accuracy, and by brainstorming have them develop a new group list of characteristics of a penny. Go over your master list Features of a Penny Features of a Penny Features of a Penny Features of a Penny (on the next page) with the students. Have each group report the number of characteristics they had correct on their group list. QuestionsQuestionsQuestionsQuestions: Discuss with the groups the difference between the number of characteristics on the individual lists versus the number of characteristics on their group list. Was it easier to do this activity individually or with a group? Why? Who was best at figuring this out? Did someone in your group take charge? What did the group have to do to be successful? When do you need to work together in class? When do you need to work together at home? When are other times you need to work together?


FEATURES OF A PENNYFEATURES OF A PENNYFEATURES OF A PENNYFEATURES OF A PENNY

FRONT SIDEFRONT SIDEFRONT SIDEFRONT SIDE

• “IN GOD WE TRUST” • “LIBERTY” • DATE • MINT MARK (UNDER DATE SOMETIMES) • PRESIDENT LINCOLN’S PORTRAIT

BACBACBACBACK SIDEK SIDEK SIDEK SIDE

• “UNITED STATES OF AMERICA” • “ONE CENT” • “E PLURIBUS UNUM” • LINCOLN MEMORIAL (12 COLUMNS)

GENERALGENERALGENERALGENERAL

• COPPER COLORED • RAISED RIM AROUND EDGE ON BOTH SIDES • FRONT AND BACK ARE INVERTED FROM EACH OTHER • DIAMETER IS ¾ OF AN INCH • THICKNESS IS APPROXIMATELY 1/16 OF AN INCH • WEIGHT IS APPROXIMATELY 1/6 OF AN OUNCE


KissedKissedKissedKissed

ObjectiveObjectiveObjectiveObjective: To learn to cooperate and work together to solve a problem. MaterialsMaterialsMaterialsMaterials: Blindfolds, spoon, miniature kisses for each student ProcedureProcedureProcedureProcedure: Pair up your students. Distribute blindfolds, spoons, and kisses to everyone. While both are blindfolded, one participant will feed 15 pieces of miniature kisses to his/her partner on the spoon one at a time. Once they have succeeded, switch roles and repeat. VaVaVaVariation:riation:riation:riation: Use popcorn since it is light and the students might have a harder time keeping it on the spoon. QuestionsQuestionsQuestionsQuestions: How did you feel when you put on the blindfold? What happened as you tried to feed one another? What ways did you find to communicate, cooperate, and to be successful?


Line UpLine UpLine UpLine Up

ObjectiveObjectiveObjectiveObjective: To learn more about each other as well as work together to accomplish a task. MaterialsMaterialsMaterialsMaterials: Students. ProcedureProcedureProcedureProcedure: Divide the students into two groups of 10 – 12 or one large group depending on your purpose. You can make this more or less difficult depending on the number of students in a group. Tell the students that they must line themselves up according to the topic given. This can go several rounds and played in a short amount of time. VariationVariationVariationVariation: Have them do this activity without talking. They will have to come up with their own sub-language or sign-language. List of Topics:List of Topics:List of Topics:List of Topics: Alphabetical by best friend’s first name Alphabetical according to favorite food Length of hair Shoe size Birthdays Number of letters in their last name Length of their thumb

Length of arm's reach. Alphabetical by favorite color. Number of siblings you have. Hair color, lightest to darkest. Alphabetical by the type of pets owned. Hair length, longest to shortest. Number of bones you've ever broken

QuestionsQuestionsQuestionsQuestions: What was the most difficult part of the activity and why? Did your group come up with a solution to the problem? Please share? Have you ever been in a situation where you had to solve a problem and not be able to communicate the way you would want? When would use of a sub-language benefit us? Do our facial expressions and body language truly represent who we are? Why do some people treat us that way?


