Curriculum

1 | Ikebana for Early Childhood | Arts | Science | 2 | 5 | 6 | 4 | Ikebana for Early Childhood is an interdisciplinary curriculum that combines the Japanese art of flower arranging with the scientific study of flowers. Students work on weekly projects using fresh flowers in the classroom flower arranging center. They read books about flowers and Ikebana, learn about tools and materials needed, and engage in cooperative flower-arranging projects. Students' questions and observations about flowers stimulate class discussions; these lead to lessons conducted by the science teacher on the structure, growth, and classification of flowers. The topics of garden bugs and pest control are also introduced and studied. With their increased knowledge and new vocabulary, students write about their research findings and flower-arranging experiences. They illustrate their classwork with flowers. Older children study poems about flowers and kindergarten children produce spring flower books that include photographs of flowers in bloom and sequential drawings of a flowering plant. Special projects include creating dried flower arrangements for holiday gifts and building a flower garden in the classroom sand table. | | Project disseminator Celine R. Federici had always wanted to share her appreciation and love of flowers with her students. She developed this project for students at PS 6 in Manhattan in 1988. | Science teachers, art teachers, and other staff members may participate in the project by conducting lessons and activities that tie into the theme. The participation of parents greatly enriches the project and should be encouraged. Upon request, interested educators may visit Celine Federici's classroom to observe flower arranging and other activities. | Celine R. Federici PS 6, CSD 245 East 81st Street New York, NY 10028 (212) 737-9774 Principal: Carmen Farina | | |

2 | Opera For Kids | Arts | English/Language Arts | 4 | 7 | 6 | 4 | Opera for Kids combines a group of young musicians with young actors and actresses in the writing and preparation of an operatic production. Using the experiences of the Russian student population, students of many different backgrounds work together to create an opera about the arrival of a Russian family to America. Teacher-supervised, student-led committees are formed early in the school year to develop an appropriate story and script and to develop the musical score. Russian children compare their impressions of America with life in Russia. The script is developed collaboratively by English-proficient and Russian students. Through cooperative learning, both groups improve their reading and writing skills. Students learn the rudiments of music and how to play a variety of musical instruments. Mathematical concepts are reinforced as students study, create, and prepare the musical component of the production. Geometric shapes are explored as the choreography develops. The theme of this Russian opera naturally lends itself to social studies as the history and hardships of the Russian immigrants are related through the personal experiences of the immigrant students. | | An avid musician who plays several instruments and has a strong affinity for theater, John T. Iacometta motivates students through the performing arts. He is a teacher at PS 205 in Brooklyn. | A teacher with a musical background or who is interested in music and theater can successfully adapt this project at various levels. An orchestra can be formed using simple instruments such as recorders and percussion instruments, or an orchestral chorus can be formed that provides vocal harmonization and narrative. Opera themes may include historical events, folktales, or an aspect of a particular culture or nationality. A moral message should be evident in the theme. For example, a school might choose the theme of Chinese New Year or a story involving the drumming connection among African villages. | John T. Iacometta PS 205, CSD 22 6701 20th Avenue Brooklyn, NY 11204 718) 236-2380 Principal: Philip Tritt | | |

3 | Ikat to Uzbekistan: Folkloric Fiber Art | Arts | Global Education | 4 | 8 | 6 | 4 | Over the course of From Ikat to Uzebekistan: Folkloric Fiber Art students learn that many cultures incorporate fiber arts into items used in everyday life and for special occasions. These arts activities stretch children's notions of what constitutes a work of art. Students begin by studying Guatemalan carpets that appear,"like magic" for processions on the eve of Holy Friday and then dissappear as the procession passes over them. They view photos of the carpets and hear recordings of music played at the festivities. Students then go on to explore fiber arts in many forms: kimonos used in traditional Japanese dance, costumes worn by native American Kachina dancers, button blankets worn by the Haida at Pacific northwest potlaches, and the traditional American patchwork quilt. Students create origami kimonos; collaborate on a patchwork quilt project that includes yarn, mosaics, and self portraits; and create a cut paper version of a fiber art carpet, an alfombra. Through these activities, students learn about line, color, shape, texture, and space. They develop an awareness of these formal elements of art while learning about societies and cultures around the world. Through school residencies and visits to cultural institutions children view traditional and folk dances from different cultures. Not only do they see the dances and hear the music, they also study the colors and designs of the costumes. Students then compare and constrast how various cultures make use of symbols and design in fiber art. Student work is exhibited at a school fair and at local community businesses and organizations. | | Nancy Wallach, a teacher at PS 164 in Flushing, began this project in 1992 in an effort to integrate, the traditional arts of non-Western cultures into her arts projects. | | Nancy Wallach PS 164, Queens Valley School of the Arts CSD 25 138-01 77th Avenue Flushing, NY 11367 (718) 544-1083 Principal: Barbara E. Brown | | |

4 | Insight to Islamic Culture | Arts | Mathematics | 8 | 8 | 6 | 4 | Insight Into Islamic Culture uses an arts-based approach to teach students about Islamic culture and its expression and influence in the world around them. Arts activities incorporate study in other disciplines as students learn about the geographical diversity of the Islamic world, the techniques of Islamic art, the similarities between the Islamic faith and other religions, and the role that communication has in the unification and survival of the culture. Students begin their exploration by viewing slide images of paintings, calligraphy, carpets and other textiles, and architectural designs and decorations. Field trips are made to the Metropolitan Museum of Art's Islamic Spain exhibit and to the Islamic Cultural Center. Back in the classroom, students use their newly acquired knowledge to create wall murals of geometric designs and decorative collages. All subject areas are represented in their cul-tural studies. Students study geometric shapes and tesselations (mosaics). They study the geography and trade of Islamic regions, read Islamic literature, learn about bookmaking, try their hands at calligraphy, and write their own adventure tales and arabesque poetry about shapes and colors. | | Since November of 1992 Marie Arnold, a sixth grade teacher in Manhattan, has been introducing students to the study of Islamic culture. | The project can be tailored according to the grade level and individual needs of students. For example, in the lower grades students may enjoy fantasy stories and designing their own magic carpets. Upper elementary grades can learn the art of bookmaking and create colorful illustrations. Upon request, the project disseminator will visit interested educators to demonstrate the project. | Marie Arnold PS 6, CSD 2 45 East 81st Street New York, NY 10028 (212) 737-9774 Principal: Carmen Farina | | |

5 | The Community Connection-It Works! | Social Studies | Science | 1 | 4 | 6 | 4 | The Community ConnectionÑIt Works! is a wonderful connection with the community that can include a planting project with local gardeners, sharing holidays with isolated seniors, and visits by local artists and musicians to the classroom. This project is designed around the community and engages local citizensÑparents, merchants, seniors, musicians, artists, firefighters, police officers, waitresses, and many others who live and work near the schoolÑin the education of the community's children. Learning becomes a first-hand experience as children make trips into the community and link class curriculum with the world around them. Each trip stimulates weeks of exciting lessons in language arts, science, mathematics, music, and art built around a core subject of social studies. A trip to the fish store provides a wide range of activities: children study and then dramatize how fish are brought from the ocean to the fish stores (social studies and creative dramatics), they examine varieties of fish at the store (science), they compare the different fish (mathematics). Children even cook fish (science, mathematics), draw fish murals (art), and sing songs about fish (music). The support of the community helps the children to succeed, and parents and other adults in the community enjoy the opportunity to participate in the process. | | Esta Borden, an early childhood teacher working in Manhattan's Lower East Side for several years, uses the resources of the community in her project for early childhood students. Ms. Borden's goal is to connect children with positive role models in their community and to help the children become better citizens. | This project demonstrates how wonderful it is when community members participate in the teaching process. It is simple and exciting to involve local professionals, businesses, artists, and agencies, year-round in lessons and celebrations. Teachers will see how it is possible to make learning more fun for the children, make teaching easier, and make friends with their school's neighbors all at once. Upon request, the project disseminator will share writings and show an audiovisual presentation about the project. | Esta Borden PS 64, CSD 1 600 East 6th Street New York, NY 10009 (212) 228-1378 Principal: Pat Harmon | | |

6 | Birds of Multicolor Feather Can Fly Together | Social Studies | Arts | 1 | 8 | 6 | 4 | Using a core curriculum approach, Birds of Multi-color Feather Can Fly Together infuses global citizenship, mathematics, science, and art into a multicultural literature-based project. Students read multicultural books, conduct research, complete art projects, make books and puppets, role-play, and create plays. As an arts-based activity, children draw pictures of two parrots, cut out the pictures, and paste them face-to-face onto oaktag paper. They then write dialogue between the birds: "Even though we have different feathers, we can still fly together" and,"Our colors are different, but we can still play in the park" are some comments the parrots have made. Parrots in different settings are created with a variety of ma-terials. Children then draw pictures of people of different races talking to each other and add dialogue. A math worksheet about bird eggs helps children with addition and subtraction, and the study and comparison of the characteristics of parrots (feather colors, beaks, food supply, sounds made, egg laying, and how they fly) engages youngsters in science research. For a social studies activity students study where parrots can be found. For literature activities children take their reading an extra step, and make their own books about parrots. | | Sela Zellman developed this project for her students at PS 81 in Ridgewood, Queens. She wanted to encourage children to respect and get along with people of various races and ethnic backgrounds. | Interested educators can directly replicate this project in their classrooms. It is easy to infuse the study of various subject areas into these arts- and literature-based activities to increase students' understanding of various peoples and their cultures. | Sela Zellman PS 81, CSD 24 559 Cypress Avenue Ridgewood, NY 11385 (718) 821-9800 Principal: Frank Candela | | |

7 | The People In Our Neighborhood | Social Studies | English/Language Arts | 3 | 3 | 6 | 4 | The People in Our Neighborhood project promotes children's awareness of and respect for the members of their community. It incorporates and expands on the learning outcomes of the New York City grade one social studies curriculum, Living and Working Together in the Community. The project begins for the children with the exploration of self through dramatic play, music, and communication arts activities. Activities are expanded to include the family as participants and as a resource. As the project progresses, activities include interactions with community members. These interactions build children's confidence, encourage socialization and language development, and help children develop an understanding of the important part everybody plays in the productive functioning of a community. Activities include walking trips, police and fire safety visits, visiting a laundry, visiting a restaurant and cooking, and post office and mailing experiences. For example, grocery shopping teaches planning, organizing, and the value of money; store circulars brought back to the classroom are used to develop mathematics skills. All of the activities are reinforced through literature and followed with writing, reading, and other communication arts experiences. One of the most motivating and rewarding activities was the preparation and presentation of a musical production developed by school staff, senior volunteers from the Baychester Senior Center, and the children. It was performed by the children at a school assembly, the Baychester Senior Center, and the Laconia Nursing Home. | | Bronx early childhood teacher Cheryl Holsborg-Koff began this project in 1988. Her project motivates attendance and translates interdisciplinary concepts into creative learning experiences that promote social and academic success. | The project can be adapted in its entirety or in part. The activities reinforce concepts from the, learning outcomes for all grades. Guidance and administrative staff can refer to the socialization aspects of the project to promote self-esteem, cooperation, and respect for others. Upon request the project disseminator will share ideas, strategies, and materials in a workshop. | Cheryl Holsborg-Koff PS 112, CSD 11 1925 Schieffelin Avenue Bronx, NY 10466 Principal: Dolores Allen-McIntyre | | |

8 | Discoveries | Science | Special Education | 1 | 3 | 6 | 4 | Discoveries is a collaborative project that joins prekindergarten students from a community-based project, mainstream students from a magnet school for science and technology, and severely language delayed special education students. As the project crosses the educational curriculum, it also addresses global citizenship through lessons that promote understanding of and sensitivity toward people with disabilities. The project begins with a small plot of land that was converted into a school community garden. The mainstream and special education students plant flowers and vegetables; seeds and cuttings are grown simultaneously in,"secret gardens" in the classrooms. The children also participate in weekly two-hour life science classes. The children plant fall and summer crops. Teams of students are assigned to daily chores such as weeding, hoeing, and watering. In late fall students harvest the crops and hold a harvest festival where they sell their homemade products. The classroom pet center is supplied with an incubator, brooder, ant farm, and relevant fiction and other resources. Students record their observations in journals. The pet center promotes responsibility for animal care and provides opportunities to explore how animals develop. Each season features field trips and special events for the children and their parents. By working together on these challenging projects, the children develop genuine friendships and respect for one another. | | Donna Ciampa and Susan Mintz are teachers at PS 224. They developed Discoveries in collaboration with parents, staff, and administrators in an effort to provide children with opportunities to learn, to build self-esteem, and to develop respect for others. | The project can be adapted for a higher-functioning class by using more advanced literature books. The students could play an active role in reading and retelling the story. They could put on a puppet show for a younger class, too. This would cultivate communication skills and public speaking techniques, and build self-esteem. The science experiments could be upgraded and the students could perform them for a lower-functioning class as well. | Donna Ciampa and Susan Mintz PS 224, CSD 75 221-21 Corbett Road Bayside, NY 11361 (718) 225-8667 Principal: Norma Sachs | | |

9 | Interesting Insects Around Us | Science | Arts | 2 | 2 | 6 | 4 | The purpose of this project, Interesting Insects Around Us, is to increase children's knowledge of and interest in insects and science. Each day children view pictures of insects on the science bulletin board. They get to know insect names and how they are alike and different. After observing and talking about insects, the children choose one to stencil and color. Each child then gets a cricket in a container with a magnifying glass on its lid. Learning centers include materials for the study of insects. The science area contains insect picture cards, an insect lotto game, plastic insects for touching, and insect puppets for creative storytelling. Children write and illustrate their own insect stories in the writing center using blank books, insect stamp pads, and stencils. In the arts and crafts area, the children make insects out of styrofoam balls and pipe cleaners. Math activities include preparing a graph of a favorite insect; the library area offers many books on insects. The project culminates with an exciting trip to the Museum of Natural History. | | Project disseminator Louise M. Parnell is a teacher at PS 280 in the Bronx. She developed this project to help young children acquire a positive attitude toward science. | Upon request, teachers interested in adapting this project can speak with the project disseminator for more detailed information. | Louise M. Parnell PS 280, CSD 10 149 East Mosholu Parkway Bronx, NY 10467 (718) 405-6360 Principal: Gary La Motta | | |

10 | SCREAM-- Science Combining Research and Endangered Animal Mural | Science | Mathematics | 5 | 5 | 6 | 4 | SCREAM!!! combines research into the impact of industrialization and pollution on wildlife with creative arts projects related to various animals and their natural habitats. Children learn about a variety of species and how they adapt to their natural environments; they become aware of how destruction or alteration of natural habitats endangers wildlife; and they devise ways of protecting endangered species. The class is divided into cooperative groups, each of which studies a particular class of species (birds, fish, mammals, reptiles, amphibians). Students in each group select an animal to draw. Once the drawings are complete, they are pasted onto oaktag and cut out to use as a pattern. Using these patterns, the children make fabric animals, which are pasted onto a mural. Students research their animal of choice and engage in many other arts projects related to their area of study. For example, they create,"endangered animal tee shirts" with a drawing of their animal printed on the back. In the process, they develop research, writing, and verbal skills. | | Project developer Carole Linker teaches at PS 31 in Bayside. She uses art as a catalyst to stimulate students' interest in science and the language arts. She is available to discuss the project with teachers interested in adapting it. | The project can be adapted to suit any grade level. It is a fun and challenging way to develop children's interest not only in endangered animals but in any science, social studies, or language arts project. The three basic componentsÑa mural, a theme tee shirt, and a related research projectÑmay be flexibly applied. Depending on the level of the students, teachers can add or delete items from the research component. For example, as a beginning research skill, a teacher could have younger students use old magazines to find pictures of endangered animals or farm animals. | Carole Linker PS 31, CSD 26 211-45 46th Road Bayside, NY 11361 (718) 423-8288 Principal: Caren Hirsch | | |

11 | Metamorphosis-Not for Butterflys Only | Science | Instructional Inquiry | 6 | 6 | 6 | 4 | MetamorphosisÑNot for Butterflys Only involves students in the development of a video production based on the life cycle of the butterfly. The process of observing and recording a life cycle in nature motivates students. Students take pleasure in caring for the tiny creatures and in observing how they grow and change. They display fascination and reverance for them from the beginning of growth until they are released on Butterfly Release Day. This interdisciplinary project engages students in scien-tific observation, mathematics, literature (studying published materials on butterflys), creative dramatics (students' presence and poise on camera), and creative writing (students' response journals and poems). The children especially enjoy viewing themselves on video. | | Project disseminator Patricia McGloin is a teacher at PS 164 in Brooklyn. Her background in educational television prompted her to include the video component of her project. | Teachers can adapt this project to suit their own teaching styles. Its basic structure will be clear to anyone who views the video production. Copies of the video are available to teachers who want to implement the project. | Patricia McGloin PS 164, CSD 20 4211 14th Avenue Brooklyn, NY 11219 (718) 854-4100 Principal: Judith Stewart | | |

12 | Recycle Today--Enjoy Tomorow | Science | Relations | 6 | 7 | 6 | 4 | Recycle TodayÑEnjoy Tomorrow, introduces students to environmental issues and demonstrates the importance of their efforts to generate environmental awareness at the school and community levels. Students work cooperatively in groups to research topics such as the effects of deforestation, global warming, and pollution. They develop the necessary skills for reporting, writing, and decision making. After careful research and planning, students announce their project plans in the school newspaper. They write letters to businesses and government agencies requesting information and assisstance. Other classes and members of the school community are invited to join their efforts. They run a recycling project and recruit students, staff, and parents to get involved in a tree-planting project. They also create an exhibit for display at the New York City Department of Housing Preservation and Development. The school community is encouraged to recycle and students learn that recycling requires both private (individual and business) and public (governmental) action. | | A teacher with 18 years of classroom experience, Amanda L. Walton has received grants for various projects from IMPACT II, the American Heart Association, and the American Lung Association. | Basic instruction can take place in a regular classroom. However, for planting, a plot of land is needed. Upon request, Ms. Walton will help other teachers adapt this project by providing information, resources, and ideas. | Amanda L. Walton PS 274, CSD 32 800 Bushwick Avenue Brooklyn, NY 11221 (718) 574-0273 Principal: Edna Ramos | | |

13 | Soda Bottle City in the Year 2000 | Science | English/Language Arts | 8 | 8 | 6 | 4 | Linking several curriculum topics covered in sixth grade science, Soda Bottle City in the Year 2000 encourages students to think about the earth's ecological future. After viewing videos about protecting the environment, studying examples of modern energy-efficient housing, and conducting research on energy sources, students put their new knowledge to work in the construction of miniature model cities in soda bottles. They devise an energy source, modern housing, and a recreation area for their cities. Students enjoy studying Biosphere 2, the self-contained structure with different ecosystems. They research an energy source, submit a written report with a diagram, and participate in a class,"town meeting." Presentations on the pros and cons of each proposal are made by students, and the class votes on the best energy source for their town. Mathematics skills are incorporated into this project as students learn to do scale drawings with calculated ratios and proportions. Students complete the projects at home, often with a partner. Parents may get involed by helping students gather and prepare materials. | | Science teacher Manette B. Gampel developed this project to encourage her students at IS 201 in Brooklyn to learn critical thinking skills and be motivated to protect the environment now. | Upon request, the project disseminator will discuss the project and show samples of completed work. If any of the students' parents are architects, they can be very helpful in answering students' questions and are often glad to give advice to the class. | Manette B. Gampel Dyker Heights Intermediate School 201 CSD 20 8010 12th Avenue Brooklyn, NY 11228 (718) 833-9363 Principal: Madeleine Brennan | | |

14 | Electronic Investigators | Science | Technology | 9 | 10 | 6 | 4 | The goal of Electronic Investigators is to engage students in scientific investigation and to introduce them to computer-based research. Many students who have never shown a strong interest in academics have been reached through this project. Working cooperatively in teams, students are given science topics to research and present. The computer is the principal investigative tool for these young scientists. Students use the NYCENET electronic bulletin board to access relevant resources. Among the main databases used by the students is Grolier's Encyclopedia. The work of student electronic investigators combines several subject areas: science, math, reading, and computer education. Students use search operations, such as,"NOT," WITH,","AND," and,"OR" to search a database for information. By using the computer to formulate research strategies and gather information for their projects, students gain confidence in their capacity to learn and to present information. | | Richard De Marie created Electronic Investigators to stimulate students' interest in scientific investigation while teaching them the computing skills that they will need in the workplace of the 21st century. | Although science is the major focus of this project, the team-based research skills developed in this project can be applied to almost any type of project within any set of curriculum areas. For example science, social studies, and computer teachers may assign teams of students to do a project on New York City. The science teacher might discuss the climate, geography, and wildlife of the city while the social studies teacher discusses its history and culture. The computer teacher would arrange for students to connect with NYCENET and research specific topics. | Richard De Marie IS 302, CSD 19 350 Linwood Street Brooklyn, NY 11208 (718) 647-9500 Principal: Ronald Jones | | |

15 | Saving Our Earth: A Call to Action | Science | English/Language Arts | 9 | 14 | 6 | 4 | The Saving Our Earth: A Call to Action curriculum is a collection of 30 lessons that teachers can use to teach students about the environment and what they can do to protect it. The focus of the project is to have students,"think globally and act lo-cally." The curriculum is designed to show students how the actions of individuals and societies have harmed natural habitats, what the implications are for both wildlife and humans, and what they can do to get involved in saving our planet. It offers teachers information on environmental hazards along with hands-on activities. These include writing letters to lawmakers advocating stricter environmental protection laws, conducting a water conservation audit based on a student-designed survey, running a school recycling project, and planting trees. Writing activities encourage students to analyze and evaluate controversial environmental policies. Field trips include a visit to McDonald's to learn about the company's corporate policy on use and recycling of materials and a trip to Fresh Kills landfill. As students learn about how everyday decisions and governmental policy affect the environment, and as they correspond with advocacy groups and elected officials on environmental concerns, they gain a sense of responsibility for the fate of the earth and an appreciation of their own capacity to effect change. | | Michael J. Blyth has been using the Saving Our Earth: A Call to Action curriculum since 1992 in his computer applications and human relations courses at Concord High School. He has developed, instructional strategies, a resource list, lesson plans, and a curriculum guide. He is available to share these with interested teachers and to offer consultation on the project. | Teachers can present lessons to the entire class using an overhead projector and transparencies or can assign lessons for small-group or individual work. Writing activities are designed to enable students to work with a minimal amount of supervision. Teachers can also assign lessons for homework. Lessons can be tailored as needed according to students' needs and learning styles. | Michael J. Blyth Concord High School 109 Rhine Avenue Staten Island, NY 10304 (718) 447-1274 Principal: Michael Mirakian | | |

16 | The Environmental ClubÕs School-Wide Recycling Program | Science | Relations | 11 | 14 | 6 | 4 | The award-winning Environmental Club's School-Wide Recycling Program helps students understand the relationship between their daily actions and preserving the environment. The club meets twice a week to discuss issues, view videos on the environment, work on posters, plan activities, or listen to guest ecologists and environmentalists. Fridays are work days and everyone in the club becomes part of the,"Green Team," the school's recycling brigade. Students recover materials from the previous week: paper, bottles, and cans. They sort the items and prepare them for sale, refund, or curb-side collection. A "Say No to Plastic" campaign during Earth Week includes the selling of reusable canvas shopping bags. Math, science, art, ecology, and philosophy are integral parts of this project. Through their involvement in the project, students sharpen their communication and socialization skills; as they learn to work together and to accept a variety of personalities, they learn to respect one another. | | Joy A. Keithline, a teacher at Seward Park High School in Manhattan, has been involved in her school's recycling efforts since the project began. She became the adviser in 1992. | Many teachers who are conscious of the need to protect the environment through recycling want to have projects like this one at their schools, but they often don't know how to get started. There are many creative ways to begin, depending on the school and the age of the students. Upon request, Ms. Keithline is available to share information and advice on the project. | Joy A. Keithline Seward Park High School 350 Grand Street New York, NY 10002 (212) 674-7000 Principal: Jules Levine | | |

17 | The School-Based Weather Station | Science | Arts | 13 | 14 | 6 | 4 | The School-based Weather Station is designed to provide bilingual and at-risk students with multidimensional, interactive instruction. It involves 1) a computer-based modem that interacts with national and local forecasting services, 2) a school weather station with a telecommunications link to school computers for providing daily weather reports and long-term forecasting, and 3) a content-based curriculum with lesson plans that provide an instructional base in climatology and related areas. The project meets the requirement for a laboratory, science elective and is geared to those students who have not been successful in traditional science, classes. Daily activities include generating a computer printout of the local weather report, analyzing data from the school weather station, doing graphic analyses and interpretations of cyclic weather patterns, forecasting short-term and long-term weather, and content-area instruction. Students learn scientific principles and applications as they become proficient in computer skills. Field trips, guest speakers, and career development are incorported into the project. The project's interactive approach to the topic generates enthusiasm among students and challenges them to become actively involved in their own learning. | | John Vodicka and Harvey Goodman, teachers at Newtown High School, have presented curriculum development projects in plant care, science research, marine biology, and health careers. They are developing a course outline and extensive lesson plans, which will be available for dissemination to those interested in adapting the project. | Because weather is a constant and changing occurrence, the project offers ample opportunities to integrate material from many disciplines. For example, in social studies, students might examine the relationships between geographic and climatic phenomena. Or, they might examine the impact of weather events on communities (e.g. Hurricane Andrew, the flooding of the northern Mississippi). | John Vodicka and Harvey Goodman Newtown High School 48-01 90th Street Elmhurst, NY 11373 (718) 592-4300 Principal: John Ficalora | | |

18 | Tap Your Feet..Count the Beat | Mathematics | English/Language Arts | 2 | 4 | 6 | 4 | Tap Your FeetÉCount the Beat uses tap dance as a means of teaching basic math concepts while providing children with experiences that build self-esteem and improve attention, span. Tap dance offers a unique opportunity to develop motor, perceptual, and cognitive skills, and the total child is involved in the learning process. As children learndance routines, for example, they use the sounds of various steps to count, add and subtract, and to demonstrate greater than and less than and ordinal numbers. Children also create stories, learn syllbles by tapping out words, and learn new words. Balance, coordination, and cardiovascular fitness are improved. Twenty-four students participate in the project, and each class of six children participates in two tap classes per week. In addition, eight to ten children are selected for special pull-out twice a week. These children are chosen based on their advanced level and interest in the dance form. One period is scheduled for students who need help in learning and remembering the concepts and steps being taught. As they learn to dance, children acquire interpersonal and intrapersonal skills, self-discipline, and a sense of mastery. They learn how to cooperate, to listen and follow directions, and to wait their turn. The students perform several times a year for other students, staff, parents and caretakers, and community residents. | | Tavia S. Trusch, a registered dance/movement therapist and special education teacher, has worked with special education children for ten years and developed a creative movement project for SIE VII A students. She first taught this project in 1992 and has presented it at various conferences. She is available to share her ideas and to hold workshops for teachers who are interested in adapting the project. She recently set up an arts-in-partnership project with the tap dancer Harold Nicholas in order to promote her project. | Any teacher, paraprofessional, or parent who has an interest in tap dance can implement or participate in this project. If an auditorium or large space is unavailable, teachers can use the classroom by moving desks out of the way. If no wood floor is available, plywood practice boards can be used. If mirrors are not available, children can stand in front of the windows or a large TV screen and observe their reflections. In lieu of tap shoes, hard-soled shoes may be used; metal show taps or thumbtacks can be used to get the effect of tap sound. | Tavia S. Trusch PS 23, Iris Hill Unit, Bldg. 55 Special Education 75, Queens 74-03 Commonwealth Boulevard Bellerose, NY 11427 (718) 347-0030 Principal: Joseph Zacherman | | |

19 | Pictogram Mathematics | Mathematics | Global Education | 2 | 5 | 6 | 4 | Pictogram Mathematics offers children a fun and engaging way of learning basic mathematical concepts such as counting, addition, multiplication, graphing, and locating ordered pairs. Using graph paper, the children begin by making simple drawings that involve counting and coloring the boxes in various directions. They proceed to increasingly complex drawings involving more advanced mathematical problems; these may involve such questions as: "If we have shaded 10 boxes in a southerly direction and 8 boxes in an easterly direction, how many boxes have we shaded?" Or,"If we have shaded an area 4 units long and 3 units wide, how big an area have we shaded?" As they work on their drawings, they gain an understanding of directions. Children love to draw and to have something to show for their efforts. The pictogram provides a structured approach to drawing technique, much the way the computer draws on a screen, while giving children the pleasure of displaying their finished products. Because the concepts learned are related to something they can see and touch, they are motivated to solve mathematical problems related to their drawings and to participate in class discussions. | | Joel Finkel, developer of Pictogram Mathematics, is available to discuss the project and can offer a sequential set of drawings to demonstrate children's progress. | Any regular classroom teacher can run the, project. Teachers will find it fun, simple to adapt, and inexpensive. | Joel Finkel PS 209, CSD 21 Avenue Z and East 7th Street Brooklyn, NY 11235 (718) 743-1954 Principal: Howard Leibowitz | | |

20 | Linked Up for Measurement | Mathematics | Science | 2 | 7 | 6 | 4 | Linked Up for Measurement engages children in manipulating familiar materials to learn the mathematical concepts of nonstandard measurement; to explore, conjecture, reason, and communicate their ideas as they weigh, fill, and measure; and to work together cooperatively as they explore problems. The project is designed to prepare children for the CAT 5 math test. Children become familiar with Lots-of-Links and then begin using the links to measure. The teacher shows them how to measure a straight line and fill various containers. After several experiences with measuring pencils, crayons, and books for length, children are directed to measure and weigh items from plastic bags on their desks and to measure their own height and waist. Children are then given a set of plastic measuring cups and have to decide how many links will fill a particular cup. Using a balance scale, they compare the weight of a number of links to that of a familiar object. Through these and other creative excercises, which children perform individually and in small groups, they learn to add on to or take away from a chain of links to measure length; to estimate how many links are needed for a certain length; and to sort, pattern, and create groupings using the four colors. Children are interested in their own size, height, and growth; they can use the links to measure arm and leg length. They enjoy using the vocabulary of nonstandard measurement and can apply the words during snacks, parties, and other activities. As they gain confidence in their abilities, they gain in other subject areas as well. | | Maureen Suchin has successfully taught Linked Up for Measurement for three years to monolingual and bilingual classes. She has presented it at workshops for teachers and parents and is available to give demonstrations and consultations to teachers interested in initiating it in their own schools. | Teachers of grades K through five can adapt this project. It can be implemented with small groups with the teacher as demonstrator and guide. Students can also work alone or with a partner. Teachers may incorporate special projects that enable children to apply what they have learned. For example, findings may be recorded in charts, tables, and graphs. Students can use their learnings to write measurement books or a class mathematics newsletter. Parents and other family members can also get involved in at-home measuring activities with their children. | Maureen Suchin PS 95, CSD 29 179-01 90th Avenue Jamaica, NY 11432 (718) 739-0007 Principal: Aura Gangemi | | |

21 | Math Styles Workshops | Mathematics | Special Education | 2 | 7 | 6 | 4 | Students learn mathematics according to their own learning styles in the Math Styles Workshops project. After taking a learning styles inventory, students become the center of instruction as they are given the opportunity to work cooperatively, or alone, on a variety of interdisciplinary projects related to real life situations. Learning situations set up by the teacher according to the learning styles of students guide them through the learning process. The lecture and listen mode of teaching is not utilized. Learning styles activities and instructional strategies based on the findings of cognitive research, integrate the NCTM Standards. This multi-level project provides activities for students who are functioning at different levels in a class. During math lessons students have the option of activities such as using manipulative materials, viewing a video, presenting an oral report, listening to a recording, using electroboards, working on a contract actvity package, or engaging in a project ed learning sequence. Exciting activities include Electro Math, a self-correcting activity that allows students to test their knowledge of mathematics, the Math Pals Club, a peer tutoring situation established within the classroom whereby students of different at levels help each other to learn mathematics, and Math with Manipulatives, an activity in which students explore math topics using a variety of manipulative materials. This project aims to increase the level of parental involvement in mathematics education and on a monthly basis parents and their children participate in Math Styles Workshops. Each workshop focuses on a particular math topic. | | Yolette Alcindor, a teacher at PS 316 in Brooklyn developed the Math Styles Workshops project. She is continuing to plan new workshops with students, parents, and teachers to motivate students to learn mathematics. | Interested educators can contact the project disseminator to participate in Math Styles Workshops for teachers. Sample lessons are available to workshop participants. | Yolette Alcindor PS 316, CSD 17 750 Classon Avenue Brooklyn, NY 11238 (718) 638-4043 Principal: Robert Jenkins | | |

22 | Math through the Museum Experience | Mathematics | English/Language Arts | 3 | 8 | 6 | 4 | Math through the Museum Experience is an integrated project that motivates students to learn mathematical concepts through museum visits and hands-on activities in math and art. All activities are geared toward observing and understanding visual art by applying the principles of design, spacial relationships, perspective, linear discrimination, repetition, form, balance, and composition. At the start of the project, students visit museums to view modern and traditional paintings. The class discusses mathematical concepts derived from their observations. For example, the class focused on Van Gogh's painting Starry Night to explore lines. After tracing a reproduction of the painting, the class was asked:,"What kinds of lines do you find?" "Are they repeated anywhere else?" "Which terms best describe the lines in your tracing?" In this way, students learn vocabulary words relating to lines (vertical, diagonal, curved, etc.). In another exercise, children studied Calder's work and then created mobiles as a way of exploring concepts of line, balance, weight, and form. The project gives students a new perspective on mathematics by revealing relationships between mathematical principles, the visual arts, and the world around them. | | Sandra Kaplan is a special education teacher at PS 197 and teaches creative arts classes at Adelphi and Long Island universities. She is available to offer workshops and consultations for teachers who want to adapt the project to their own classes. | Math through the Museum Experience can be adapted to many curriculum areas. The project is interdisciplinary and multicultural. For example, a teacher might have students view a reproduction of Joseph Stella's painting Brooklyn Bridge, Variations on an Old Theme and devise critical-thinking questions for class discussion. The class could take a walk across the bridge and observe lines, shapes, and forms; then they could construct their own bridge. Or the class could go on walks in the neighborhood to observe architectural forms. Photography might also be introduced; students could look through a viewfinder and describe the lines and aspects of form. | Sandra Kaplan PS 197, CSD 5 2230 Fifth Avenue New York, NY 10037 (212) 690-5960 Principal: Cornelius Bass | | |

23 | Magnetic Bunnies and Other Math Manipulatives | Mathematics | Science | 4 | 4 | 6 | 4 | In Magnetic Bunnies and Other Math Manipulatives, children create manipulative math activity books filled with student-made word problems and activities. The books are individualized and geared to each child's level of understanding; as children learn new mathematics concepts and acquire new skills, they can incorporate these in their books. The books contain wheels to turn that make a variety of shapes. They also include magnetic strips with hand-made magnetic bunnies that jump on a number line to illustrate addition, multiplication, and other mathematical operations. Each child draws shelves of a store with various items to purchase. Then they write stories on cards to simulate purchases to be calculated. The cards are self-checking and are held in a pocket in the book. Children incorporate art, reading, writing, as well as math skills in their creations. Students share their work with their classmates; they take pride in having a finished product of their own making that they can display, use, and reuse to reinforce skills. | | Project developer Jacqueline Ferrer has presented numerous workshops in her district on making, books and class newspapers. She is available to show teachers interested in the project how to construct various manipulatives for inclusion in class books and to provide lesson plans and student, work samples. | Children can work at their own pace on their books; some books had five pages while others had ten. The teacher who adapts this project can incorporate as little or as many skills as is appropriate, depending on the time available and the needs of the class. The project can be adapted to the needs of older children simply by having them make more elaborate books and by introducing more sophisticated mathematical concepts. | Jacqueline Ferrer PS 151, CSD 32 763 Knickerbocker Avenue Brooklyn, NY 11207 (718) 821-4801 Principal: Luz Rios | | |

24 | Thirdville: Economics and the Community | Mathematics | Social Studies | 5 | 5 | 6 | 4 | Thirdville was created to enrich the academic, experiences of third graders while linking their education to the life of the community. Children need to see the relationship between what they are taught in school and the roles they will be expected to play in society. Thirdville accomplishes this through, hands-on activities and projects in which children apply mathematics, reading, writing, research, and other skills to real-life tasks such as reading a bill, balancing a checkbook, using coupons to save money, understanding money values, filling out forms, and finding a job. Children begin by learning about their own community through word webs, field trips, stories, maps, telephone directories, guest speakers, and community newspapers. After acquiring a basic understanding of community institutions, children participate in the working third grade community of Thirdville. Third grade teachers operate various parts of this simulated community in their classrooms: a bank, store, judicial system, post office, and media center. Working in groups, the children move among the classrooms engaging in specialized projects and activities. Children perform the functions of jurors in the judicial system or loan officers in the bank; they write letters, create stamps, or sort mail in the post office; they work in the store as sales or craftspeople. In the media center, the children create and produce their own newspaper. | | Dina Marks has been teaching the economics part of the project for six years; the Thirdville community has been in effect since 1992. It is the first project of its kind to introduce economics to the third grade student while incorporating all curriculum areas. She is available to provide materials and group and individual workshops to interested teachers. | Thirdville can be implemented by individul teachers or by all teachers within a grade level. Individual teachers can teach economics lessons once weekly in the classroom, setting up the components of the community as learning centers. As a grade-wide project, each teacher can set up a part of the community in his or her classroom. | Dina Marks PS 90, CSD 21 2840 West 12th Street Brooklyn, NY 11224 (718) 266-8090 Principal: Edna Cohen | | |

25 | Our Turn-- Kids Ask Questions | Mathematics | Technology | 6 | 6 | 6 | 4 | Our TurnÑKids Ask Questions was developed in response to the implementation of the NCTM standards reflected in the new assessment in mathematics beginning this spring. Mathematics teaching in the elementary schools can no longer stress computation and arithmetic alone; rather, it must increase children's capacity to think critically, to reason, and to explore problems creatively. The project responds to this challenge through storytelling and legends that stimulate the children's interest and lend themselves to mathematical investigation. The math and reading teachers work collaboratively to locate stories and legends that will stimulate the children's interest and lend themselves to mathematical investigation. After sharing stories the children collectively create their own storiesÑthe sillier and more exaggerated, the better. Then they brainstorm to develop mathematical problems pertaining to each situation. For example, in,"The Story of the Five Hundred Dragons," questions may include:,"If the prince slayed 57 dragons with his light saber and 194 dragons with his magic sword, how many dragons were alive in the forest?" or,"What can the prince do to increase his dragon-slaying power?" The sillier the problem, the more fun the class has and the more motivated the kids are to figure out the answers. Role-playing, supermarket sale circulars, and Lego Village building materials are incorporated into the project; these further serve to make learning math inventive and enjoyable. Eventually, the children write their own creative math problems that they illustrate and share with their classmates. Finally, the best problems are collected in, a newspaper that is written and edited by the children. By creating and sharing their math problems, children gain confidence in their mathematical abilities as well as an interest in further learning. | | Susan Hendler, developer of the project, hopes to have many schools participate in the project and to develop a magazine containing the contributions of children from schools all over the city. | Elementary school math teachers are encouraged to collaborate with other math teachers, reading specialists, and school librarians to design an effective project. A trip to the local library for a storytelling session is a good way to engage children in activities. The project is conducive to group work: One group may choose to design and construct a Lego structure. Another group may decide to share a favorite legend and use this experience as a basis for creating math problems. A third group might use manipulatives to develop math puzzles. All groups can then report back and share problem-solving activities they have created. | Susan Hendler PS 7, CSD 19 528 Ridgewood Avenue Brooklyn, NY 11208 (718) 647-3600 Principal: Jo Ann Asciutto | | |

26 | Enriching the Advanced Placement Calculus Program | Mathematics | Classroom Management/Intergroup | 14 | 14 | 6 | 4 | Enriching the Advanced Placement Calculus Program, enables students to use the graphing calculator as a tool for mathematical exploration and discovery. Starting in 1994 students will be allowed to use calculators on SAT exams. In 1995 all Advanced Placement candidates in calculus will be required to demonstrate proficiency in the use of a graphing calculator. The infusion of the graphing calculator into the secondary school mathematics curriculum provides students with a new means of investigating and verifying mathematical concepts. The purpose of this project is to familiarize students with the graphing calculator, specifically the TI-81 or TI-82 from Texas Instruments; to teach them to apply their computing skills in solving mathematical problems; to enable them to develop skills in computer programming; and to further develop their higher order thinking skills through creative work. After the students are shown how to use the calculator, they work in small groups to solve a variety of problems. As they develop proficiency, they apply their knowledge by writing a project using the graphing calculator. Finally, students demonstrate their proficiency by presenting a mini-lesson on a topic in the mathematics curriculum. | | Steven J. Balasiano implemented this project in 1992 as a means of integrating technology and computer programming into advanced mathematics classes. He received an IMPACT II grant in 1986 for his project Mathematics: An Investigation into Research. Lesson plans and consultations are available to teachers interested in implementing the project. | Teachers can adapt this project by applying the graphing calculator in lower level high school mathematics courses, such as pre-calculus and sequential mathematics I, II, or III. | Steven J. Balasiano Sheepshead Bay High School 3000 Avenue X Brooklyn, NY 11235 (718) 332-2003 Principal: Richard Tardalo | | |