Animal ScrambleAnimal ScrambleAnimal ScrambleAnimal Scramble

ObjectiveObjectiveObjectiveObjective: To work together as a team to figure out where your group is located. (Could also be used to place students in random cooperative learning groups) MaterialsMaterialsMaterialsMaterials: 5 x 7 note cards with a name of an animal that makes an obvious noise. Create five to ten slips for each animal. ProcedureProcedureProcedureProcedure: Give each participant a slip of paper, and tell them to keep their animal a secret. The participants are to find the rest of their kind, but there is no talking. They will have to make the noise of the animal to locate the others. Once two of the same kind have found each other, they stay together to find more. Continue until all of the like animals have created one big group. Adaptation: Using the same cards, add a hint of danger by planting a couple of danger animals who if incorrectly approached can take the student out of the activity (snake, lion, tiger, etc). The last survivor of non-dangerous animals is the winner. (Non-dangerous animals need to gather in four of a kind to be safe in a pack.) Someone can even fake being a dangerous animal but cannot take out anyone. Then the fun begins. QuestionsQuestionsQuestionsQuestions: Can you propose an alternative way of identifying the same type of animals? How could you improve this activity? What would happen if you couldn’t make any sound at all? How would you find the other types of animals?


What iWhat iWhat iWhat if?f?f?f?

ObjectiveObjectiveObjectiveObjective: An activity engaging students in questioning. MaterialsMaterialsMaterialsMaterials: Each student needs one piece of paper and a pencil ProcedureProcedureProcedureProcedure: Give each student a small piece of paper. Ask them to write a “What if” question such as “What if the sky was purple?” or “What if we all had three arms?” When everyone has completed their question (encourage them to work quickly), ask them to pass their question to the person on their right. Next each person writes the answer to the question they’ve received, as if they had written it. For example: If Tom wrote the question “What if I won the lottery” and hands it to Susan, she should answer the question as if she had won the lottery, not Tom. When everyone is finished, select someone to read ONLY the question they have in front of them. Ask the person to their right to read the Answer to their question. These will be unrelated since someone else wrote the answer to the question, but you will find some hilarious combinations. QuestionsQuestionsQuestionsQuestions: Why did you ask that particular question? Can we find out more about that question? What can this exercise teach us about others based on the type of questions asked?


IIIIFFFF…….…….…….……. Cards Cards Cards Cards

ObjectiveObjectiveObjectiveObjective: An activity which requires thought with use of questioning strategies. MaterialsMaterialsMaterialsMaterials: IF cards on next page… I came up with this activity based on the questions from the IF… (Questions for the Game of Life) book (Evelyn McFarlane & James Saywell) ProcedureProcedureProcedureProcedure: Hand out an IF card to each participant. Have them read the card then answer the question. Share answers with the group. This is a good way to get conversations started and while working on questioning techniques. Example: “The Mount Rushmore National Memorial Park in South Dakota, which is visible from 6 miles away, was completed in 1941. It honors four U.S. Presidents, George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt. Question: If you could add a person from any walk of life to Mount Rushmore, who would you add and why? QuestionsQuestionsQuestionsQuestions: How would your choice effect how we view America and this monument? Would it be better to add an additional person, or take one away? How would that change our view towards what this symbolizes? Other questions should be based on the questions you asked. What can we learn about one another by participating in this activity? How does this help build classroom community? When would we apply what we learned in this activity in our classrooms?


Possible Questions:Possible Questions:Possible Questions:Possible Questions: If you could spend one day with anyone in history, who would you choose and why? If you could physically transport yourself to any place in the world at this moment, where would you go and why? If you could have lived through any war in history (without actually fighting in it), which would it be and why? If you could change one thing in the world right now, what would you alter and why? If you could suddenly possess an extraordinary talent in one of the arts, what would you like it to be and why? If you could be instantly fluent in one other language that you currently do not read or speak, which would you choose and why? If you were to be stranded forever on a desert island and could have only one book to read, which would you choose and why? If you could have chosen your own first name, what would it be and why? If you could have one person from history live his/her life over again, starting now, who would you pick and why? If you could have personally witnessed one event in history, what would you want to have seen and why? If one of your parents was to be a famous person from any time in history, who would you want them to be and why? If you could receive one small package at this moment, which would it be from and what would be in it?


If you had to lose one of your five senses, which would you give up and why? If you could find a cure for one disease which one would it be and why? If you could go back in time, as yourself, to live for one year at any point in history, what year would you choose, and where would you go? If you had to choose the single most valuable thing you ever learned, what would it be? If you could have been vice-president to any American president, which president would you choose and why? If you could foresee a single day of your future in its entirety, what date would you select and why? If you could have fought in any war in history, which would you have fought in and why? If you could have survived any historic disaster, which would you choose and why? If you could have the mind of someone from history and remain in your own body, whose would you choose and why? If you could wake up tomorrow to learn that the major newspaper headlines were about you, what would you want them to say and why? If you could steal one thing in the world, other than money, without getting caught, what would you take and why? If you had to change citizenship, which country would you want to become a citizen of and why? If you could have been on the United States Supreme Court for any single case in its history, which would you select and why?