27 | The U.S. Abacus (Arithmetic Machine for Cooperative Learning) | Mathematics | English/Language Arts | 1 | 14 | 6 | 4 | The U.S. Abacus is a multisensory teaching aid that makes learning abstract mathematical rules and relationships fun and exciting. By manipulating the colored rings in the U.S. Abacus set, students learn the rules of the four basic operations step by step, beginning with the most simple concepts and gradually moving on to more sophisticated functions. Once students have mastered an operation, they can easily transfer their understanding to paper. Because it is tactile and easy to use, the set is compatible with a wide range of student learning styles and can be used individually or in small groups; its colors and columns make it easy and enjoyable for students to monitor their progress. | | J. Chen is a bilingual special education teacher at PS 371 in Brooklyn. Ying Zhang is a bilingual special education teacher at IS 52 in the Bronx. With the assistance of Professor Heard of Rutgers University, they developed the kit in response to the need for a simple, unified teaching aid that would make mathematics interesting and engaging for students. | Because of its convenience, The U.S. Abacus can be easily integrated into any existing mathematics project to introduce or reinforce basic mathematical concepts and operations. Students can use it individually, in pairs, or in small groups. After working with the set, they can transfer their learnings to paper or present them to the class. | Ying Zhang IS 52, CSD 8 681 Kelly Street Bronx, NY 10455 (718) 822-5082 Principal: Iraida Fuentes J. Chen PS 371, CSD 75 355 37th Street Brooklyn, NY 11232 (718) 788-7608 Principal: Octavia C. LeGrand | | |

28 | If ItÕs Monday, It Must Be Multicultural Health Day | Health/Physical Education | Arts | 2 | 4 | 6 | 4 | If It's Monday, It Must Be Multicultural Health Day is an interdisciplinary, project that engages children in studying nutrition by exploring their culinary roots. The project adapts Eric Carle's book Today Is Monday to teach children about various foods and the countries from which they come, along with animals from around the world. The class begins by looking at the illustrations in the book and learning the song,"Today Is Monday." Small groups of children are then given a piece of oaktag with a day of the week written on it and a picture of a food item, alongside it. The class joins in a musical presentation in which each group stands up when the class sings about their day of the week and food item. When all groups are standing, the children are asked to place themselves in the right order for days of the week. For homework, children, with help from their parents, bring in a picture of food that is popular in their native country. The names of foods mentioned in the song are replaced by those that the children bring in. The children present their song to another class, and they engage in a variety of other multicultural activities; for example, they map the countries where different foods come from, make charts based on food groups, write stories, and learn to make,"stained glass" animals like those in Carle's books. The project culminates in the creation of a big book that showcases children's understanding. | | Iris Teitler, a teacher of grades K-2 at PS 200, ini-tiated the project in 1993 to promote multicultural awareness in children while expanding their social and academic skills. | Teachers seeking to integrate author and picture book study, whole language, and multicultural education methodologies will find this project easy to adapt. A variety of activities and projects based on the themes of food, animals, and areas of the world can be integrated into the project. Instructional strategies, lesson plans, student work samples, and other materials are available upon request. | Iris Teitler PS 200, CSD 25 70-10 164th Street Flushing, NY 11365 (718) 969-7780 Principal: Elaine M. Lulka | | |

29 | Dolls Around the World | Global Education | English/Language Arts | 2 | 7 | 6 | 4 | Dolls Around the World is an innovative approach to developing children's awareness of the traditions and customs of peoples from many regions of the world. The use of dolls to explore world cultures was initially linked with the third grade social studies curriculum Regions of the World. A unit on the Eastern Coastal Indians opens with a presentation by the teacher of Native American cornhusk dolls. The children read the Seneca story,"The Doll with No Face" and make their own dolls. The class makes Hopi Kachinas from clothespins, pioneer wooden spool dolls, Japanese paper dolls, beaded dolls to represent the Zulus, and soap sculptured Eskimo dolls. The project reaches across all curriculum areas. For example, children develop communication arts skills by reading folktales and writing their own stories about the dolls they make. They develop the math skills of patterning and measurement in lessons focusing on the beadwork of the Plains Indians and African peoples. Not only do they develop sensitivity toward the cultures of diverse peoples, but they gain a sense of pride and accomplishment in creating and displaying their work. | | Loretta Nardone has been using dolls in her classroom for 18 years. She has found that their visual power and their familiarity to children make them appealing and effective learning tools. She is currently working on a Dolls Around, the World curriculum guide and work kit for District 31. Consultations can be arranged with interested teachers. | Dolls Around the World allows both teachers and children opportunities to be creative. Almost any curriculum unit can incorporate dolls to introduce the history, traditions, religion, art, and environment of people from a specific region, nation, or ethnic group. Parental involvement can be most helpful; parents or senior citizens can be asked to help with dollmaking activities. A teacher might also involve older students in working with younger children. | Loretta Nardone PS 41, CSD 31 Clawson Street and Locust Avenue Staten Island, NY 10306 (718) 351-6777 Principal: RoseMary Muradas | | |

30 | Grand-parents Show Children the Mountaintops | Global Education | English/Language Arts | 2 | 7 | 6 | 4 | The goal of Grandparents Show Children the Mountaintops is to give young children opportunities for positive interaction with elderly people, thereby dispelling negative attitudes and stereotypes about the aged and people with disabilities. Inviting grandparents and other elderly people into the classroom to talk about their lives and to interact with the children is both exciting and rewarding to all concerned. This activity arouses children's curiosity and pride in their own family histories. By discussing some of the physical impairments of old people, such loss of hearing, vision, and mobility, children learn about ways to help others and to appreciate the strengths and capabilities of elderly people. The project incorporates all subject areas into the intergenerational theme: children read literature on grandparents and aging and write experience charts and stories about their grandparents. They take photos and draw pictures when visitors come to speak to the class and write letters thanking visitors for coming. Science activities include comparing the headphones in the listening center with hearing aids and comparing eyeglasses with magnifying glasses. The class also investigates the lifecycle of humans and animals. Mathematics activities include making graphs on the attributes of children, teenagers, younger adults, and elderly people. | | Marylin Kurlan Sperling, an early childhood teacher,, continues to develop new activities for the project. Her goal is to instill in children an awareness of the positive contributions of elderly and disabled people and to foster tolerance and understanding across the generations. | Grandparents Show Children the Mountain-tops can be adapted in whole or in part. Variations on activities based on intergenerational themes are up to teachers' imaginations and resources available in the school and in the community. Marylin Sperling is available for telephone or in-person consultation. | Marylin Kurlan Sperling PS 182, CSD 28 90-36 150th Street Jamaica, NY 11435 (718) 291-8500 Principal: Lois Cohen | | |

31 | Tales for Tolerance | Global Education | English/Language Arts | 3 | 6 | 6 | 4 | Tales for Tolerance engages 60 children from grades one and four in a peer mentoring project that focuses on the indigenous peoples of North and South America. The project uses folktales from various regions to aquaint children with the cultures of indigenous peoples; its goal is to dispel stereotypical ideas the children may have formed and to promote tolerance and understanding of other cultures. The project begins with a reading of,"The Legend of Bluebonnet," by Tomie de Paola, to the fourth grade class. In cooperative groups, students create posters that portray parts of the story that they liked best. They are then exposed to other folktales of indigenous peoples and are asked to choose one they would like to share with a first grader. Then, groups composed of two first graders and two fourth graders are formed. The groups meet for 30 minutes twice a week for three weeks. Besides reading and discussing their folktales, they read about the culture, that their particular folktale is from. Once they are thoroughly immersed in their stories, each group retells their tale to the other students. They may choose a skit, puppet show, film strip, or another kind of presentation. While they learn about peoples from North and South America, children strengthen a variety of skills, including retelling, summarizing, formulating, and presenting. They also develop map reading skills as they locate the areas inhabited by the group they are studying and learn what that area is called today. | | Karen Chikofsky first taught Tales for Tolerance, during the 1992-1993 school year. She plans to include other cultural groups and involve grades two, three, five, and six in the project, culminating in a schoolwide festival. | Tales for Tolerance lends itself to adaptation easily, as any ethnic or cultural group could be used as themes. Teachers may choose the cultural group to be studied and then select eight to ten folktales from that region. | Karen Chikofsky PS 15, CSD 15 71 Sullivan Street Brooklyn, NY 11231 (718) 330-9280 Principal: Mary Manti | | |

32 | Children Are Architects of the Future | Global Education | English/Language Arts | 4 | 4 | 6 | 4 | Children Are Architects of the Future, is an integrated curriculum project that employs a thematic approach to develop academic skills and concepts of at-risk second grade students. Using the theme of architecture, the project builds on children's strengths and interests to motivate them to learn more about structures in their environment. The project begins with neighborhood walks in which, children observe and categorize buildings in the neighborhood according to shape, size, use, building materials, age, and other features. The children gradually learn to discern geometrical shapes and architectural forms and are encouraged to reproduce these in the classroom through drawings, models, and paste-ups. These exercises branch out into an array of activities. For a major class project, children design and build a "reading house" out of empty milk cartons. The children work cooperatively as designers, architects, construction workers, and clean-up crews. Students also create a skyline that encircles the classroom and a "structures dictionary" of words they have found that are related to architecture. They also, work with a junior high school class on a variety of projects. Field trips and guest speakers enrich children's experience. The project incorporates mathematics, science, social studies, language arts, and art in varied and creative ways that spark children's imaginations and allow them to develop their individual talents at their own pace. | | Noticing that many children in his classes had never traveled far from their own communities, Theodore Husted, an early childhood teacher,, designed the project in 1992 to expose students to the world beyond their immediate neighborhood and to foster academic and social skills. | To start this project, all you need to do is take a walk around the school neighborhood with the class to observe various buildings and structures. Children can discuss their observations and design and construct a simple model of the neighborhood using empty milk cartons and cereal boxes. Once children are engaged in observing and constructing structures in the environment, the project will take off; the theme has endless possibilities for activities and can build upon children's interests. Workshops and visits can be arranged with Theodore Husted for those interested in starting the project at their own schools. | Theodore Husted PS 45, CSD 10 279 East 196 Street Bronx, NY 10458 (718) 584-4450 Principal: Aramina Ferrer | | |

33 | The PeopleÕs Court of PS 156 | Global Education | English/Language Arts | 4 | 7 | 6 | 4 | The People's Court of PS 156 is a fifth grade court designed to respond to increasing levels of violence in our communities by helping students resolve conflicts peacefully. The process begins in October when the entire fifth grade reads about the American legal system and makes a class trip to the courthouse. Then the fifth grade takes a teacher-made,"Bar Exam" to determine who will sit on the court. The 15 students with the highest scores and the best teacher recommendations serve on the court. The teachers and volunteers working with the People's Court decide which two children will be the defense attorney and the prosecutor for the week. Those two children meet with the defendant and witnesses to prepare their cases. The other children on the court serve as jurors. They decide the defendant's innocence or guilt and recommend punishments. Participating in the court gives students a chance to improve oral, written, and critical thinking skills. They are required to listen, take notes on the facts of the case, identify cause and effect, make inferences, and draw conclusions based on the evidence. The project also teaches children about the Constitution and law. | | Fifth grade teacher Evelyn Jackson developed this project along with teacher trainer Diana Karabaic. The project was first taught during the 1989-1990 school year and has since been adopted by other classroom teachers. A volunteer from the Retired Senior Citizen Volunteer Project comes weekly to serve as one of the judges. The PTA has been active in publicizing the project to the community. Maxine O'Connor, principal, and Sharon McLeod, assistant principal, have also provided assistance and support. | PS 156 is not unique: the conflicts occurring there are common in many schools. A project such as The People's Court, can be implemented schoolwide or in individual classrooms. Visits to the Supreme Court are very useful in introducing children to the criminal justice system. Teachers can contact the district attorney's office in their borough for information and assistance. Evelyn Jackson is available to consult interested teachers and to send information. Teachers can arrange to visit PS 156 to attenda, court session. | Evelyn Jackson PS 156, CSD 7 750 Concourse Village West Bronx, NY 10451 (718) 993-8420 Principal: Maxine OÕConner | | |

34 | Global Studies Across the Ages | Global Education | English/Language Arts | 5 | 5 | 6 | 4 | Global Studies Across the Ages is designed to introduce children to a variety of cultures and to help them develop an understanding of peoples from historical periods and cultural backgrounds other than their own. The project focuses on ancient Egyptian, Puerto Rican, Mexican, and Native American cultures. The project is designed to accommodate learning disabled students ranging from 8 to 12 years of age who are functioning at kindergarten to third grade levels; because learning disabled students require hands-on experience to reinforce learnings, the project incorporates individual and small-group instruction as well as visual, auditory, and tactile activities. For example, students create materials for a game on Egyptian hieroglyphics as a follow-up to lessons on ancient Egypt. The project also includes trips to the Metropolitan Museum of Art and the Museum of the American Indian, as well as art projects and audiovisual events. | | Vera Warlock-Banks and Linda Ferguson have been teaching the project since 1991. They are available to, demonstrate to other teachers how to individualize the project to meet students' needs and can provide course outlines, instructional strategies, resource lists, and student work samples. | Global Studies Across the Ages is designed to accommodate special education students who have been classified as learning disabled. Regular education teachers may want to adapt it to help meet the academic needs of slower students in the class. This can be done in many ways; for example, they may use tape recorders to tape information gathered during field trips. Teachers can then play the tapes and create individualized reading comprehension worksheets. Worksheets or cards may be color coded according to the difficulty of the skills. | Vera Warlock-Banks and Linda Ferguson PS 194, CSD 5 242 West 144th Street New York, NY 10030 (212) 690-5954 Principal: Russel Cunningham | | |

35 | Getting on with Government | Global Education | Science | 6 | 7 | 6 | 4 | In Getting on with Government,, students run a true election campaign for president, vice president, secretary, and treasurer of the student government. They write and present campaign speeches, create campaign posters, and engage in schoolwide political events. The children vote by secret ballot, and elected members become part of the student government, the PS 209 Civics Club. The club serves as a liaison between the administration, staff, students, and the community and has an active role in school-based decisions. Students learn the principles and practice of democracy and apply these principles in governing classes; proposing policies; and planning, organizing, and running special events. Events planned by the civics club have included the PS 209 Carnival, which raised $2,800 for various charities; a schoolwide drive to collect money to aid victims of Hurricane Andrew, peer tutoring, and publishing a school newspaper. Students employ skills across the disciplines as they write articles for, design, and publish the school newspaper; make judgments and form policies on matters of importance to them; and formulate solutions to problems. They learn that they have a voice in the school and that they have the power to effect change. | | Donna Seidenstein developed the project in 1988 as a means of giving students firsthand experience in the democratic process and inspiring them to become active members of their own communities. | The civics club represents a functioning, school-based democracy in action; elections and student government activities can be implemented at any school. The PTA is an excellent resource for assisting in school events. | Donna Seidenstein PS 209, CSD 21 Avenue Z and East 7th Street Brooklyn, NY 11235 (718) 743-1954 Principal: Howard Leibowitz | | |

36 | Current Affairs | Global Education | English/Language Arts | 7 | 7 | 6 | 4 | Current Affairs encourages students to find out what's going on in the world, to analyze world events, and to discuss global issues with their peers. Students are required to find out about the news and to report to the class on one of six issues: international news, national news, local news, weather, entertainment, and sports. One period a week is devoted to student reports to the class. Once a month, students tape their Current Affairs presentation on the school VCR. The project integrates reading, writing, pubic speaking, social studies, math, and art as students write news stories; create maps, signs, and graphs to illustrate major points; and practice their presentations. Taping the, news project is the highlight of the month for them; the room takes on the aura of a TV studio as students, dressed in their best clothes, present their news stories to the other classes in the school. | | Belinda Morris has been teaching current events using the Current Affairs, format for three years. She has found the VCR to be a powerful motivational tool for teaching current eventsÑstudents not only create a finished product, but they can share their work with other students. | Current Affairs is easy to replicate; because the project covers news over a period of one week at a time, teachers can change the format and medium of presentation during the course of the year. If video equipment is not available, teachers may have students create their own newspaper. | More Information Belinda Morris PS 143, CSD 24 34-74 113 Street Corona, NY 11368 (718) 429-0777 Principal: Thomas B. Mays | | |

37 | Courting Civil Rights | Global Education | English/Language Arts | 7 | 8 | 6 | 4 | Courting Civil Rights, gives students a working knowledge of the U.S. judicial system as well as an in-depth understanding of the civil rights movement. By, learning about famous civil rights cases of the past, students develop a deeper understanding of current events and how they can work for social change. Students are presented with a general overview of a civil rights case (e.g., Brown v. Board of Education) and are taught courtroom procedure and appropriate legal terminology. After discussing the history of the civil rights movement through handouts, videos from the PBS series Eyes on the Prize, and other resources, they are responsible for working cooperatively to prepare a given case for the plaintiff or the defense. Finally, they present their cases to their peers and faculty, with the teacher acting as judge. Courting Civil Rights strenghtens students' oral and writing skills as they write their own arguments and dialog and play such parts as lawyers, baliff, stenographer, and witnesses. It gives them an opportunity to work cooperatively toward a common goal and to develop the analytical skills that are necessary for understanding the major social issues of, our time. | | Jennifer Eden Hinderstein developed the project as a result of her interest and activity in multicultural affairs. She is available to provide consultation, to interested colleagues as well as sample lessonplans, student work samples, resource lists, and other materials. | Courting Civil Rights, may be enriched by parent and community involvement, a class trip to a court in session, or guest speakers. Teachers may want to use additional introductory materials, such as relevant works of fiction. The project is interdisciplinary and can be taught using a whole-language approach. | Jennifer Eden Hinderstein PS 174, CSD 28 65-10 Dieterle Crescent Rego Park, NY 11374 (718) 897-7006 Principal: William Bet | | |

38 | Sociology: A World of Similarities and Differences | Global Education | English/Language Arts | 9 | 10 | 6 | 4 | Sociology: A World of Similarities and Differences takes advantage of the various cultural backgrounds of the students in the school to help them, learn about cultures around the world. Students begin by making a family tree to learn more about their own heritage and traditions; as they share this information with the class, they learn about the similarities and differences among cultures and how each has contributed to life in the United States. Lesson plans are based on the information that the students offer. For example, because many students in a particular class were Chinese, the class engaged in a study of Chinese history and culture; lessons included art and writing activities related to Chinese holidays and customs and an examination of the experience of Chinese immigrants to this country. Students visited Chinatown and ate at a Chinese restaurant. The class engaged in similar activities, on African culture and also celebrated African American Heritage month by doing research projects on African American historical figures. The project ties into the annual multicultural fair, in which students prepare various foods from around the world, dress up in native costumes, and display their classwork. Parents and community members actively participate in this event. Through hands-on experiences, students learn about themselves and their classmates and develop greater sensitivity and respect for one another. | | Anita Zaret and Rosalie Cooper developed A World of Similarities and Differences, in 1991; the idea for the project grew out of their understanding that, with as many as 12 cultures represented by the student body of the school, there was clearly a need for students to learn more about one another and to show how each culture enriches our society. | Teachers can adapt the project in a variety of ways, depending on the cultural composition of their classes. One way to begin is to have students bring in a family heirloom to discuss with the class. This may lead into a discussion of students' cultural backgrounds and the unique contributions of each culture. Teachers may plan lessons, activities, and special events accordingly. Instructional strategies, student work samples, and a course outline are available to those interested in running the project in their own schools. | Anita Zaret and Rosalie Cooper JHS 210, CSD 27 93-11 101st Avenue Ozone Park, NY 11416 (718) 845-5942 Principal: Matthew Bromme | | |

39 | How Decisions Affect Our Life Chances | Global Education | Science | 9 | 14 | 6 | 4 | Adolescents frequently make decisions that nega-tively affect their future; many inner city youngsters have limited exposure to the attitudes and values that promote success. How Decisions Affect Our Life Chances, employs sociological concepts and findings to show students how decisions they make in the present determine the kinds of opportunities available to them in the future. Its purpose is to increase students' awareness of the relationship between actions and their consequences and to enable them to make positive choices in their lives. Students are assigned readings on primary social institutions, such as the family, the educational system, and the American economic structure. Discussions of the family, which focus on such aspects as mate selection and divorce, facilitate an understanding of the elements involved in successful and unsuccessful marriages. An analysis of the educational system in the United States shows the relationship between education and life opportunities. The classic study of Blau and Duncan on the American occupational structure heightens students' understanding of its functioning and demonstrates how social expectations and individual decisions influence the direction of our lives. Field trips and guest speakers enrich the project. | | Social studies teacher Bernard Feldman has made presentations on educational issues before numerous organizations, including the U.S. Department of Energy, the New York State Urban Development Corporation, and the New York City Board of Education; he developed the project in collaboration with Charles Orgel, chairman of the social studies department at William Howard Taft High School. | The course is easy to replicate in that it uses standard behavioral science material as a conceptual framework. The significance of students' personal decisions as a focus of analysis can also be introduced in psychology, social studies, and global citizenship courses that examine the association between decisions and life chances at both the individual and the societal levels. | Bernard Feldman and Charles Orgel William Howard Taft High School 240 East 172nd Street Bronx, NY 10457 (718) 293-7200 Principal: Mary Ann Macon | | |