Letter ScrambleLetter ScrambleLetter ScrambleLetter Scramble (Debbie Perkins- Marshall, MO)

ObjectiveObjectiveObjectiveObjective: To see how everyone must work together to accomplish a goal. MaterialsMaterialsMaterialsMaterials: Note cards with letters written on them. (I created a table with letters in each cell). Sheets of blank paper and baggies to hold additional letters. (each bag should contain a word or phrase, feel free to have each bag’s letters a different color) ProcedureProcedureProcedureProcedure: Hand out a letter to each student and ask them to hold it in the front of their body. Allow five minutes to form words using ALL of the letters. (Each word should be at least 4 letters long). If you make words and someone is left out, re-scramble so that all are used. At the end of the five minutes take a look at the words formed. (My phrase was: Live well and love much--- I had 19 participants) Then give each word/group a sheet of paper and a bag of letters (same color) (Letters of each color should form a particular word or phrase.) Ask the groups to form as many words as possible with their given letters. I gave them 5-8 minutes to complete. Finally, students utilize as many of the generated words as possible in a sentence to describe their year with eMINTS or as a review over a particular topic. Possible Ideas for your letter cards:Possible Ideas for your letter cards:Possible Ideas for your letter cards:Possible Ideas for your letter cards: Holiday words Spelling words Curriculum words Sayings/Quotes QuestiQuestiQuestiQuestions:ons:ons:ons: When the group didn’t use all the letters to form a word, how did your group feel? What strategy did you use to use all the letters? Why do we want to make everyone feel included in our class? Did everyone have to participate to accomplish the task? If someone didn’t, how did you try to include them? How does brainstorming help with completing a final product?


CCCC OOOO OOOO PPPP EEEE

RRRR AAAA TTTT IIII VVVV

EEEE LLLL EEEE AAAA RRRR

NNNN IIII NNNN GGGG LLLL

OOOO VVVV EEEE AAAA NNNN

DDDD LLLL AAAA UUUU GGGG

HHHH TTTT EEEE RRRR NNNN

EEEE VVVV EEEE RRRR GGGG

IIII VVVV EEEE UUUU PPPP

HHHH AAAA PPPP PPPP YYYY


Hum a Nursery RhymeHum a Nursery RhymeHum a Nursery RhymeHum a Nursery Rhyme

ObjectiveObjectiveObjectiveObjective: To get to know more about each other and to build unity. MaterialsMaterialsMaterialsMaterials: Slips of paper with nursery rhyme titles on them. (You will need to cut the slips apart and determine how many titles you will need) This This This This could becould becould becould be a good way for you to create cooperative learning groups. a good way for you to create cooperative learning groups. a good way for you to create cooperative learning groups. a good way for you to create cooperative learning groups. ProcedureProcedureProcedureProcedure: Determine the number of slips you will need. (For example: if you have 20 people in class and they are all present, you may want to pick 4 different titles and use 5 copies of each title to give you 20 titles). You can include a title for yourself if you would like to participate. Tell the students you will give them a slip of paper with a title on it and that they must not tell or show their title to anyone. Pass out the nursery rhyme titles randomly. Tell the students they may not talk or show their titles to anyone. They are to stand up and hum or whistle the nursery rhyme on their slip of paper and walk around the room until they find other people whistling or humming the same nursery rhyme. When everyone is in a group, you should direct the groups to begin humming or whistling their nursery rhyme and move around the room together until all the other groups have recognized their particular nursery rhyme. QuestionsQuestionsQuestionsQuestions: Discuss how easy or difficult this was for each individual. How do different forms of communication affect our daily work? If you didn’t hum or whistle, how would you locate your group? (hint: did they just listen for others and casually walk over to their group?) If that happened, how does this effect the group if a few do not contribute like they should? What does this tell us about our classmates? How can we help them feel comfortable enough to participate? Can we force them to participate?