40 | Across the Curriculum through Video | Global Education | Science | 11 | 11 | 6 | 4 | Across the Curriculum through Video is an interdisciplinary project that integrates the ninth grade English and social studies curricula. The social studies unit, which covers the history, geography, and culture of India, China, and Japan, is reinforced in the English class with oral, reading, and writing exercises related to these countries. By relating the subject areas, students see the connections between various subjects as teachers discover ways to transcend the boundaries of their disciplines. In the project, lessons, student presentations, and day-to-day planning sessions are videotaped; seeing themselves on videotape motivates students and allows them to critique their own work and observe their progress. At the same time, teachers use the tapes to learn about interdisciplinary instruction. Teachers can use the tapes to rework or restructure their lesson plans to meet specific objectives. Videos present special projects, role playing, interviews, news shows, skits on historical events, and debates. | | Robert Gross, communications coordinator at August Martin for the past 11 years, developed the project in collaboration with Ann Ferrelli, who serves as a faculty advisor for the school newspaper. By recording the actual development of an interdisciplinary curriculum, they hope to provide other teachers with ideas for interdisciplinary teaching as well as an exciting learning tool for students. | Videotapes of Across the Curriculum through Video are available to those teachers interested in planning their own interdisciplinary curricula. The videos serves as models on which teachers can base their own projects; they may elaborate on and modify ideas to suit their needs. | Robert Gross and Ann Ferrelli August Martin High School 156-01 Baisley Boulevard Jamaica, NY 11434 (718) 528-2920 Principal: Leslie Gurka | | |

41 | Model United Nations | Global Education | English/Language Arts | 11 | 14 | 6 | 4 | Model United Nations involves students in learning about major world issues and developing an appreciation of the differing perspectives and needs of other nations. The idea was first presented to the Academy of Public Service senior class; a student planning committee was formed from this group and other interested students. Other students worked with teachers to organize national delegations. Eighteen nations were represented in the event; delegations included students from regular and bilingual social studies classes and clubs. Teacher advisers helped the delegations research the countries and the issues being debated. The foreign language department provided student interpreters. The planning committee formed the U.N. staff and chaired the committee meetings; last year's committees dealt with ethnic tensions, the environment, world health, and human rights. Students wrote position papers, resolutions and prepared formal speeches for, presentation at the general assembly. Foreign language students translated speeches and interpreted during debates, and art students designed logos, posters, and delegation signs. The general assembly meeting brought all delegations together to debate issues and vote on resolutions. The event gave students opportunities to develop skills in research, public speaking, and leadership. They learned how to negotiate and compromise and gained an appreciation of global issues from the viewpoints of other nations. Future goals are to initiate an annual Model United Nations, that will include delegations from other high schools. | | Vicki Wojcik developed Model United Nations, in 1992 in conjunction with the Foreign Policy Association. Many other teachers at the school were actively involved in the project,, serving as delegation advisers and helping students do research and prepare for the event. | Model United Nations fits well into today's curriculum, which emphasizes the importance of multiculturalism and global citizenship. Washington Irving would, like other schools to participate in the project; for those schools who want to become involved or for those wishing to organize their own event, a videotape of the event is available that can be used to demonstrate how it was run. Staff can provide ideas, assistance, and sample materials, upon request. | Vicki Wojcik Washington Irving High School 40 Irving Place New York, NY 10003 (212) 674-5000 Principal: Robert Durkin | | |

42 | Project GREAT: Global Renaissance--Enriching Artistic Travels | Global Education | English/Language Arts | 11 | 14 | 6 | 4 | Project GREAT, immerses students in the cultural life of countries around the world through music, art, photographs, and video. An exploration of American musical forms shows that American music has its roots in the music of other nations. Rock and roll has both Latin and African influences; in the American theater, numerous plays, such as The King and I and South Pacific, are set in other countries. The project helps students to make these connections and to explore the arts and traditions of other cultures in depth. The project is designed to awaken students' curiosity about other nations and cultures, to develop in them an appreciation of the arts, and to, encourage greater sensitivity and tolerance for peoples of all nationalities and backgrounds. The teacher introduces the class to countries around the world with presentations and activities. As motivation for writing Haiku, students listen to music from Madame Butterfly and view slides of Japan. Students' work is published in the school calendar. Teams of students research a particular nation or region and complete arts-related projects. The project includes special events such as dance festivals, trips to museums, and student presentations to the community. Among exciting past events were a trip to the Amazon Rainforest at the Museum of Natural History, a student-produced multicultural show presented at Kings County Hospital, and a Greek Festival held at the United Federation of Teachers headquarters. | | Project director Bernard Schwartz began Project GREAT in 1991. The project now involves 30, children and makes use of numerous community resources. | Project GREAT, is a cross-disciplinary project that integrates music, poetry, dance, art, and social studies. The possibilities for themes, activities, and projects are almost limitless. The teacher may select a country, region of the world, or a particular theme to be explored from an international perspective. Materials, a course outline, and consultation are available to interested educators upon request. | Bernard Schwartz James Madison High School 3787 Bedford Avenue Brooklyn, NY 11229 (718) 966-5624 Principal: Arlene Jordan | | |

43 | Charter of Global Responsibility for the 21st Century | Global Education | Arts | 12 | 14 | 6 | 4 | Charter of Global Responsibility for the 21st Century offers students opportunities to analyze global affairs and articulate their vision of positive change in the world. The purpose of the project is to get students to work together and share in the achievement of a common good. Students are encouraged to see events and problems from a global perspective and to harness their own power and creativity to create change. In the process, they strengthen their research, analytical, verbal, and writing skills. Participants researched and wrote their own contribution to the charter, which was presented at a town meeting sponsored by the Foreign Policy Association (FPA). The students and teacher met after school for six weeks; after agreeing on the topic Nonviolent Conflict Resolution, students shared bibliographic material and did further research. At the second meeting, the group was divided into four subgroups, which broke the topic down into specific areas for study and writing. At subsequent meetings, the group analyzed and critiqued the draft articles. Once the articles were revised and published, they were submitted to the FPA for consideration. At the town meeting,, student-contributors read aloud from the charter. The audience included guests representing the United Nations and the media, along with representatives of the FPA. Students at the town meeting were a heterogeneous grouping from public and private city and suburban schools. The views of participants represented diverse cultural and socioeconomic perspectives, which made the experience particularly enriching for all. | | The project was developed by high school teacher Linda Steinmann in cooperation with the FPA. It was first conducted in 1992. Amon Diggs, of the FPA, addressed the senior U.S. government class on the various topics that were on the agenda for the charter. The association also provided the class with a packet of materials for the project. | Although involvement with the Foreign Policy Association and travel into a central location (Manhattan) were among the highlights of the project, a teacher could modify and adapt the project to suit his or her school community. A project with similar goals can be set up in which parents and teachers become the audience and the dignitaries. Materials from the United Nations, or an actual visit to U.N. headquarters, may also be included. | Linda K. Steinmann Forest Hills High School 67-01 110th Street Forest Hills, NY 11375 (718) 268-3137 Principal: Rowena OÕShaughnessy | | |

44 | The Mayan Temple of Knowledge | Technology | Instructional Inquiry | 7 | 7 | 6 | 4 | The Mayan Temple of Knowledge allows students to use various media and telecommunications to extend and share their knowledge of Mayan civilization in a game format. The project builds upon Second Voyage of the Mimi in an interdisciplinary approach to studying the Mayas. Students were enrolled in NYCENET's Electronic Partners Project and paired with a sixth-grade class in Ohio. The class teams developed questions on the Mayas and categories such as Gods and Rituals (religion), Drawings and Architecture (art), and Life Before Columbus (social studies). Questions were exchanged via the Electronic Partners Board. The object of the game is to build a temple in the opposing team's school. Each time a team answers a question correctly, the opposing team receives a "block" made of plaster, clay, stone, or jade, depending on the difficulty of the question, which they use to construct their temple. The winning team, is given the honor of naming their temple. The class is divided into four committees: the game committee is responsible for determining the rules of the game and critiquing questions; the temple builders are in charge of designing a prototype of the temple, drawing pictures of events and items from the Mayan period, and building the temple out of construction paper; the research committee peruses Second Voyage materials, on-line and library encyclopedias, and books to verify and provide answers to questions posed by the opposing team; the photography committee takes pictures of the school, students, and staff. | | Peggy Wyns received a 1992 New York Telephone Telecommunications Award for the Mayan project. She also developed the Pen Pals on Chips project, for which she received an Impact II disseminator grant, and has conducted numerous computer workshops. Paula Goldstein, the Electronic Partners Coordinator, and Carol Seltzer, District 15 computer coordinator, provided invaluable support for the project. | Students may play the game without using Second Voyage of the Mimi. If the teacher does not have a modem or access to NYCENET, he or she can divide the class into two teams and conduct the game. The Mayan Temple of Knowledge need not be limited to the Mayas; teachers can replace the Mayas with another culture. | Peggy Wyns PS 131, CSD 15 4305 Fort Hamilton Parkway Brooklyn, NY 11219 (718) 330-9355 Principal: Virginia Bartolotti | | |

45 | Get with the Program! | Technology | Classroom Management/Intergroup | 7 | 8 | 6 | 4 | Get with the Program!, expands upon such computer programs as Oregon Trail, Carmen San Diego, and Expedition through a series of interdisciplinary lesson plans. Using Odell Lake software, students become involved in projects across the curriculum, such as making electronic books, making graphs, writing and designing newsletters, creating storyboards, and building an aquarium. Students work independently, applying word processing and spreadsheet programs, videos, overheads, the library media center, and other resources to complete each project. Students learn more sophisticated research techniques and to use technology as a tool. Teachers gain a creative way to use their computer and available software programs to their fullest potential. | | Lourdes Santiago, a computer science teacher, taught the project during the 1992-1993 school year and intends to introduce it to junior high school students using the program Carmen San Diego. | This project is open-endedÑit lends itself to a variety of teaching and learning styles. It leaves room, for creativity and expansion and allows for the integration of a range of media and technology, depending on what is available and what students are interested in. | Lourdes Santiago East Harlem Tech PS 72, CSD 4 131 East 104th Street New York, NY 10029 (212) 860-5831 Principal: Susan Siegel | | |

46 | Culture of Mexico | Foreign Language | English/Language Arts | 4 | 4 | 7 | 5 | You can eat cactus? Tuna is fruit? Chocolate was called,"xocoatl" by the, Aztecs? The Mayas used a calendar more accurate than ours today? Napoleon, sent a French emperor to Mexico? All these questions and more can be, answered by students taking the course, the,"Culture of Mexico." This semester course course offers .5 credit in Spanish and is open to any, student with one or more years of Spanish language study. Many of the, readings and classroom presentations are done in Spanish. Mexican history and culture are,"experienced" by creating authentic craft, projects, such as weaving, pinatas and clay figures. Students also cook, authentic Mexican recipes, make tortillas from scratch, and learn to use, the,"molinillo" to make hot chocolate, once the royal beverage of Aztec, nobles. Students,"tour" many Mexican cities via slide presentations. A favorite classroom activity is reading Mexican legends and tales. A, comparison is made between the,"Sleeping Beauty" and,"Snow White" legends, of Western Europe and the,"Aztimba, la Princesa" and the,"principe, Popocatepetl" legends of the Aztecs. Creation stories of the Mayas of the, Yucatan Peninsula are compared with the book of Genesis. Students then pick, their favorite legend and make an illustrated children's book in Spanish. For more than a decade, more than 150 students have,"discovered" Mexico, through the study of her ancient cultures and the current trend toward, modernization and involvement in world trade. There is never enough time in, the Spanish I or II course to study a Spanish-speaking country in such, detail. Mexico is also our closest Latin American neighbor. A side line of this course has been to take students on actual tours of, Mexico to experience first-hand what they have learned in the classroom. To, date, seven tours haven been led by the instructor to various regions of Mexico during the summer or spring break vacations. Students have grown, immensely in their appreciation of Mexican culture and values, have gained, valuable insight into their own culture and values, and have come to, recognize that even our legends hold many similarities to Mexico. | | | | Gail Heffner Charles Walnut Ridge High School Columbus City School District 4841 East Livingston Avenue Columbus, Ohio 43227 Phone: (614) 365-5400 | | |

47 | La Cuisine Creative | Foreign Language | English/Language Arts | 4 | 4 | 7 | 5 | In this program, students of French III create a videotape cooking show in, French. Students apply previously learned material, gain new knowledge and enhance their cultural awareness as they read, write, and speak the, French language. The use of the video camera makes the project fun and, interesting for the students, increases their self-esteem, and motivates, them to want to learn even more. After selecting a French recipe from a recipe book, Paul Bocuse a la Carte students in groups of two or three read the recipes, make lists of unknown, words, list foods that will be used, and discuss (in French) the French, customs. Once students understand the recipes, they write scripts, explaining the procedures for preparing their particular recipe. The, preparation also requires that students understand the measurements used. The script is evaluated on how well the students apply their previously, learned structures and expressions, the use of new vocabulary, and the, presentation (using future tense and the expression of quantity). The final product is the actual cooking and presentation of the meal by, student groups as it is recorded on videotape including an introduction and, conclusion with accompanying French music. All written materials must use, the French language. This project encourages students to develop their French speaking, reading and writing skills as they prepare an authentic French recipe and then, transform food preparation into a creative video presentation. Through, hands-on activities and cooperative learning techniques, students learn new, vocabulary words and use mathematics to make the necessary conversions. They also develop an increased cultural awareness by discussing, eating and preparing foods from a different country and culture. | | | | Wendy Duffy Colonel White High School Dayton City School District 501 Niagara Avenue Dayton, Ohio 45404 Phone: (513) 276-2107 | | |

48 | Learning English in the "Real World" | English/Language Arts | Arts | 8 | 14 | 8 | 3 | This program supports and stimulates second language acquisition, by combining an academic setting with a more practical, more, popular, setting-McDonald's Restaurant. In addition to, introducing the students to the world of work, it uses the STAR, Character Education/social and critical thinking skills program which has been successfully implemented on a schoolwide basis. All materials, activities, and presentations are in the target, language, English, and all lessons are designed generically so, that they may be used with any business model. The program, provides a personally relevant, non-threatening, cultural context, for the acquisition of second language skills, adapts easily to a, heterogeneous student population, and develops students' personal, responsibility and interest in their education future. The first, semester focuses on communication and cooperation and involves, multimodal activities which develop students' ability to, communicate and cooperate with their peers, their supervisors and their customers. It includes exploring different careers; examining one's personality, values, and goals; and learning, basic job survival skills such as interviewing, filling out job, applications, handling customer complaints, and understanding the, importance of body language. The second semester focuses on responsibility and reliability and learning to succeed in the changing workplace. The emphasis, is on interpersonal relationships, positive attitudes and safety, habits, active listening, following directions, and critical, decision making. Although students are exposed to guest speakers, throughout the year, during the second semester they complete the, McDonald's orientation process, visit the restaurant, and in May spend an entire morning in the restaurant, role-playing employee, and customer. All keep a vocational portfolio and participate in, many activities associated with the McDonald's Internship, Program. In order to evaluate specified student outcomes, which are based, on competency and affective learning, students are given oral and, written pre- and post-tests (English and Spanish), and assessment, of basic skills, thinking skills, and personal qualities. The, results of these tests, as well as those of the normal district, tests, show that students not only acquire basic second language, skills faster, but also make significant improvement in their, ability to interact socially and think critically. This program, was introduced as a Community as Classroom grant project in, 1992-93 with my IMPACT II community partner, McDonald's, Restaurants. It is currently being refined and adapted to include, a focus on multicultural diversity and civic awareness. State Framework, This program facilitates acquisition of second language skills in, a meaningful cultural context and develops personal and community, responsibility. Approximately 75 students in my ESL II class have participated. | | I have taught ESL and Spanish at Santa Barbara Junior High School, for five years. I previously taught Spanish for 12 years at UCSB. I have been a Mentor Teacher, was a fellow at the Harvard, Institute on Reading, Writing and Civic Education with, Multicultural focus in summer 1993, and a Fulbright-Hayes fellow, in summer 1994 in Mexico. I received the California Historical, Society's Galland Award in 1993. | | Lissa Lee Santa Barbara Junior High 721 East Cota Street Santa Barbara, CA 93103 (805) 963-7751 John Mendoza, Principal Santa Barbara High School District Business Partner John Greenleaf Whittier Award for Character Education | | |

49 | Adapting the presidential physical fitness test | Health/Physical Education | Arts | 5 | 8 | 3 | 6 | This study investigates whether physically disabled students can improve their level of fitness working with an individualized, adapted version of the Presidential Physical Fitness Test. Fairfax County students in grades four, five, and six currently participate in a nationally recognized Presidential Physical Fitness Test designed to determine upper body strength, flexibility, abdominal strength, cardiorespiratory endurance, and agility. To date, there has been no attempt at formally adapting this test protocol for students with any type of disability. In the adapted version students are permitted to attempt the regular test, if appropriate, and then the adapted physical education specialist makes the necessary changes for the individual. This version becomes his or her fitness test event. Any necessary assistance to ensure that adaptations are in accordance with the student's ability level in addition to avoiding contraindicated activities for specific disability characteristics, such as high muscle tone or range of motion, is provided by the physical and occupational therapists. Data are collected on a quarterly basis including the fall, winter, and spring quarters of the school year 1994-95 and the fall quarter of 1995-96 school year. Each participant will perform all five tests during each testing procedure. Data are collected by the adapted physical education specialist, recorded into a spreadsheet program, and then analyzed for percentage of difference between each testing session. Upon completion of the final data collection, improvement is anticipated in many or all of the, students regarding their fitness levels and cognitive knowledge pertaining to the individualized fitness regime. Eight students, collectively, in our fourth, fifth, and sixth grades and five in the third grade will participate in the project. Students meet for physical education class two times per week with one extra meeting time per week established for specific physical fitness workouts. | | Classroom teachers, the school-based physical and occupational therapists, one computer specialist, one intern, and one adapted physical education specialist make up the research team. | | Cathy Bryan Fairhill Center 3001 Chichester Lane Fairfax, VA 22031 (703) 560-5282 Principal: Thomas Scott | | |

50 | Applying Research To Lesson Planning | Instructional Inquiry | Relations | 1 | 5 | 3 | 6 | This study investigates the impact of research on lesson planning in the primary classroom. The research team recognizes the need to incorporate the diverse elements of many successful models including multiple intelligences and strengths of students, conceptual mapping, and integration of the arts. For the past year this research team has been exploring these issues through reading, attending conferences, visiting other schools, and participating in weekly discussion groups. These tasks were all undertaken in preparing to implement the multiage approach in their primary classrooms. As the research proceeded, the team recognized the merit of each concept and, as a result, the need to integrate these diverse but related practices into a coherent approach. This research will give teachers the necessary information to plan lessons that consider transformational curriculum (the integrity of the disciplines, the child's individual learning continuum, conceptual organizers, and child development practices, all within the child's social context). It is anticipated that lesson plans developed within such a framework will enhance the learning of primary students. Data collected will include teachers' lesson plans that reflect the learning taking place and the changes made during research. The primary classes consist of 250 students from three to eight years of age. | | Thirteen classroom teachers including teachers of FECEP, kindergarten, grades one and two, multiage, learning disabilities, and Spanish partial-immersion will conduct the research. | | Cheryll Chew Lake Anne Elementary School 11510 North Shore Drive Reston, VA 22090 (703) 709-7596 Principal: Cabell Lloyd | | |

51 | Discovering Revision Through Technology | Instructional Inquiry | English/Language Arts | 7 | 8 | 3 | 6 | This research explores instructional strategies and technology that facilitate the writing revision process and students' positive perceptions about themselves as writers. Specifically, it will answer the following questions: -How does the use of word processors affect student productivity given students with prior experience in keyboarding and word processing? -How does published writing affect students' self-esteem and self-efficacy as writers as seen by parents and teachers? -How does published writing affect students' pursuit of the revision process in subsequent new writings? The research team hypothesizes that using word processors will ease the motor skill problems of writing and that productivity will increase. Self-esteem will increase as students see improvement in the published product. Attention to content is prioritized with the fine-motor impediments eased. Data evaluating writer self-esteem are collected from three surveys that parents, teachers, and targeted students complete at the beginning, middle, and end of the defined period. Data indicating time of daily use of word processors are collected to correlate with productivity. Student writing portfolios document increases in productivity. The study targets fifth and sixth grade students in the program for the learning disabled who demonstrate discrepancy between ability and achievement in written expression. These students are being instructed in keyboarding and word processing. The 22 identified students meet four days per week, 45 minutes a day, for specific instruction in written expression. | | Two teachers of the learning disabled in grades five and six participate in the study. | | Barbara Bosworth Louise Archer Elementary School 324 Nutley Street NW Vienna, VA 22180 (703) 938-8086 Principal: Judith Azzara | | |

52 | Humor, Satire, and Political Cartoons Visit Gardner's Intelligences | English/Language Arts | Classroom Management/Intergroup | 7 | 10 | 3 | 6 | This research examines what effect activities that are designed while considering multiple intelligences play in the skill acquisition of interpreting and creating cartoons. Humor and satire are difficult concepts for students to grasp. When these concepts are applied to historical periods and current news, the need for background knowledge is essential. This study will use Gardner's seven intelligences to teach humor and satire. At first the humor and satire in the students' world will be examined. Then the students will apply their content knowledge from early American history and current news to interpret and create political cartoons. During the acquisition of skills, the students will participate in seven centers. Each center concentrates on a modality of learning and creating. The students may first participate in a mime and then may progress to the creation of a mime or other kinesthetic activity that uses humor or satire. Each center will focus on a specific intelligence. Students will examine cartoons from the period of history they are studying and from the current news. They will analyze a single event and then will interpret cartoons from the domestic and foreign print media. Interpretation, therefore, will include the viewpoint of another culture. Measurement tools include a pretest and a posttest on the interpretation and the creation of a cartoon. Students will also keep a journal on reflection (metacognition techniques) and interpretations. Sixty students from two classes will participate; each class will meet daily for an integrated block of instruction of language arts and social studies. Both classes have students who speak English as a second language and mainstreamed learning-disabled and emotionally disabled students. | | A teacher who has used cooperative learning and multiple intelligences techniques designed and will implement the study. Another teacher will help collect data. | | BettyAnn Thompson Kent Gardens Elementary School 1717 Melbourne Drive McLean, VA 22101 (703) 356-4344 Principal: Robyn Hooker | | |

53 | Incorporating technology into elementary music | Instructional Inquiry | Relations | 7 | 8 | 3 | 6 | What happens when computer technology is used to support music learning in the elementary school?, The purpose of this study is to examine a model of cooperation among the music specialist, the computer aide, the media specialist, and the classroom teacher that can be used to introduce computer support into the elementary music program. It will also illustrate to other teachers the value of using computer technology to support music learning. After fifth and sixth grade students are pretested on their music knowledge in four areas: musical style, orchestral instruments, music literacy, and dictation, they are introduced to CD-ROMs, software, and a keyboard synthesizer with MIDI interface and sequencer. Students work in the media center with IBM computers, in the classroom with Macintosh computers, and with the computer aide on the Apple GS computers. Students complete lessons and worksheets, play educational games, and create compositions. Selected compositions will be recorded and played on the school's closed-circuit television news. Following the work with the multimedia learning materials, students will be post-tested in the same four areas to assess the value of this model of computer-assisted instruction. All fifth and sixth grade students--approximately 100 students--participate in the project. | | A music teacher, a computer aide, and a media specialist facilitate this project in cooperation with four classroom teachers. The music teacher chose the materials and designed the learning experiences to support music learning objectives. The computer aide took groups of students during Music in Our Schools Month to work with composition. The media specialist worked with students by appointment in the main media center with CD-ROMs and software programs. | | Dorothy Hammond Stenwood Elementary School 2620 Gallows Road Vienna, VA 22180 (703) 560-5333 Principal: Jean Hall | | |

54 | More Integration--Less Fragmentation | Instructional Inquiry | Relations | 4 | 4 | 3 | 6 | The study examines the impact that an in-class Chapter 1 instructional support program has on the success of targeted, at-risk students as exhibited in classroom performance and student attitude. Teachers are expected to reflect on and record any benefits that they experience as professionals in this team-teaching situation. During the first semester of the current school year, these students participated in the traditional pull-out program. Concerns have arisen over whether the children are applying their learning in the pull-out classroom to their learning tasks in the regular classroom. Other areas of concern include the fragmented nature of the school day for the children, the lack of collaboration between the classroom teacher and the Chapter 1 resource teacher, and the negative effect a pull-out program may have on a child_s self-esteem by labeling him or her as different. Currently, the classroom teacher and the reading specialist act as a teaching team and provide instruction four days a week for 45 minutes each day within the regular classroom. Data is gathered in anecdotal records, formal reading inventories, running records, parent surveys, student attitude questionnaires, and student portfolios. Eight second grade Chapter 1 students identified as being below grade level in language arts participate. | | A second grade teacher and a Chapter 1 reading specialist facilitate this project. The team meets weekly for one hour to plan, to share information about student progress, and to discuss the overall direction of the program. | | Mary Anne Garcia Freedom Hill Elementary School 1945 Lord Fairfax Road Vienna, VA 22182 (703) 893-8070 Principal: Georgia McGuire | | |

55 | ACE: Achievement Center at Edison | Instructional Inquiry | Relations | 11 | 14 | 3 | 6 | ACE investigates what happens when the at-risk student population is provided individualized instruction in the core curriculum with the intent of successfully mainstreaming them back into the regular classroom after four weeks. The center will function as an on-site alternative approach to education for students who need more instructional and behavioral attention than the demands in the regular classroom allow. All students will receive constant and individual tutoring in core academics (math, science, English, and social studies) from a minimum of three teachers from those areas. A trained social worker and a crisis intervention team member will counsel for behavior modification and supervise to ensure the most supportive environment possible. It is anticipated that the ACE program will provide meaningful one-on-one instruction for the at-risk population. Once the teacher referrals and parent-student contracts have been assessed, class size will be limited to no more than 15 students. At the end of the four-week period, the ACE screening committee will assess whether a student has met the academic and behavioral goals that would allow him or her to be successfully mainstreamed back into the regular classroom setting. Assessment will be based on, but not limited to, attendance, grades, attitude, and maturation as an achiever. Its include those who are making no progress in the regular classroom and who need ongoing individual attention with academics and behavior. During the first semester, the primary focus will be ninth and tenth graders since they have been the most at-risk academically and behaviorally at our school. | | The ACE team is composed of the reading specialist serving as coordinator, a trained intervention team member, a social worker, a full-time instructional aide, three or four teachers in the core curriculum, and at least one peer tutor. | | Rebecca O'Rear Edison High School 5801 Franconia Road Alexandria, VA 22310 (703) 971-6850 Principal: Luther Fennell | | |

56 | Innovative Scheduling for Student Success | Technology | Arts | 11 | 14 | 3 | 6 | This study examines the effect that a change in class scheduling has on student success. Edison High School implemented a block schedule in September 1994. Rather than the previous schedule of seven classes each day, the current model offers students the opportunity to attend four blocks daily, each 90 minutes in length. Students complete up to eight credits per year. The research team is assessing faculty, staff, and parent attitudes about the block schedule through the use of surveys based on 12 identified program outcomes. Teaching strategies, quality of student work, homework completion, time on task, use of instructional technology, parent contacts, and unencumbered planning time will be measured with the anticipation that the block scheduling will reveal improvements. The number of discipline referrals, the number of students seen per day per teacher, and fragmentation of the school day will be measured for possible decrease. Quantitative data are being collected from the Scholastic Assessment Test, the Virginia Literacy Test, average daily attendance, and report cards. The high school serves a racially and ethnically diverse, heterogeneous community. The enrollment for grades 9 through 12 for 1994-1995 was 1 131 with a 40 percent minority population. | | All faculty and staff are involved in the implementation of the research. Teachers, parents, and students have been involved from the beginning and collectively agreed to change the daily scheduling. Three teachers, one department chair, and two students are responsible for overseeing the construction, dispersion, collection, and analysis of the teacher, student, and parent surveys. Quantitative data, such as student grades, retention rates, and number of discipline referrals are being collected in the subschools. | | Bonnie Jones Edison High School 5801 Franconia Road Alexandria, VA 22310 (703) 971-6850 Principal: Luther Fennell | | |

57 | Aquatic Science | Science | Mathematics | 9 | 10 | 3 | 6 | Developed as an extension of the middle school life science curriculum, Aquatic Science examines aquatic ecosystems through a variety of practical hands-on activities. The program is designed to encourage students to work together to solve problems using available materials. Students are involved in lab groups at the beginning of the course. Each group is responsible for designing and maintaining a fresh water aquarium. Group members are assigned individual tasks related to maintaining the overall health of the aquarium. These jobs include monitoring and charting water temperature and acidity levels, maintaining filters and equipment, and observing and feeding the fish. Students also participate in weekly hands-on lessons and labs intended to examine specific aspects of aquatic ecosystems. Topics include currents, tides, invertebrates, fish, sharks, whales, and ecosystems such as coral reefs and tide pools. Activities include Gyotaku fish painting, currents and tides labs, and Baleen versus toothed whale feeding. Twelve seventh and eighth grade students with emotional disabilities participate in the program. However, the class could be adapted to other classes by adjusting expectations and by choosing readings at the appropriate grade level. The class meets for two one-hour blocks a week. | | A special education teacher developed and implements the program. In addition, two teaching assistants help with classroom labs and activities. The science department provides equipment and recommendations. |  | Samantha Moody Burke Cente 9465 Burke Lake Road Burke, VA 22015 (703) 978-0757 Principal: Susan Knecht | | |

58 | Cultural Awareness and Related Experiences | Global Education | English/Language Arts | 8 | 14 | 3 | 6 | Cultural Awareness and Related Experiences (CARE) is designed to enrich the educational curriculum by allowing students at the Middle School Learning Center (MSLC) to attend museums and the John F. Kennedy Center for the Performing Arts. These experiences expose the students to artifacts, paintings, and historical events. By attending the Kennedy Center for the National Symphony Orchestra's,"Meet the Orchestra," students become acquainted with symphonic music and observe young people performing in the orchestra. At the Smithsonian Institution students learn about American history and African-American culture as it relates to their civics and social studies curricula. Socially, students observe proper attire and behavior appropriate at an opera house and a museum. The students write reports on their experiences and share the reports with their classmates. CARE is especially important for the students who attend MSLC, which is the alternative education program for the middle school students in Area I. The majority of the students are from single-parent, low-income families. Many of the students function below grade level and have failed seventh or eighth grade. Many of the students in the program have not been exposed to the cultural and historical resources available to them. | | The classroom teacher organizes the activities of the CARE project. The teacher, a full-time assistant, and parents chaperon the field trips. | | Jeffrey Manuel, Jr. Middle School Learning Center Edison High School 5801 Franconia Road Alexandria, VA 22301 (703) 971-7388 Principal: Eugene Jordan | | |

59 | Exploring Our World Through Library Activities | Special Education | Relations | 8 | 10 | 3 | 6 | Exploring Our World Through Library Activities is a program that enlarges the learning environment of moderately and severely disabled students. Its objective is to extend and integrate the subjects studied by the students in their classrooms. Activities such as art projects, story reiteration, individual library book production, and book care skills extend the customary literature presentations. Additional activities include preparing individual photo collections for visual clues, participating in the school weekly news show, producing a video of activities, and reading with book buddies. These activities lead to increased self-esteem, strengthened language skills, improved social interaction, and a deeper appreciation for activities enjoyed by other students in the school. Through literature appreciation and extended activities, the students enhance their receptive and expressive language skills, strengthen listening skills, and practice social skills. Two classes of 18 moderately and severely handicapped students aged 12 to 15 participate in the program biweekly. | | The librarian, teachers, and instructional assistants plan and implement the program. | | Anne Barber Key Middle School 6402 Franconia Road Springfield, VA 22150 (703) 313-3957 Principal: Richard Doyle | | |

60 | First Generation | Global Education | English/Language Arts | 9 | 9 | 3 | 6 | The immigrant experience touches every facet of our cultural environment. First Generation features a variety of activities designed to communicate an appreciation of the determination to realize the American Dream that served as a major factor in the creation of America as it is today. Students explore the immigration theme interwoven throughout math, history, English, and science. The perspective and density of a tenement neighborhood provides opportunities to address space and shape, statistical analysis, and algebraic and numerical ratios and proportions. Immigration is a continuous theme in American history. By researching inventions that affected the immigration experience, students apply English skills and increase science knowledge. First Generation affords students the opportunity to analyze, synthesize, predict, and apply an appreciation of the immigrant experience to their own lives. Four core classes of 125 heterogeneously grouped seventh graders meet daily over a one-month period, in pairs and in cooperative groups, as applicable. A staggered schedule facilitates maintaining a continuous theme and avoids overwhelming the students with outside responsibilities. Grouping and flexible time periods allow each teacher to design and implement a program specific to students' needs. | | A history teacher, a science teacher, a math teacher, and a language arts teacher developed the program. | | Jackie McKeown Lake Braddock Secondary School 9200 Burke Lake Road Burke, VA 22015 (703) 323-9000 Principal: Jack Dorminey | | |

61 | Leather Up | English/Language Arts | Arts | 7 | 10 | 3 | 6 | Leather Up is an interdisciplinary hands-on activity in which students for whom English is a second language (ESL) design, produce, and market leather goods. The students plan and graph designs on paper before transferring the designs to leather. The items can be sold at school fairs or craft shows. The students keep books, plan publicity, and conduct the actual marketing of their products. The students hand-tool leather bracelets and key chains and make small leather pouches. The pouches are cut from suede, hand- stitched, and decorated. Working together to create a product, encourages both written and oral communication, in addition to increasing cooperation and appreciation among diverse populations. Students improve math skills, build self-esteem, and become more accepting of individual differences. The middle school ESL students meet together daily and, if need be, after school. This project is flexible in that it can take as much or as little time as desired. Working in two-hour segments is recommended. The project can be adapted to any number of students. | | The ESL classroom teachers oversee the program. The ESL and math departments team to increase strategies and techniques with the ultimate goal of increasing the students' academic and social achievement. | | Adele Ellsworth Key Middle School 6402 Franconia Road Springfield, VA 22150 (703) 313-3900 Principal: Richard Doyle | | |

62 | Performing Playwrites | Special Education | Mathematics | 10 | 14 | 3 | 6 | Performing Playwrites is a transdisciplinary program that encurages students with mild retardation to improve their reading, writing, and speaking skills. Students perform published plays and self-authored plays for various audiences including special education students, general education students, staff members, and parents. As students practice and perform these plays, they strengthen reading skills such as reading on cue with expression, improving vocabulary, and recognizing punctuation. Students also develop writing skills including maintaining a topic, developing a theme, and using dialogue. As students unify the reading, writing, and speaking processes by performing their own plays, they also develop specific communication and social skills. In the first phase of this program, students practice and perform short published plays such as an abridged version of A Christmas Carol under the direction of their language arts teacher. In the second phase, students from three special education language arts classes work cooperatively to present a play. In the third phase, students write their own plays in their language arts classes and then perform them. The program takes several months to complete. Eighteen middle school students with mild retardation participate in the program. Approximately 20 general education students help on a volunteer basis. The program can be adapted for upper elementary students or for high school students. | | Three teachers of mildly retarded students and a speech and l nguage clinician developed and implemented the program. The speech and drama teacher, three instructional assistants, and other faculty members help produce the plays. | | Renee Prozzillo Stone Middle School 5500 Sully Park Drive Centreville, VA 22020 (703) 631-5500 Principal: Susan deCorpo | | |

63 | Project Give (Gaining Introspection Through Volunteer Experience) | Special Education | Arts | 10 | 10 | 3 | 6 | Project GIVE is a hands-on cooperative learning program focusing on building a, sense of community for eighth grade students with severe emotional disabilities. The students volunteer their time and efforts to create positive feelings in their, community. They plant flowers and shrubbery, maintain a student-planned, garden, paint decorations for the school and a homeless shelter, and refinish, furniture for the student lounge. The program allows students who have great, difficulty giving their time outside of school a chance for volunteer service for the, eighth grade civics program. Project GIVE fosters the personally rewarding experience of working in the, community to help others. The student first explores his or her talents or, interests. Gradually, the students discover their community roles and determine a, way to better understand other people in the community. Students complete a, unit on prejudice to examine realistic problems within all communities. With a, clearer concept of the nature of communities, students focus on helping those in, need. They make seasonal decorations, learning materials, and gifts to present to, Mondloch House, an Alexandria homeless shelter, which the school has adopted. The students are invited to volunteer at the shelter for child care duties once a, month. The focus of this program is to encourage positive social behaviors and to, discourage social behaviors that negatively affect the community. By working together as a group to complete hands-on projects, the students, engage in appropriate social behavior such as cooperating with peers and using, suitable language to express disagreement. A point system is used to examine, progress in these behavior areas. Approximately 30 eighth grade students with severe emotional disabilities are, involved in the program. The students are grouped in small classes of seven to, eight students and meet once a week for one hour. The program can easily be, adapted to large groups and other grade levels. | | All staff members contribute at some point to the program. The art therapist, the, industrial arts teacher, and the work awareness teacher are significantly involved, with the students' projects. | | Mandy Freeman Burke Center School 9465 Burke Lake Road, Burke, VA 22015 (703) 978-0757 Principal: Susan Knecht | | |

64 | Major Views | English/Language Arts | Arts | 13 | 13 | 3 | 6 | , Major Views involves students in the process of formulating a viewpoint on a, current event and then communicating that viewpoint to their peers. Each student, completes library research and writes a position paper on a current events topic. The position papers are rewritten and edited until they effectively communicate, and back up opinions with relevant facts. Then the students work in teams to, produce videos about their topics using,"CNN Newsroom" footage to augment, their audio commentary. The video productions are then shown to the entire, student body in social studies classes via the school cable system. This program turns a passive medium into an active learning experience as the, students discover root causes and hypothesize solutions before they watch the, television footage. The students practice writing skills, expand their knowledge of, technology, learn the difference between fact and opinion, and develop study, questions for students to answer as they watch Major Views. Twenty-six eleventh graders in American history class with a wide range of, abilities and interests participate in the program. | | , The entire library staff, a social studies teacher, and the reading teacher developed, the program. In addition to them, a student teacher and the computer lab director, implement the project. | | Bernie Glaze Mt. Vernon High School 8515 Old Mt. Vernon Road Alexandria, VA 22309 (703) 360-5900 Principal: Calanthia Tucker | | |

65 | Senior Service Project | Special Education | English/Language Arts | 13 | 14 | 3 | 6 | Senior Service Project is a student-generated activity that maximizes student, participation by allowing students to develop programs that match their skills and, interests while reaching course objectives. The individual service project is, expanded by including cooperative projects in the school and community. Through town meetings and various service projects, the students gain, responsibility and a better understanding of active citizenship. At the beginning of the project, students answer the question,,"What is the role of, the citizen in the community?" They keep journals during the project. At the end, of the project, they answer the initial question again and self-evaluate their growth, based on criteria that they generate. Activities for service to school and, community will depend on the outcome of town meetings planned and conducted, by the students who will then be responsible for the implementation of the, projects. All seniors, including the learning disabled, participate in the program because it is, structured for success of all groups. The program is administered daily through, government classes and can be adapted to other age groups. | | Government teachers implement the program, but the prime responsibility lies with, the students. | | Bryna Weiss Lee High School 6540 Franconia Road Springfield, VA 22150 (703) 971-6000 Principal: Thomas Engley | | |

66 | To Understand Libya, Be Libya | Global Education | Science | 11 | 12 | 3 | 6 | To Understand Libya, Be Libya is a role-playing scenario based on the Model, United Nations approach. The students are introduced to a topic of human rights, and are asked questions relevant to the topic. Then as two-person teams, the, students are assigned to take the roles of individual countries and to maintain the, perspective of each country. Using two days of library research time, students learn fundamental political and, cultural facts about their countries. They discover whether a country has abused, human rights, and if so, how it has justified the abuse. They also develop a, charter of inalienable rights for their country. After the research, the team makes a presentation about its country's beliefs, about human rights and responds to questions from the teams representing other, countries. After all teams have presented and after much caucusing, the students, attempt to create a document that reflects the beliefs of the majority of the, countries as represented by the students. Students in ninth and tenth grade World Studies classes participate. The program, can be adapted to other grade levels. | | The program is implemented by the World Studies II teachers. | | Patrick McCarthy Thomas Jefferson High School for Science and Technology 6560 Braddock Road Alexandria, VA 22312 (703) 750-8300 Principal: Geoff Jones | | |

67 | We Are Authors (CAP) | English/Language Arts | Arts | 4 | 5 | 6 | 4 | "We study authors, we learn from authors, we grow to be authors": This is the theme of the We Are Authors project. In the reading center are shelves of books by Eric Carle, Norman Briwell, Arnold Lobel, and others. Since books are made of paper, the science center displays papers of all kinds and samples of recycled paper that the children made. In the math center are a variety of math word problems that children wrote to challenge their peers and paper money they can use to,"order" books from, book clubs. The social studies center explores the history of paper making, life before the invention of paper, and the invention of paper in China. The art center is full of paper craftsÑpaper foldings, paper cuttings, potato printing, and calligraphy. In the writing center are children's writing portfolios and a selection of letters to their pen pals. The language arts center contributes to the theme with punctuation and spelling tips, an editing check list, and a chart comparing aspects of the English and Chinese languages. But what is best loved is the We Are Authors center, where some fifty books beautifully made by the children are on display. The project concludes with a book fair in which parents, teachers, and children from other classes share students' pride as authors. | | Project developer Jing Chen uses a whole-language approach to integrate various subject areas into the central theme. She has presented the project at several workshops and has participated in her district's professional development laboratory, in which her classroom was opened for teachers to observe the project in action. | Many teachers are excited about the philosophy of the whole-language approach, and this unit may serve as a blueprint for them to develop themes. Once they get a sense of this approach, they can create their own themes according to the needs of the class and the resources at hand. | Jing Chen Douglas Grafflin Elementary School 650 King Street Chappaqua, NY 10514 (914) 238-5560 Principal: Michael Kirsch | | |