Ball TossBall TossBall TossBall Toss

ObjectiveObjectiveObjectiveObjective: Students will participate in a problem-solving activity to learn the inquiry process. MaterialsMaterialsMaterialsMaterials: Four objects in your room that can be used to toss to each other in a circle (eraser, ball, paper wad, roll of tape, bottle of white-out with lid tightly fastened, etc.) ProcedureProcedureProcedureProcedure: Have the students and teacher stand in a circle. The teacher will begin the game by calling the name of a student and then tossing the first object to the student. If the object is caught, that student then calls the name of another student and tosses the ball to him/her. Anytime an object is dropped, the entire game must start over. Objects must be tossed in the same pattern, to the same person each time. Once students have successfully passed one object around, add the second object, then the third, and finally the fourth. When all objects have been successfully tossed with no drops or restarts, challenge the students to think of how they can pass or toss all objects as fast as possible. QuestionQuestionQuestionQuestionssss: Use the following Inquiry Process questions to lead this discussion.

• What problems did you have? (Focus on the challenge area)

• What can you do to solve this problem? (Brainstorming possible solutions)

• Which solution best addresses your problem? (Synthesizing

brainstormed solutions)

• Try out your solution (Test piloting or implementing an action plan)

• Did your solutions work? Do you need to revise or try something else? (Evaluating and reassessing)


Shopping SpreeShopping SpreeShopping SpreeShopping Spree

ObjectiveObjectiveObjectiveObjective: To increase students’ knowledge and understanding of Empowerment with Responsibility. Their goal will be to buy enough school clothes with the money provided to last the school year. MaterialsMaterialsMaterialsMaterials: Paper, pencil, copies of the budget sheet. PrPrPrProcedureocedureocedureocedure: Divide the class into groups of about 4 students. Pass out the budget and price lists. Each group must decide together how to spend the money for one person.for one person.for one person.for one person. Emphasize using the inquiry process to the students. When students are done have each group briefly report their decisions to the class. QuestionsQuestionsQuestionsQuestions: Discuss why they chose to spend their money in different ways.

• What problems did you have? (Focus on the challenge area)

• What can you do to solve this problem? (Brainstorming possible solutions)

• Which solution best addresses your problem? (Synthesizing

brainstormed solutions)

• Try out your solution (Test piloting or implementing an action plan)

• Did your solutions work? Do you need to revise or try something else? (Evaluating and reassessing)


SHOPPING SPREE BUDGET AND PRICE LISTSHOPPING SPREE BUDGET AND PRICE LISTSHOPPING SPREE BUDGET AND PRICE LISTSHOPPING SPREE BUDGET AND PRICE LIST

1. You are given $600 dollars to spend on school clothes for the entire year.

2. You need to evaluate what you have in your wardrobe and decide what you need and want.

3. You need to plan what dress clothes you will need for dances, concerts, etc.

4. You cannot exceed your budget, but you can save money for unexpected expenses.

5. You really need everyday shoes, jeans, and a winter coat. 6.6.6.6. All prices are fictional. You must use the given price list and make no You must use the given price list and make no You must use the given price list and make no You must use the given price list and make no

changes.changes.changes.changes. 7. You must as a group, decide what one person should buy.

PRICESPRICESPRICESPRICES

JEANSJEANSJEANSJEANS Levi’s - $30 Wal-Mart - $20 Lucky - $70 SHIRTS SHIRTS SHIRTS SHIRTS –––– TOPS TOPS TOPS TOPS Penney’s - $30 Wal-Mart - $20 Old Navy - $25 COATCOATCOATCOAT Penney’s - $100 Wal-Mart - $50 Old Navy - $65 EVERYDAY SHOESEVERYDAY SHOESEVERYDAY SHOESEVERYDAY SHOES Eastland - $75 Nike - $100 Wal-Mart - $35 DRESS SHIDRESS SHIDRESS SHIDRESS SHIRTRTRTRT Penney’s - $40 Wal-Mart - $25 Old Navy - $32 DRESS PANTSDRESS PANTSDRESS PANTSDRESS PANTS Penney’s - $40 Wal-Mart- $25 Old Navy - $32 DRESSDRESSDRESSDRESS Penney’s $50 Wal-Mart - $30 Old Navy - $40 TIETIETIETIE $15 SUITSUITSUITSUIT Penney’s $150 Wal-Mart - $80 Old Navy - $100