68 | Hatching How-to Handbooks | English/Language Arts | Mathematics | 4 | 8 | 6 | 4 | Hatching How-to Handbooks engages limited English proficient (LEP) students in creative activities that develop the four communication skills: listening, speaking, reading, and writing. While activity-based approaches in promoting language acquisition have been shown to be effective, many students are too self-conscious to participate fully in class activities. This project gets students so excited about what they are doing that they lose their self-consciousness. The project opens with a project that students enjoy, such as cooking pancakes, making pinatas, folding origami, or planting a garden. Vocabulary development, reading, and discussion familiarize students with concepts related to the activity. Each stage of the activity is photographed. When they see photos of themselves doing activities, it is much easier for students to recall the activity, and put it into words. Students create a book based on their project. They review the photos, place them in order, dictate and write text to go with them, and type their text on a computer. Once the book is assembled and completed, students read and reread them. After reading the book aloud, students read it to a class of first graders. Sharing their work with, the younger children is exciting for students and helps raise their confidence and self-esteem. The books are enduring and important additions to the class library. | | Kristina Zukauskas teaches ESL at the Bilingual, Bicultural Mini School in East Harlem. She has, presented the project to several groups of educators and is available to work with teachers, individually, or in groups, who would like to adapt it in their, own schools. | Hatching How-to Handbooks is extremely flexible and can be adapted by ESL and other teachers. Almost any project can be turned into a how-to book; depending on the needs and creativity of the teacher, the project can be either limited or expansive. Several disciplines can be incorporated into a project. Photographs are a nice addition to books but are not absolutely necessary; students can illustrate activities. A computer may be used, or students can write their books by hand. | Kristina Zukauskas Bilingual, Bicultural Mini School, Room 300 CSD 4 219 East 109th Street New York, NY 10029 (212) 860-6031 Principal: Lourdes Arroyo | | |

69 | Literature and Moral Reasoning... | English/Language Arts | Arts | 6 | 14 | 8 | 3 | Literature & Moral Reasoning: Bridges to Understanding, provides, an organized schema for teachers interested in using the moral, dilemmas literary characters face to teach moral reasoning and, critical thinking. Students are encouraged to methodically think, through the ethical questions characters encounter. It can be, adapted to literature on almost any grade level, from Charlotte, taking a stand to save Wilbur in Charlotte'sWeb, to Huck Finn, going against the southern social norms of slavery to rescue Jim, in The Adventures of Huckleberry Finn, to Antigone risking death, as she follows a higher moral law in Sophocles' play, Antigone. We begin by looking for any ethical questions or moral dilemmas, that occur in the work being studied. Students keep a reading log, where they make note of any specific instances where the, characters are faced with a moral problem. As they progress, through the literature, students list the moral problems the, characters encounter on a section of the chalkboard. The class then selects one of the moral dilemmas and the, situation is analyzed using four fundamental principles found in, most ethical systems: a) relationships with others bring, obligations and these need to be honored; b) certain universal, ideas need to be honored (e.g. justice, tolerance, compassion peace, loyalty); c) actions have consequences, and beneficial, actions should be preferred over harmful actions; d) particulars, in a case might alter one's judgement. (From Vincent Ruggiero The Art of Thinking) If faced with this ethical situation, what decision would the, student make and why? The students brainstorm the situation in, small groups, using the principles as a guide. The culminating, activity is a two page paper that they complete independently for, homework. The next day in class they present their moral, reasoning to the class, with the teacher probing and stretching, their thinking by coming up with related hypothetical situations. The teacher and students develop several other examples of moral, dilemmas from their own lives and, using the above principles work through them. The discussions are often wide-ranging and, profound and invariably make for a dynamic class. We spend at, least 1-2 class sessions on this activity for every work we, study. These principles can be applied to any literature, film, or, historical event in which moral dilemmas exist. The formality of, the analysis takes students past conventional ethics and leads, them to see the reasons behind principles and resulting laws or, rules. It also prepares them to handle the moral dilemmas that, all human beings face at one time or another, thus developing, their own values and verbal and writing skills. The English/Language Arts Framework recommends teaching higher, level thinking, where students question their assumptions provide support and evidence, look at consequences and analyze, conflicting views. In 1993-94, 75 sophomore English students participated, all of, them successfully, based upon class participation and written, assignments. | | I have taught high school English for five years. Previous, teaching includes 7 1/2 years of college English teaching. I have, been a Mentor for two years with an emphasis on cross curricular, education and critical thinking. | | Tory Babcock Santa Ynez High School P.O. Box 398 Santa Ynez, CA 93460 (805) 688-6487 Dean Anders, Principal Santa Ynez Valley Union High School District santab94 | | |

70 | Mail Call! | English/Language Arts | Relations | 2 | 8 | 8 | 4 | In Mail Call!, students discover the joy of writing and reading, real letters they receive, while incorporating math and geography, by graphing where their letters come from and how long arrival, takes. In late January we began talking about Valentine's Day and giving, and receiving valentines. We decided to take this activity a step, further and send valentines through the mail. In preparation for sending valentine letters, a letter to parents, asks them and their child to select three friends or relatives, who have the time to write back. Parents are also invited to, write to their child at school. The children each bring three addresses and write three letters, during the next week. After learning letter and envelope formats we write a basic,"skeleton" together which includes information, learned about the postal system and our class project. Using the, basic letter as a model, students write letters of various, lengths or draw valentine pictures and dictate to an adult. The next week we began receiving valentines in our individual, 3-digit mailboxes. In 1993-94, we received over 175 letters. The, children checked their mailboxes every morning and we heard, exclamations of,,"I got a letter from my friend in Oregon today!" "My grandpa sent me a valentine from Finland!" The children are, anxious to read their letters and share them with friends. They, then stamp the date of arrival on the envelope and using, information they learned about postmarks, determine how many days, the letter took to arrive before finding the city of origin on a, map. We received letters from as far away as Israel, Germany Sweden and Australia and we discussed many different kinds of, stamps, costs and currencies. These activities go on concurrently with research on the postal, system, stamp-designing and literature-based activities using, books such as What the Mailman Brought. For example, students, write and illustrate a class book using the Mailman, book as a, model. The entire project generated great enthusiasm by the students parents, and people who received the letters. Through reading and, sharing our letters we learned about our extended families, other, places in the world, and how much joy receiving a letter can, bring. The English/Language Arts Framework recommends using real-life, experiences to bring relevance to the individual child's life in, reading, writing, speaking and listening. The History/Social, Science Framework recommends developing understanding of our, community and exposing students to geographical features and, cultural differences. The Mathematics Framework recommends the, use of graphing and problem solving while developing the concepts, of odd and even, money, and consecutive numbers. Forty-eight students, grades K-6, participated in this project, during the 1993-94 school year, including children with special, needs and limited English proficiency. | | I have taught for three years, K-6 and 2-6 at Goleta Open, Alternative, and second grade at a 600-student,"waivered school" near Redding, California. I also taught in Dublin, Ireland for, six months as a participant in a student teacher exchange, program. | | Anne Runte Goleta Open Alternative (formerly) Steve Flores, Site Administrator Goleta Union School District | | |

71 | No! No! I Won't Go! | English/Language Arts | Business | 11 | 14 | 8 | 4 | Self-advocacy skills involve discussion, role-play activities and a community test of possible community scenarios involving, strangers and emergency situations. Last year, a group of parents, voiced concerns regarding their students' meeting strangers in, the community. They wished to know whether their young adult, would consent to go with an unknown person if approached. No! No!, I Won't Go!, deals with this concern in the current instruction, program. Classroom core curriculum ideas/situations were taken from Trend, Safety flash cards and brainstorm sessions of staff and parents. Curriculum also included daily-life situations requiring critical, thinking, like what to do in case of a fire or medical emergency. Ideas from flash cards were modified for age-appropriateness and, presented to students verbally. Lessons were later individualized, to likes and dislikes of specific students. For example, if a, student was particularly fond of animals, a role-play activity, might involve a stranger with a puppy. In-class assessments and, tests were based on correct verbal/situational responses, and, recorded for data purposes. Community tests were considered our, final evaluation, and were performed by PTSA volunteers. Meetings of staff and PTSA volunteers reviewed, pictures/personalities of the students involved in the, self-advocacy instruction. Many questions were asked, leading to, an enhancement of the program design. Possible scenarios were, discussed. Pictures of staff and students were given to, volunteers. Community tests were then designed. Upon arrival at the test site, volunteers handed a business card, to staff to notify them that the testing situation was, commencing. All community tests were tape-recorded for liability, purposes and planned at low-traffic times/locations to decrease, chance of public interference. Volunteers also carried a teacher, business card with a typed program explanation. The instruction of self-advocacy skills clearly promotes the use, of critical/reflective thinking skills and the ability to, problem-solve in intense situations and real life experiences as, stressed throughout the State Frameworks. The History/Social, Science Framework recommends that students become involved in, their community. Students with severe handicaps are especially vulnerable to being, taken advantage of in community environments. In 1992-93, six, students participated in self-advocacy skills, with five passing, the community test successfully and in 93-94, 12 students, participated with ten passing. | | Catherine has been a special education teacher of severely, handicapped students for 10 years (preschool - age 22). Linda is, a special education coordinator for Righetti High School. She has, taught learning handicapped and severely handicapped in school, and residential programs for 34 years. | | Catherine Boyle Linda Heller Righetti High School 941 East Foster Road Santa Maria, CA 93455 (805) 937-2051, ext. 253 or 242 Gerald Walsh, Principal Santa Maria Joint Union High School District | | |

72 | 100% Smart-Seven Ways of Learning | English/Language Arts | Arts | 6 | 10 | 8 | 4 | 100% Smart based on Howard Gardner's theory of the seven, intelligences enables students to explore their own strengths in, terms of learning styles. Each student soon discovers that each, of the seven intelligences is part of them, but that some are, more fully developed than others. The power of discovering one's, strengths and using them to learn is a critical component of, education and self-esteem. Through discussion, reading, drama, math and writing the students, learn about Gardner's theory of learning. Students complete, questionnaires categorized by linguistic, musical logical-mathematical, spatial, bodily-kinesthetic, intrapersonal and interpersonal intelligences. After scoring the, questionnaires, students utilize their math skills in fractions decimals and percents to create personal pictorial circle graphs, with each of the seven, pie-shaped pieces in the right, proportions to truly reflect the data collected about themselves. These are filled with symbols depicting their use of that, intelligence. For example, one student who plays the harp might, use that symbol for musical intelligence while another uses a, tape recorder to represent his/her love of listening to music. The finished graphs are visual, proportionally correct statements, of the diversity of learning styles within our classroom, community. Students use the ideas expressed on their graphs to write prose, and poetry about themselves as learners. Each student presents a, demonstration of one of his/her strengths in one of the seven, intelligences. One might perform a jazz dance to demonstrate a, strength in the bodily-kinesthetic area, while another might, display his/her watercolors to demonstrate a strength in the, spatial area. I have been challenged by Gardner's work to revise my classroom, curriculum so learning styles of all students within the, classroom curriculum are honored. The seven intelligences are, displayed in our classroom and we refer to them almost daily as a, way to understand ourselves and others as learners. This project was stimulated by my mentor project on gifted, education. Networking within a research group of the South Coast, Writing Project also added ideas. This project is the essence of all the Frameworks as its primary, goal is the development of positive self-esteem for all students. Its primary purpose is to help students recognize not, only their own strengths as learners, but to appreciate the, diversity of strengths and talents of all members of their, classroom community. This project was used in my heterogeneous fifth/sixth grade, classroom. One of my teammates also used this project with her, sixth grade students. | | I have taught grades 1-6 for 21 years with an emphasis on upper, grades. I was a South Coast Writing Project fellow in 1982 as, well as a fellow in literature, math and history/social science, projects. I have been a Mentor for seven years. | | Harriet Bender Monte Vista School 730 Hope Avenue Santa Barbara, CA 93110 (805) 687-5333 Bill Lamp, Principal Hope School District | | |

73 | Picture Our World | English/Language Arts | Mathematics | 3 | 14 | 8 | 4 | Picture Our World, is a motivational language development, activity that uses photographs taken by the students to inspire, writing. Students who are learning English as a second language, need a rich linguistic environment, with frequent opportunities, to speak, listen, read, and write in meaningful contexts. Photographs are universally meaningful, and for this activity a, picture really is worth a thousand words. "All-in-one" cameras, are available for use at school, or to take home overnight, or, for the weekend. The students can take pictures of anything that, they find interesting. Double prints are made so one picture can, be sent home, and the other used at school. All stages of the writing process are involved in this activity. Students discuss the photos, observing details and brainstorming, ideas for writing. Then the students write about the pictures and the rough drafts are revised and edited by the students and, teacher. A final copy with the photo is displayed on the bulletin, board. When students write about the pictures from their own experiences, and their own world, it makes the words personal and meaningful. This enables the student to remember the use of the words and the, meaning more readily. Including the family and local community, enables the students to grow in self-confidence, and expand their, horizons as they develop language skills. This activity can be used at any grade level, and can easily, adapt to other subject areas. Students can be given specific, assignments for a photograph. For example, in science or math the, students can be assigned to take a picture of clouds, or an, octagon. Picture our World, encourages the communication/thinking skills, of summarizing, analyzing, comparing and contrasting, describing, and classifying. The students have shown responsibility when the, cameras are taken home, and then returned the next school day. It, is one homework assignment that the students remind me about: "It's my turn to take the camera home!" This project meets the, needs of all the learners in my classroom because everyone can, take a photograph. The language used to describe the picture can, vary from simple to complex, so students who are almost, non-English speaking can do as well as those who are more, advanced. I have always used photos in my classroom to chronicle the year, for the students, but I was the photographer and used my own, camera. The innovative use of the readily available, disposable, camera is what makes this idea so effective. The cameras are a, means of bringing the student's daily life into the classroom. This project supports the English/Language Arts Framework, recommendation to connect English-Language Arts activities and, materials with the students' own lives. In 1993-94, 30 sixth, seventh, and eighth grade ESL students, participated. The class represents a wide range of abilities and, proficiency in English. | | I have taught grades K-6 for 20 years, with the last two years in, middle school ESL. I have an LDS certificate. | | Ellen Schwartz Vandenberg Middle School P.O. Box 8000 Lompoc, CA 93438-8000 (805) 734-4391 Jim Armstrong, Principal Lompoc Unified School District | | |

74 | True Life Experiences | English/Language Arts | Social Studies | 8 | 14 | 8 | 4 | True Life Experiences is an integrated literature unit which, focuses on the theme of growing up. Students read stories which, deal with the issues and concerns of young people as they move, from childhood to adulthood. The ultimate goal is for all, students to locate a connection between childhood experiences and, adult accomplishments. In other words, are the decisions they, make today, really going to affect their future tomorrow? Students begin this unit by keeping response journals to novels, and short stories such as The Outsiders, and,"The Scarlet Ibis." I select questions from the text that deal primarily with, personal issues and feelings centered around decision-making, processes. As we move through the literature, the class creates, an ongoing cluster of problems on the board that different, characters face in the stories and discover (to their amazement!), that many of these problems are the same as their own. As issues become more complex and personalized, a former Mexican, Mafia gang member and drug addict from the community visits our, classroom. She offers powerful testimony to the dangerous, consequences of poor decision making while growing up. A more objective focus is introduced as students select and, research an individual who left a powerful positive or negative, impact on society. Research focuses on the individual's childhood, experiences and subsequent adult accomplishments. Some select, traditional heroes and heroines such as Abraham Lincoln and Susan, B. Anthony. Others select mass murderers such as Adolf Hitler and, Charles Manson. After they have written a summary of the person's, biography, students do a personal analysis of the connection, between experiences/choices and later adult accomplishments. Finally, students are to pictorially represent their biography by, creating a collage or a drawing of their individual. They must however, have two representations: an image of their individual, as a child and as an adult. The unit addresses both the psychological, and academic needs of, the adolescent student by connecting the literature to each, student's personal life in a non-threatening manner. Every, student turned in a thoughtful biography and many stated that it, was the most interesting assignment they had ever done. I loved, this unit because the students loved it. Best of all, students, were eager to write the biographies and gave thoughtful, consideration to the,"whys" of their individual's, accomplishments. Parental support for and enthusiasm about the, quality of the finished project was communicated to me with, numerous phone calls and notes. The objectives of this unit support the English/Language Arts, Framework which emphasizes real life applications of skills in an, integrated and meaningful context. One hundred ninth graders, including gifted and talented students, as well as resource students, participated well in this project. | | I worked with middle school students for two years as a Chapter I, tutor. I have completed one year as an English teacher for ninth, graders and tenth grade honors classes. | | Suzanne Nicastro Cabrillo High School P.O. Box 8000 Lompoc, CA 93438-8000 (805) 733-4538 John Lemon, Principal Lompoc Unified School District | | |

75 | We've Walked in Your Shoes | English/Language Arts | Arts | 9 | 14 | 8 | 4 | Feeling comfortable at a new school is a challenge to any, student, regardless of age. Arriving at a new school, as an ESL, student, can be a terrfying experience. Helpful words of advice, and comfort are welcomed and remembered by the student forever. After many years of having students in my writing class write, about their trials and adventures as immigrants, I decided that, their experiences could benefit others who were,"walking in their, shoes" now. The book of advice, which our class created, is read, by newcomers to San Marcos in English and Spanish. The creation, of this classroom device to ease future students' discomfort was, a challenge to my students as well as a source of pride. The publication of the book is preceded by work using directed, reading/thinking activities (DRTA), vocabulary development dictionary searches, brainstorming, group work and writing, assignments. First, the students write a list of words which describe feelings, experienced when they were new students. On the overhead a list, of emotions is compiled from their individual lists. Initial, words such as bad and unhappy are expanded to include depressed frustrated and embarrassed. Students keep their new words in a, writing notebook for reference and knowledge. Next, each student writes about a specific situation encountered, as an immigrant at a new school. The process of writing and, vocabulary development culminates with a read-a-round of their, stories in a group. Common themes and problems are listed on the, board. Lastly, students discuss what things helped them emotionally, during these difficult times. We came to the conclusion that, support services provided by teachers, newcomer centers, and, counselors helped make the transition easier. The next task is to write,"words of advice" from their heart for, our book. Their interest in the project makes the writing, assignment a great learning experience. Students write and revise, their own personal messages. I offer no examples but instead, tell them to write what they truly want to convey. I simply ask, them,"What advice would you give a new student now that you have, been here for a year or two?" Each student is introduced to publishing on the computer and, encouraged to be creative with font and border. Since students', ability to use the computer varies, our aide assists with final, editing and paste-ups. Their text was sent to the district, translator for editing and publishing. This is a lesson in the, value of bilingual education which validates their immigrant, experience. Success to me is watching the students' proud, delighted faces as, they hold and read their own words in the finished book. We've Walked in Your Shoes, supports the English/Language Arts, Framework by using meaning-centered, integrated language arts, lessons that incorporate all learning modalities, develop higher, level thinking skills and are accessible to all students. ESL students, Levels 2 and 3, multiple language groups, grades, 9-12. | | I have taught ESL at San Marcos High School for six years. I, previously taught history for seven years in the Bay area. I am a, South Coast Writing Project fellow. | | Joan Cotich San Marcos High School 4750 Hollister Avenue Santa Barbara, CA 93110 (805) 967-4581 Bob Ferguson, Principal Santa Barbara High School District | | |

76 | Digging Into Cultures | English/Language Arts | Relations | 6 | 14 | 8 | 4 | InDigging Into Cultures, students assume the, roles of Indian, tribe member, archaeologist, and researcher, motivating them to, explore the rich, complex nature of Native American culture, its, history, art, religion, technology, food, sports, and geography. Phase 1: Students study the myths of Native American cultures emphasizing the role these stories have in the development of, beliefs. Students divide into groups to study myths of a, particular region, and then present one myth as a puppet show tableau, reader's theatre, interview, or other format. Phase 2: The groups then research the culture of the people who, lived in the region where their myth originated. Each member of, the group is responsible for becoming an expert on the culture of, that region, reporting orally on one aspect of that culture, and, re-creating an artifact, such as pottery, masks, pieces of totem, poles, jewelry, and arrows. Students take notes during the oral, reports to aid them in the next phase. Phase 3: Parents, students and teachers create a dig site for, each region. The pits are set up in grids, using stakes and, string. Parents and/or teachers bury the student-created, artifacts in individual grid sections and keep an accurate record, of where each is buried. Student teams dig in pre-arranged pits, to assure they will uncover artifacts from a culture on which, they are not experts. They record the location and position of, the item found on a grid. Phase 4: Students research the artifact found by using notes from, previous oral reports and other reference materials. Students, make inferences as to the cultural region they believe the, artifact originated before meeting with peer experts from that, region to discuss their conclusions. Phase 5: Students write a report that explains the importance of, their found artifact in the culture that created it and supports, their conclusions about the artifact's origins. The various phases of this project provide opportunities for all, students to be successful. It takes approximately six weeks but, can be adapted to accommodate any schedule or grade level. The, idea was inspired by a desire to make history come alive and to, encourage students' respect for other cultures. The History/Social Science Framework emphasizes that students, need to develop a keen sense of historical cultural empathy and, that the study of history involves the imaginative reconstruction, of the past. During the 1993-94 school year, this unit was taught to, approximately 70 fifth graders, representing a wide variety of, achievement levels. | | Marilyn has taught grades K-3 and 5 during her 13-year career as, a teacher. Toni has taught grades 4, 5, and 6. | | Marilyn Larsen Toni Roberts Santa Ynez School P.O. Box 188 Santa Ynez, CA 93460 (805) 688-5196 Stephen Michaud, Principal College School District | | |

77 | Faces and Places: From Africa to Us | English/Language Arts | Arts | 2 | 14 | 8 | 4 | Faces and Places: From Africa to Us, is a year long integrated, project that teaches about the people, culture, geography, and, wildlife of Africa through classroom activities and, correspondence with a Peace Corps volunteer. Students begin their study of Africa by seeing photos of our, Peace Corps volunteer and the village where she is serving in, Cote D'Ivoire. They locate Africa on maps and share what they, already know about that continent. Correspondence between the, class and the volunteer includes letters, drawings, and, photographs. Our volunteer has also sent us a handmade, wallhanging, African stamps and money, and pictures drawn by, local children. Since paper and art supplies are not readily, available, we send related materias to the children in the, village. Using information about Africa, students are introduced to the, alphabet by illustrating their class book, Africa: From A to Z. We read nonfiction and fiction books before the students, determine and chart the differences between real and make-believe, animals. Since the oral tradition is an important part of African, literary culture, the children also listen to African folk tales. We learn about the desert, grasslands, and tropical rainforest, regions in Africa and what we can do to help protect the animals, living there. In science we study a particular animal then the, students draw or paint a picture of the animal in its natural, habitat and dictate what they have learned about that animal for, our class book. This is used as a tool to assess what scientific, information the students have retained and also to evaluate their, language skills. We look at the daily life of a child living in Africa and compare, it with a child living in the U.S. In the spring, the class has, an African revue and food fair. We include our,"fourth grade buddies" in the reading and writing, activities of the kindergarten students and the spring field trip, to the zoo. The children frequently bring in materials about Africa to share, with the class. They are very enthusiastic about the project and, ask,,"What are we going to learn about Africa this week?" The English/Language Arts and the History/Social Science, Frameworks recommend integrating curriculum areas. The Social, Science Framework also emphasizes geography awareness and, learning to respect and understand different cultures. I began this project while teaching third grade and adapted it to, the needs of 31 ethnically diverse kindergarten students in, 1993-94. Approximately one-fifth are African American and several, are LEP students. The class has a wide range of ability levels, but all participate successfully. | | I have taught grades K-6 for 24 years and am now teaching, kindergarten. I have been a process Mentor and am currently a, Mentor working with substitutes and tutors plus facilitating, Mentor activities. | | Barbara Bolton La Ca–ada School P.O. Box 8000 Lompoc, CA 93436 (805) 737-1136 Dr. Juan Necochea, Principal Lompoc Unified School District | | |

78 | The Golden Rush to Learn | English/Language Arts | Relations | 7 | 7 | 8 | 4 | The Golden Rush to Learn is an integrated curriculum unit that, involves the students in an active participatory simulation of, westward expansion. In use for over three years, this, multi-disciplinary unit includes such features as journal, writing, research reports, model building, Interact simulation and Gold Rush computer simulation. It culminates in an exciting, gold panning expedition to the Santa Ynez River. The students begin the unit by using the Pioneer Simulation by, Interact. The students form seven wagon train groups for other, activities which include building scale models of wagons for use, in their dioramas developing personal family trees after, interviewing parents and grandparents, and doing videos of, problems encountered by the wagon trains. Throughout the process "1840's" journals are kept with the students describing their, thoughts, feelings, frustrations and successes. The culminating activity is a dress-up day where the students, take pans (or pie tins) to the river for gold panning where I've,,"salted" the stream with thousands of copper B0B's. The students, then begin to stake claims and work them. For lunch we organize a, barbeque with parents. Students then present previously learned, western dances and songs in small groups. Amounts of,"gold" are, weighed and compared with the amount salted. The environment is, examined for any harmful effects of the mining. Later in class, the activity is processed. This exciting program brings history to life and enables students, to experience the process of making history and doing the, accompanying problem solving in an integrated manner. This unit, easily adapts to meet the needs of all students. These activities meet the recommendations of the History/Social, Science Framework by encouraging the students to become involved, with American history and family history in an integrated way. Over 100 students with a wide range of abilities and language, experiences have successfully gone through this unit and its, variations. Immigrant and Native American concerns are easily, addressed after the students experience history. | | I have taught grades 1-5 for 10 years, concentrating on upper, grades in recent years. I have served as a Mentor, introducing, the Odyssey of the Mind to our school. I am a Tri-County Math, Project fellow. | | Julene Fenenga Solvang School 565 Atterdag Road Solvang, CA 93463 (805) 688-4810 Scott Purdy, Principal Solvang School District | | |

79 | Happy Trails | Social Studies | English/Language Arts | 7 | 10 | 8 | 4 | Happy Trails is an innovative one-to-two week unit designed to, familiarize students with the cowboy era that evolved into a, 30-year period beginning with Texas' reconstruction at the close, of the Civil War and continuing with the Westward Movement. The, value of the idea is that it helps students gain an understanding, of how history evolves and changes as elements entered our, society, such as the cowboys, and how these elements disappear, from our society but continue to affect the mores and culture of, America. I was stimulated to develop this unit when various, American History discussions made it apparent that my students, had very little awareness of the true cowboy versus the movie, cowboy. In addition, I wanted the students to develop reflective, thinking skills about the cowboy era and how it relates to the, current era's western lifestyle which students experience in the, Santa Ynez Valley. This mini unit can be adapted to other grade levels and subjects such as art, literature, music and the language arts. All, learners have success with this mini unit. Its contents take into, effect all learning modalities. Since it is action packed and its, contents are geared to all learners, the students' attitudes and, behaviors are positive. Throughout the unit, due to the nature of, the activities, the assessment using teacher observation, class, discussion, writing feedback is ongoing. Some of the activities include a visit to the classrom by a real, cowboy poet, amateur ropers teaching students how to rope a cow singing old cowboy songs, drawing,"Wanted" posters, studying the, first cattle drive along the Old Chisholm Trail, viewing parts of, old western movies and rewriting endings, cooking cowboy foods and studying the outlaw versus the lawman. My seventh and eighth grade students so enjoyed this unit that, they included a cowboy song performance at 8th grade graduation, and used a cowboy theme at home parties. All of my students including me, developed a real knack for yelling,"YEE-HAA!" This unit supports the History/Social Science Framework's, guideline that the west should be studied for its deep influence, on the politics, economy, mores, and cultures of the nation. At Solvang School, our junior high students are on a two-year, curriculum rotation schedule. The classes are a blend of seventh, and eighth grade students. Each class is a mixture of ages learning styles and cultures. This unit was taught during the, 1992-93 school year and will be taught again during the 1994-95, school year. | | I have been teaching at Solvang School for seven years, grade 5, for the first four years, and grades 7-8 social studies, media, and writing since then. I received an IMPACT II Disseminator, Grant in 1991 and was a Mentor in 1991 and 1994. | | Ann Delavan Solvang School 565 Atterdag Road Solvang, CA 93463 (805) 688-4810 Scott Purdy, Principal Solvang School District | | |

80 | Heal the World With Music | English/Language Arts | Relations | 2 | 10 | 8 | 4 | Heal the World with Music provides authentic assessment for, thematic units, while stimulating each child's creativity and, imagination. Choose a current song, which addresses your theme then observe how students interpret the music in art and tie it, to previous learning. Musical books are powerful assessment tools for all students who, use prior knowledge and newly-learned material to generate, creative pictures for a specific subject area. For example, after, finishing a unit on endangered species and completing their, reports on specific animals, students create a book using the, music of the Carpenters,,"Bless the Beasts and the Children." Another example of a musical book would be on a multicultural, unit of Africa, using the song,"Africa" by Toto. How does it work? The teacher plays a song twice as students just, listen quietly, formulating pictures in their minds which portray, what they feel and/or what they've learned from the unit. Then, the students make that picture on white paper using markers or, watercolors to fill the entire space. The teacher has previously, written the lyrics to the song on construction paper, at least, one verse per sheet. After the students complete their pictures they choose the verse their picture best fits and place it on, that page. Then all pictures in the,"music book" are laminated, and bound. The results are delightful! Play the song again, turn, the pages of the book, and enjoy this display of student learning, through fine arts. Fifth and sixth graders make musical books for themes such as: peace, ecology, Africa, endangered species, oceanography, death geography, and accepting differences. They enthusiastically share, their books with other classes, which elevates self-esteem. At, times they have been surprised to see tears in the eyes of, educators and peers. One student described this activity as the,,"the greatest experience we've had all year!" Sharing these books, has inspired other teachers in the area; they can't wait to get, back to their classrooms and make a book with their students. This end assessment enables students to demonstrate a broad and, in-depth acquaintance with themes studied, and a range of, thinking skills from summary to analysis and interpretation. The English/Language Arts Framework states that most useful, information for assessing students' growth in English-Language, Arts comes directly from students' classroom encounters with, literature, writing, speaking, and listening activities. In 1993-94, sixty fifth and sixth graders in two classes with a, variety of achievement levels, many limited-English proficient, and some Spanish readers, participated in making musical books. Grades K-8 have been successful participants in this activity. | | Deborah and Janet have both taught for five years and are members, of the California Science Implementation Network (CSIN). Deborah, has taught grades 5 and 6, Janet grades 3-5. | | Deborah Myrehn Janet Pabst Robert Bruce School 601 West Alvin Avenue Santa Maria, CA 93454 (805) 346-8562 Kate Miller, Principal Santa Maria-Bonita School District | | |

81 | Let's Take a Trip to Africa | English/Language Arts | English/Language Arts | 3 | 8 | 8 | 4 | This four to six week thematic unit on African history and, culture incorporates a wide variety of integrated activities in, literature, geography, history, economics, science, arts, music, and cooking. Africa comes alive in your own classroom. Students, begin to feel that they are on the continent, speaking a dialect and shopping in the marketplace. Students make African musical, instruments, jewelry and costumes, sing songs, learn dances, and, most of all, create an African environment complete with a, tropical rainforest, African hut, and a mini-museum. As an introduction to the unit, the students are shown slides of, the Ivory Coast which stimulates an interest in how the people, live, the beautiful land, ceremonial festivals, modern buildings transportation, industry, the schools, food and clothing. Story, books on African culture are also read to students. Children participate in science experiements by making natural, dyes from vegetables. After cooking beets, the color red is made; from onion skins, the color yellow is made; and from spinach, the, color green is made. From these natural dyes, the students, tie-dye T-shirts. Students learn to read the days of the week and to count from one, to ten in Swahili, the official language of many regions in, Africa. They participate in preparing African dishes and build a, huge African hut complete with African stools. This is truly a creative and unique way to allow students to, become totally involved in developing and presenting the culture. This material addresses all the different learning modalities as, well as the seven intelligences. The students' success is measured by their successful completion, of beginning map skills, crafts, and drama, and by serving as, tour guides at our African museum. The success of the program is measured by the attendance at our, African exhibit by staff and students from the school, visitors, from the community, and administrators from Santa Barbara and San, Luis Obispo counties. This idea emphasizes the History/Social Science Framework goals, of geographic and historical literacy and participation skills. It supports the English/Language Arts Framework in the use of, literature and the integration of listening, speaking and reading, in meaningful context. Twelve developmentally delayed students ranging from ages nine to, eleven, grades 4-6, pluiasm during 1993-94.n the school actively participated, with great enthusiasm during 1993-94. | | I have taught for 20 years in Santa Maria. I am a member of the, Santa Maria-Bonita District Multicultural Fair Committee and the, Social Studies Action Team. | | Marva Smith Adam School 500 West Windsor Santa Maria, CA 93454 (805) 346-8550 Roland Anderson, Principal Santa Maria-Bonita School District | | |

82 | Pittsburgh, U.S.A. | English/Language Arts | Mathematics | 13 | 13 | 8 | 4 | Pittsburgh, U.S.A.: A Simulation of Immigration and Industrial, America incorporates the issues of immigration, economic, conditions in industrial America, historical events of 1893-1918 and reform efforts in this era of United States history. Students begin by forming families, and assuming Eastern European, identities, as they relive immigration to Ellis Island, N.Y. in, 1893 through role-playing, reading primary documents, literature historical documents, writing journals, performing skits, and, researching in learning centers. The students are then processed through Ellis Island, and take, the train to simulated Pittsburgh U.S.A. where they compete for, jobs in coal mines, meat packing plants, textile mills, and, street vending while struggling to live in ghetto apartments face machine politics, and feed their families. In their journals, students deal with moral and historical, dilemmas They compare their experiences in simulated roles with, present-day issues, which easily bridge time to build a true, historical perspective. The journals are used later to compare, this era with similar historical occurrences as we enter the, succeeding four generations. Having used the simulation approach to history for the past, sixteen years, I can confidently assert that student learning is, in-depth, higher-order, and long-term. Student buy-in has been, tremendous and gratifying. Many is the time I have seen former, students who recall in detail their roles, and historical lessons, they learned years previous through the simulation approach. For, students who are verbal, visual, kinesthetic learners, the, simulation allows creative, hands-on experiences to reinforce the, history being considered. The framework of teaching history or other disciplines through, simulations and journal writing can be done by using this as a, prototype. Student requests for more simulations similar to Chicago: 1920-1941 inspired me to develop Pittsburgh and a third, simulation of Wartime Los Angeles: 1941-1953. The History/Social Science Framework recommends use of, simulations, critical thinking, literature links, incorporation, of writing skills, cultural literacy, ethical literacy, and study, of the Industrial Age in America. I have introduced this five-week unit to 97 junior-level high, school U.S. history students, with various academic abilities, in, 1993-94 . | | I have taught history and government for 16 years at Santa Ynez, High School, where I chair the history department. I am a South, Coast Writing Project fellow. I am also a trainer for the IMPACT, II, envisioning school change, process. | | Harvey Green Santa Ynez High School P.O. Box 398 Santa Ynez, CA 93460 (805) 688-6487 Dean Anders, Principal Santa Ynez Valley Union High School District | | |

83 | Ships Ahoy! The Santa Barbara Harbor | Social Studies | English/Language Arts | 4 | 5 | 8 | 4 | As part of a multi-disciplinary unit, students create a, 3-dimensional model of the Santa Barbara Harbor. Our second grade teacher team decided to make our cross-school, marine/oceanography focus the Santa Barbara Harbor. The unit, builds on marine science knowledge gained in kindergarten and, first grade about beaches, tidepools, ocean habitats, local, sealife, plants and animals. This is a project which encourages, collaborative learning by students. We begin by assessing students' knowledge about the harbor as we ask "What do you know about the Santa Barbara Harbor?" Next accompanied by parents, we take a field trip to the harbor and videotape it for future reference in the classroom. With firsthand knowledge of the harbor fresh in our minds, we develop our three-dimensional model. For example, stittle flags for the flagpoles and bring realia to place on the Wharf Sea Landing and in their boats. on the Wharf, Sea Landing and in their boats. The highlight of the entire project is making the boats for the marina slips and other harbor areas. We study the types of boats, in the harbor by looking at our video. We use school lunch milk, cartons cut in half, painted and decorated to look like boats. The end product is the harbor model, one in which the class takes, great pride. Students gain valuable knowledge about an important, part of their community. Our students are tour guides for other, classes, including our Big Buddies, on a trip through our model, harbor. There are many concurrent activities with this unit: research, reports on a particular harbor-related topic, interviews with, harbor officials, and map making. Many students return to the, harbor after the first field trip to interview harbor personnel, for their reports. We conclude the unit with another field trip, to the harbor to see how our model looks compared to the real, thing. The highlight is a trip around the harbor on the tour, boat, the Harbor Queen. The boat trip gives a very different, perspective, as this view is from the water. Mathematics Framework: real world application of math processes measurement; English/Language Arts Framework: writing. The project incorporates the History/Social Science Framework's idea, encouraging students to become involved in their community and to, look at a local area historically. Ninety second grade students participated in the overall harbor unit 29 in the harbor model-building project. As in any school the population represents a wide range of learning needs from disadvantaged less prepared or ESL children to the gifted. All were able to participate successfully. | | I have taught elementary school for 12 years, grade 2 for two, years. I am a South Coast Writing Project Literature Institute fellow CSIN participant and I am currently science Mentor with an interest in technology. I was an AB 1470 Grant Lead Teacher and GATE teacher. | | Judy Cortright Hollister School 4950 Anita Lane Santa Barbara, CA 93111 (805) 681-1271 Carol Johansen, Principal Goleta Union School District | | |

84 | The Corn Project | Social Studies | English/Language Arts | 10 | 14 | 8 | 4 | The Corn Project, is a 12-day integrated mathematics, ESL language arts, and history investigation that allows students to, explore the mathematical concepts of mean, median, mode, and, graphing within the framework of the origins of corn. The, students learn about the historical and contemporary influence, corn has had on the world and utilize mathematics to analyze, their findings. This investigation emphasizes the multicultural, history of corn. Native American students as well as those from, Mexico, Guatemala, Peru, El Salvador, and Nicaragua are, particularly interested in this unit because of the contributions, made by their ancestors to the domestication of corn. The students begin by reading an article from National Geographic, magazine (June 1993). Students take notes about the history of, corn and locate the countries where corn was significant on a, world map. In the following days students are asked to explore, the current uses of corn. The economic impact of corn production, in the U.S. is analyzed, as well as the exportation of corn, worldwide. The students use the mean, median, mode, and multiple graphical, representations to further explore corn. During one lesson they, critique a pictograph found in the National Geographic article, for accuracy. The graph is misleading, so the students make a, revised graph, and write a letter to the maker of the graph, explaining what they corrected. Students work together in cooperative groups with concrete models, or real source materials. I used this project in my ESL Math A, class (levels 1, 2, and 3) and found that it was their favorite, unit this year. They particularly appreciated that the reading, materials were not watered down. Students are assessed throughout this investigation. They are, given the opportunity to revise and improve their work. They turn, in a completed corn,"portfolio" at the end of the project which, has their notes, graphs, letters and calculations spanning the, entire unit. This unit promotes a respect for students from many different, cultures. Students come to see that corn has been a significant, contributor to many civilizations and that its domestication, could not have been complete without the skill of many different, peoples. The Mathematics Framework recommends meaningful long term math, investigations which promote equity and respect for diversity, while allowing students to think about the,"big idea" as well as, develop specific skills. It also encourages teachers to create, assessments embedded in the curriculum. Math A students (70 of 180 were ESL) participated. The classes, represented a wide range of students from diverse cultural and, linguistic backgrounds. In all classes, the students were, successful. | | I have been teaching math at San Marcos High School for four, years. I am a fellow in the Tri-County Math Project, currently, emphasizing assessment, and have been a Mentor in my district. | | Tracy Thompson San Marcos High School 4750 Hollister Santa Barbara, CA 93110 (805) 967-4581 Robert Ferguson, Principal Santa Barbara High School District | | |