Budget WorksheetBudget WorksheetBudget WorksheetBudget Worksheet

Jeans $__________ X __________ PAIR $______________

Shirts/Tops $__________ X __________ PAIR $______________

Shoes $______________

Coat $__________ X __________ PAIR $______________

Dress Clothes $__________________

$__________________

$__________________

$__________________

Sub-Total $______________

Save for other expenses $______________

Total $______________

THIS CAN NOT EXCEED $600


Keep the Marble MovingKeep the Marble MovingKeep the Marble MovingKeep the Marble Moving

ObjectiveObjectiveObjectiveObjective: To help teach the inquiry process to students. MaterialsMaterialsMaterialsMaterials: Only recycled materials provided by the students and an Inquiry Process Worksheet. ProcedureProcedureProcedureProcedure: Students will create a device that will keep a marble moving on its own for a minimum of 10 seconds. These creations will be part of a competition. Explain to the students that they will use the Inquiry Process to design a “machine” out of recycled materials that they will bring. Their “machine” must keep a marble moving for a minimum of 10 seconds. Their “machine” must be movable. They will design the machine. The teacher will be a consultant only. When their machine is built, two classes will compete in a qualifying round. The machine that wins will advance to the final competition (time TBA). Preliminary judging will be based on how long the marble is kept in motion. Use the average of three tries. At least one student must be present at the finals to “run the machine”. The following categories will be used in the final judging competition: Longest time for marble in motion, Simplest design, Most elaborate design and most creative use of recyclables.


Inquiry Process WorksheetInquiry Process WorksheetInquiry Process WorksheetInquiry Process Worksheet What problem do you have? (This is called focusing on the challenge area.) What can you do to solve this problem? (This is called brainstorming possible solutions.) Which solution best addresses your problem? (This is called synthesizing brainstormed solutions.) Try out your solution. (This is called test piloting and/or implementing an action plan.) Did your solutions work? Do you need to revise or try something else? (This is called evaluating and reassessing.)


INDEXINDEXINDEXINDEX GETTING ACQUAINTED ACTIVITIESGETTING ACQUAINTED ACTIVITIESGETTING ACQUAINTED ACTIVITIESGETTING ACQUAINTED ACTIVITIES Famous People or Authors Human Taco Name Tags Classroom Quilt Silly Jestures Sit Down Birthday Party Illustration Wagon Wheel Juggle Musical Chairs Getting Acquainted A PL8 4 U The Name Game Follow the Bouncing Ball Find Someone Who……. TRUST/COMMUNITY BUILDINGTRUST/COMMUNITY BUILDINGTRUST/COMMUNITY BUILDINGTRUST/COMMUNITY BUILDING M&M’s Two Truths and a Lie Let’s Talk Community Venn Diagram of Students Balloons, Balloons, Balloons! Peculiarities Constructive Feedback Favorite Animal Self Awareness Name Game Next Chair Please Just How Close Greetings Trust Walk Make a Team! Coat of Arms Clarissa Ball of Yarn Partner Interview Identify your Strengths Listening and Following Directions Beach Ball Bash Labeling our Peers Kudos


TEAM BUILDINGTEAM BUILDINGTEAM BUILDINGTEAM BUILDING Sneak All in Knots Scrabble/Mixed Up Letters String Toss Group Scavenger Hunt Spinning Pairs All Aboard Locker/Backpack Scavenger Hunt Cut the Cake Desert Island Yarn Toss Tennis Ball Scrabble Land Ski Shuffle Two by Fours Tie Race Brainteaser Taking a Spin Helping Hands Success For All Body Search Story Writers Body Outline Features of a Penny Kissed CCCCOOPERATIVE LEARNING GROUPS/QUESTIONING/INQUIRYOOPERATIVE LEARNING GROUPS/QUESTIONING/INQUIRYOOPERATIVE LEARNING GROUPS/QUESTIONING/INQUIRYOOPERATIVE LEARNING GROUPS/QUESTIONING/INQUIRY----BASEDBASEDBASEDBASED Line Up Animal Scramble What If……… Letter Scramble Hum a Nursery Rhyme Ball Toss Shopping Spree Keep the Marble Moving

Table of Contents - Weeblyeimcc2.weebly.com/uploads/2/1/3/4/2134338/updated... · Jodi Tompkins...

Documents

Transcript of Table of Contents - Weeblyeimcc2.weebly.com/uploads/2/1/3/4/2134338/updated... · Jodi Tompkins...