85 | Primary Pollsters | English/Language Arts | Global Education | 2 | 4 | 8 | 4 | Students develop math and language skills as they daily record, data gathered from classmates. The data may be recorded in the, form of a tally, bar graph, a picture graph, or a real object. The items to be graphed may be represented by pictures, invented, spelling, or conventional spelling, depending on the, ability and, age of the child. Each day a different child takes his/her turn in asking, individual class members a question which he/she wants to,,"research" for the group. Often this is an opinion poll, e.g. "What is your favorite TV show, pet, color, or kind of pizza?" Other questions address current events such as,"Did you wake up, during the earthquake?" or personal matters such as,"What time do, you go to bed?" It is helpful for the teacher to model the, procedure for several weeks prior to putting the students in, charge. The activity may be used during the entire school year giving students several chances to be,"Pollster of the Day." A clipboard is provided, along with a pencil, various types of, graph forms, and a class list for checking off the names of the, respondents. The child determines the question to be asked and, the format for recording the information, records how many people, were polled, and the results of the poll in terms of number. When, the child reports the results of the graph to the class, the, teacher may ask for a comparison of choices in terms of ordering, from most popular to least popular or the difference between, numbers. Depending upon individual mathematical expertise, this, information may also be recorded in the form of a subtraction, equation written on the graph form or a greater than/less than, statement. For children having difficulty in thinking of a question, a list, of suggestions may be consulted. When questioning is completed the pollster for the day reports the results of the question showing the data to the class. The page is then added to our, class book, Question of the Day, and put on the bookshelf for, reference. It is one of the most popular choices during the, students' free reading times. The children are eager to be the pollster and they also are, enthusiastic about having their choices recorded. The final, report is of interest to the students because questions are, generated by children. In addition, having an opinion validated, in print gives the student recognition. Students learn oral, language skills by questioning their peers, written expression by, setting up the graph forms, as well as the math skills of, counting, comparing, organizing information, and representing, data graphically. The class book serves as an informal assessment, of these skills. This project supports the Mathematics Framework which states that, the student should be able to,"collect, organize, represent, and, interpret data derived from surveys." The English/Language Arts, Framework asks educators to provide experiences focused on, listening, speaking, reading and writing skills in meaningful, settings. In 1993-94, 28 first graders participated in this program representing a wide range of achievement levels, including ESL, students. | | I have taught in the primary grades, with emphasis on, kindergarten and first grade, for 28 years. I am a fellow of the, Early Equity in Science and Mathematics Project, and have been a, Mentor. | | Emily Abello Kellogg School 475 Cambridge Drive Goleta, CA 93117 (805) 681-1277 Sue Whisenand, Principal Goleta Union School District | | |

86 | Video Game Parlor | Mathematics | Classroom Management/Intergroup | 7 | 11 | 8 | 4 | Video Game Parlor, is an interactive computer program that puts, students in charge of running a business. Students plan, execute and document strategies in response to teacher-posed and, student-generated questions. It is rare for students to have the, opportunity to pose,"what if" questions, and to have the means to, investigate the questions. The program starts with a letter from a game company offering to, help the students set up a game parlor at their school. The, letter includes the prices of various games. The students begin, each session with $1 000. The program allows them to buy and sell, games, and report on the monthly earnings of each game they own. What is the best way to make money in the first 12 months of, operation? How much does it help to have a change machine? Which, games generate the most money? Which are better long-term, investments? Short-term investments? Is there a fixed rule for, reselling games to the company? Students come up with these and, other questions during class discussions, plan ways to, investigate the questions, then document and report their, findings. In the course of the investigations, many math topics are, introduced. These include line and bar graphs, ratios percentages, slope, and mean values. Class discussions reveal multiple solutions to the same, questions. For example, some students searched for a rule to, explain the resale values of the games by making a line graph and then interpreting its slope. Other students approached the, same problem as a ratio. Students were able to draw on their own, strengths and interests, while learning about new techniques. The program is open-ended, and the investigation can be adapted, to other grade levels simply by changing the questions, investigated by the students. This year the investigations lasted five class periods (43, minutes each). As a final assessment the students received a, teacher-designed letter from another middle school which took, another two periods to answer. The letter posed some key, questions. Students made use of notes and their own graphsÑand, investigated further with the computer programÑin order to answer, the questions. Each student wrote a letter to the other middle, school explaining the answers and techniques used to obtain them. The students' letters, along with teacher observations of, behavior and attitude, showed Video Game Parlor to be a success. The Mathematics Framework calls for extended investigations of, math concepts, emphasizes learning through concrete experiences and places great value on student expression of math ideas. Two classes of seventh grade students participated during the, 1993-94 school year. The makeup of each class was approximately, 32 heterogeneous students, and five special education students. | | I have taught middle school math for 13 years, at Lompoc Valley, Middle School. I am currently a math Mentor for my district. | | Gary Smith Lompoc Valley Middle School P.O. Box 8000, Lompoc, CA 93438-8000 (805) 736-2371, ext. 291 Dr. Daniel Callahan, Principal Lompoc Unified School District | | |

87 | Art as Science | Social Studies | English/Language Arts | 8 | 14 | 8 | 4 | The Idea and Its Value, Art as ScienceÑThe Chemistry of Pre-Columbian Middle America will, help students realize the essence of science: keen observation gathering of substances to experiment with, trying new ideas manipulating material substances and using combustion. This unit, of descriptive chemistry discovers properties of elements and, compounds used by ancient Americans from their environment. In, addition it tells the early history of chemical technology as, ideas and skills developed integrating it with the history and, culture from the Mayans, Aztecs and Incans. It is advantageous to teach the early roots of science because it, seems less austere and academic to the student than modern, science. Early science was very concrete in an educational sense, since ancient Americans experimented with matter found in their, environment. From these natural resources manipulated by a trial, and error approach, early Americans discovered and created clay, vessels, metallic objects, dyes and pigments and medicines to, make their lives more productive, satisfying and safe. These, technological developments from elements, compounds and mixtures, found naturally are the science of chemistry. In essence, this, unit teaches a multicultural descriptive chemistry integrating it, with earth science and biology. It allows rediscovery of these, early science and art activities. The idea incorporates a group of labs that enable students to, learn observation, characteristics of metals, crystal structure, of solids, colors of compounds, methods of smelting metals from, ores and extracting pigments from plants and dyeing. This unit, allows the great scientific contributions from other cultures to, be highlighted and discussed, bringing life to these ancient, peoples. It allows all students the opportunity to succeed at, science and experiment with easily obtainable materials. It also, helps students respect the past and place it in context. Combining history, art and science with alternative assessments, such as comparative lab analysis of crystals by cooperative, groups, this exciting unit allows for critical thinking and an, integrated study of native cultures. This unit of investigations emphasizes the processes of science Ñ, observing, classifying, etc. as well as meeting the Science, Framework idea of thematic instruction. In addition, these labs, and accompanying materials integrate all the disciplines of, science. Writing about science is developed in all labs. Over 300 fifth-tenth graders have used this program over the last, two years, in addition to 30 Science Project fellows. | | I have taught grades 2-12 for 10 years. I have been awarded, numerous grants and am currently co-director of the California, Science Project at UCSB. | | Ron Fenenga Santa Ynez High School P.O. Box 398 Santa Ynez, CA 93460 (805) 688-6487 Dean Anders, Principal Santa Ynez Valley Union High School District | | |

88 | Becoming That Scientist! | English/Language Arts | Global Education | 5 | 14 | 8 | 4 | Becoming That Scientist, is an exciting interdisciplinary, hands-on unit that enables students to learn about, demonstrate, the acquired knowledge, and,"step into the shoes" of the, scientist of their choice. This unit expands science into, history, writing, art, and mathematics giving the student, knowledge of the tools a given scientist must use. Becoming That Scientist captures and strengthens the scientific, curiosity and interest of the whole class, motivating students to, research and demonstrate the life and science of their special, chosen scientist. Students begin by brainstroming the question,,"What is a, Scientist?" Students then begin gathering facts and resources, about scientists and inventors, eventually narrowing their, research report down to one favorite person. Student-created, journals, reflective writings, diary page collections interviews, timelines (pictorial and written), science fair, entries and the culminating minidramas are outlined and scheduled, by the teacher throughout this science unit. Teacher assessments include: final projects, tests, assignment, checklists, and videotaped minidramas. Students use higher level, critical thinking skills and problem solving when comparing their, scientist to their own lives. Students' written and oral, reflections along with parent, staff, and community comment are, also used in assessing this unit. Photographs and video, recordings are collected periodically throughout the unit, and, viewed by the class, parents, and community, in class and during, Open House/Science Fair night. Parent comments included,"I'm glad, to see a strong student interest in science," and,"We're all, learning about Benjamin Franklin!" This idea could be, successfully adapted to any famous individual of history literature, music, or art. This unit teaches process skills such as observing, ordering, and, categorizing. It communicates ideas to others, while experiencing, history in rich detail and as a story well told, which are all, recommended by the Science and History/Social Scienc Frameworks. The Science Framework stresses hands-on lessons and instilling in, students the joy of science through enjoyable, expanding, activities and experiences. Also recommended is writing across, the curriculum and integrating with other areas of study. Sixty-six sixth graders, including ESL and special education, students, participated in the 1993-94 school year. All students, successfully completed the key areas of the unit. Adaptations to, individual learning levels included teaming students and, modifications of assignments. | | I have taught sixth grade for 19 years, the last seven years at, Solvang. I have also taught kindergarten, grades 3-4, and 7-8. | | Petti Pfau Solvang School 565 Atterdag Road Solvang, CA 93463 (805) 688-4810 Scott Purdy, Principal Solvang School District | | |

89 | Before 911 | Social Studies | English/Language Arts | 11 | 14 | 8 | 4 | Before 911, is designed to teach students first aid skills emphasizing hands-on emergency experiences in a fun but, educational manner. People encounter medical emergency situations, requiring first aid knowledge daily. An initial assessment of, first aid skills identifies areas where each one needs more work. During the unit, they individually investigate and learn these, skills. Curriculum includes, but is not limited to, discussion role play of minor cuts, burns, sprains, broken bones, seizure, reactions, severe bleeding situations, and sports accidents. After class discussion of a variety of community emergency, situations, experts come in to speak to the class. Next, students, are divided into groups of two or three to role play emergencies, and demonstrate their knowledge of appropriate reactions while, being videotaped by another student. Videotapes are then reviewed, by the class, which stimulates additional discussion on reaction, options. Using students as the actors and camera operators is an, effective teaching tool since peer image is so important at the, high school level. Videotaping also provides an effective means, of evaluation. Before 911, promotes critical/reflective thinking skills and, problem solving for high-stress emergency situations. Students, learn that panic reactions are not conducive to clear thinking. By remaining calm and having knowledge of first aid, students, experience increased self-esteem. They are proud of themselves, for being able to help others. State Framework, This curriculum fits the English/Language Arts and History/Social, Science frameworks by integrating listening, speaking, thinking self-esteem building and community involvement in a meaningful, context. The Science Framework is addressed with hands-on, learning and understanding of essential body functions, and also, the teaching of process skills such as observation and, categorizing priorities. Before 911 was implemented with students who were identified as, learning and severely developmentally disabled. It was designed, to address the needs of all learners in the classroom. Ten, students, grades 9-12, ages 14-22, participated successfully. | | I have taught home economics and health for six years and have, been a Learning Handicapped teacher for three years. | | Janet Duarte Righetti High School 941 East Foster Road Santa Maria, CA 93455 (805) 937-2051 Dr. Gerald Walsh, Principal Santa Maria Joint Union High School District | | |

90 | Motion in Sports | Science | Arts | 8 | 10 | 8 | 4 | The Idea and Its Value, Motion in Sports, is a 12-week integrated unit involving physical, science, math, social science, and physical education that, provides students with hands-on learning of the laws of motion, and carries their learning to the application level by becoming, expert physicists on a sport of their choice. Motion in Sports, is a high interest study of the complex laws of, motion. "I can show you a really neat power slide with my roller, blades and that is sliding friction," commented one student. Using the students' enthusiasm for and participation in PE and, after school sports results in the immediate application of, academic knowledge. They write an explanation of each concept as, it pertains to the sport they choose to study and practice to, mastery level. Laboratory experiments for each law of motion prepare students to, complete a notebook that compiles all of the concepts dealing, with the laws of motion as they pertain to their chosen sport. The notebook is a small treatise on the movements and physics of, that sport. Ownership and pride of presentation are at maximum as, these reports are finalized, illustrated and displayed at Open, House. Grades on regular quizzes, tests, and competency exams, improve because facts are applied to their sport, thus making, learning more concrete. Students are more positive when they are able to gain confidence, in a particular skill because they know the law of physics that, enables them to complete that movement. Behavior becomes more, positive because students enjoy the activity and see its, usefulness. A student studying ice skating commented,,"I, understand how much acceleration is needed to do a triple axle." Motion in Sports, can be adapted to social studies as students, apply laws of motion to sports or games of different cultures. Ancient cultures have many examples of games that were played to, teach lessons to young warriors. This idea first occurred to me during the 88 Olympics when, students in my physical science class became interested in, discussing and exploring the physics of sports. The Science Framework recommends varied learning modalities and, stresses hands-on lessons that provide enjoyable, expanding, activities and experiences. Writing across the curriculum and, integrating science with other areas of study are also stressed. One hundred twenty students participated in this unit of study, during the 1993-94 school year, grades 7-8, 12-14 years of age homogeneously grouped, with all students mainstreamed in science. | | I have taught math, science, drafting and woodworking at Solvang, School for 27 years, specializing in science. I have been a, science Mentor and am a South Coast Science Project fellow. I am, a continuing author/member of the Solvang,"Hands-On, Inc." math, publishing company. | | Ron Long Solvang School 565 Atterdag Road Solvang, CA 93463 (805) 688-4810, Ext. 121 Scott Purdy, Principal Solvang School District | | |

91 | Wonders of Weather | Social Studies | Arts | 7 | 11 | 8 | 4 | Wonders of Weather, is a five-week interdisciplinary unit that, integrates science, math, English and history in an exploration, of the causes and impacts of weather. Using a common prep period the teachers meet, discuss, and plan the weather theme in all, four classes. In science students explain weather phenomena and relate it to, their lives by sharing news articles and experiences. Hands-on, activities include simulations such as the,"water cycle dance," drawings and labs. Students complete two other major activities: the creation of weather journals comparing their home city and, another city, and the presentation of student-selected weather, projects. Options include: mock weather forecast videos, writing, songs, making 3-D models of the atmosphere, writing research, papers explaining a weather temper tantrum such as a hurricane writing and illustrating children's books about weather, phenomena. Students show wonderful creativity with these, challenging, yet fun, activities and the choices make for more, positive involvement. As they collect temperature data for cities, the information is, recorded on graphs in their math classes. The mean, mode, and, median of the data are calculated. Using this and the information, from other math-related activities, students eventually analyze, their graphs and present overall trends and weather patterns for, their cities in a written summary. Interpretation and prediction, skills assess the student's knowledge. The English classes read Jack London stories. Special emphasis is, placed on the polar (arctic) and subarctic (tundra), biomes/climates and their impact upon the characters. Using the, writing process,,"found poems" are written using London's rich, descriptive language of the cold and man's reactions to it. Scientific concepts are discussed where appropriate. Actual, newspaper acounts of man vs. cold are paralleled with London's, fictionalized characters. Final projects (video interviews of, characters, illustrations, maps, dioramas) focus on student, understanding of setting, plot and weather. In U.S. history class, cooperative learning groups using primary, sources research the impact of weather and climate on 19th, century events. Oral reports analyze the economic, political, and, social impact of these events on the development of the U.S. Students are surprised to see the often tragic impact of weather, on history (e.g. the Donner Party disaster). Posters depicting, historical events use weather forecast titles. Students are, continually challenged to recall what they've learned in their, other classes about weather and to relate it to history and the, future. The Science Framework says,,"An integrative, thematic approach to, learning will help students develop a meaningful framework for, understanding science." Math includes statistics, probability and measurement. English and history emphasize the integration of, literature and primary sources as well as the writing process. One-hundred-twenty heterogeneous eighth grade students, participated in this unit. | | Marilyn: English and history for 10 years. Nancy: science and math for 20 years. Jill: science and math for five years, is a member of the, school's Restructuring Committee and a science Mentor. Lois: English, history and science for 16 years. | | Marilyn McCoy Nancy Robertson Jill Scarry Lois Whitney Orcutt Junior High School Pinal and Dyer Streets Orcutt, CA 93455 (805) 937-6622 Dr. Ralph Tilton, Principal Orcutt Union School District | | |

92 | Fabric of Our Lives | English/Language Arts | Science | 6 | 10 | 8 | 5 | Fabric of Our Lives is a six to eight week project in which, students translate their,"life stories" into a nine square, patchwork quilt. Having read many pieces of literature based on, the role of quilts in history and family traditions, students, collect memories of people, events, and issues that are or have, been important through the years by looking in family scrapbooks interviewing people important in their lives, and writing, memoirs. Each square of the quilt has a theme, such as family, traditions, school, accomplishments, future life goals, and, social issues of our times. Symbols represent these themes. Students select fabrics for their quilts and the finished squares, are sewn together parent volunteers. In the meantime, students, also write autobiographical poems and engage in storytelling, activities to develop a real sense of the uniqueness of each, others' life experiences. the unit culminates with a community, Quilting Bee to which 95% of the parents come to help their, children tie the quilts. Through the medium of art, students learn that stories can be, told in new ways. Research provides insight into the role of the, art of quilt-making in our country's history, as well as its role, today, e.g. the AIDS Quilt Project's goal of heightening, knowledge and encouraging support to fight this deadly disease. The value of this project is quite evident the night of the, Quilting Bee, as the students share their quilts and stories not, only with their families, but also with the families of other, students. the students gain a real sense of belonging to a, community and their places within it. This project not only, promotes a sense of pride in one's heritage, but also a, connection to the future as evidenced by a student comment,,"I'm, going to keep this so that I can pass it down to my children." this project enhances self-esteem through an appreciation for the, uniqueness of each student's life story. Personal connection is, evident as students say, 'Mine is going to be something cozy to, cuddle in and read.","Mine is going to be hung in my bedroom." It, is a treasured memory of the past and the present to be shared, with future generations. The Students: Twenty-eight 6th graders, including gifted and talented students, and resource students, participated in this project. | | Though I have taught Grades 1-6, the last 12 years I have focused, on 4th - 6th graders. I have been a Mentor Teacher for six years, and a fellow of the Tri-County Math and South Coast Writing, Projects. | | Harriet Bender Monte Vista School 730 Hope Avenue Santa Barbara CA 93110 (805) 687-5333 | | |

93 | Stories from the Heart | English/Language Arts | Arts | 2 | 8 | 8 | 5 | This activity engages students and their parents in an exciting, time of sharing,"stories from the heart" as the parent tells, her/his child a story from her/his past. a tape recorder is, provided so that the excitement and emotion of the moment is, captured on a cassette for the child to listen to, share and, enjoy time after time. Once the child returns to school with the story in hand, he/she, eagerly presents the parent's story orally with a partner, then a, small group, and finally to the whole class. Once the student has, a good grasp of the story structure and sequence, the student, writes his/her version of the story. A cross-age tutor then, assists in transferring the story into the computer. They work, together to publish this,"story from the heart." Illustrations, are added to the text by the student. The story is once again, shared with the whole class in its final book form. Each student in my class completes a Story From the Heart book by, the end of the school year. A "Stories From the Heart" book fair, is held for families at the end of the school year or earlier. All the steps in this activity have great instructional value in, acquiring language arts academic skills. Storytelling fosters the, development of listening and speaking skills while writing it, down develops reading and writing skills. By using stories from, their parents' past, students learn about their cultural, heritage. Pride and self-esteem are very obvious as each child, shares his or her Story From the Heart. All students and all, parents are able to successfully participate in this activity, regardless of education, primary language or level of literacy. Parents eagerly share with me the positive experiences they have, with their children during this project. this has begun a, frequent sharing of stories in the homes of my students. Students, are constantly sharing other,"stories from the heart" with me and, with their peers. this provides perfect opportunities for, encouraging the development of language skills, cultural, literacy, positive family relationships and self-esteem. Cross-age tutors are also sharpening their language skills as, they assist my students. Their self-esteem is greatly enhances as, they realize the important role they play in my students', learning. They demonstrate a unique sense of caring and patience, in helping others. This idea can be used by any teacher in any, classroom setting. The idea is especially helpful in dealing with, students who are learning English as a second language and their, families. Students who lack language and social skills find this, to be a non-threatening activity with built-in success. Everyone, can be successful when using Stories From the Heart! This idea supports the English/Language Arts Framework and the, History/Social Science Framework by integrating activities that, develop cultural literacy (through storytelling) and listening speaking, writing and reading skills. This idea was used with 29 students in a second grade bilingual, class. Cross-age tutors were from a 5th-6th grade combination, bilingual class. children at all academic and language levels, were successful in this fun and exciting project. | | I have taught bilingual 1st and 2nd graders for four years. Previously, I worked in the Santa Maria-Bonita District as a, certificated tutor for eight years. I am a South Coast Writing, Project and Project Santa Barbara fellow. I am a social studies, thematic Mentor Teacher. | | Rebecca Borjas: Adam School 500 W. Windsor Santa Maria CA 93454 (805) 346-8550 | | |

94 | Under the Quilt We Cover it All | English/Language Arts | Global Education | 2 | 14 | 8 | 5 | Under the Quilt helps us celebrate our similarities and, differences while engendering enthusiasm about significant ideas literary works, artwork, places and our families' heritages. Using Hmong, Peruvian, Mexican, Caribbean, African, and African, American story quilts, we compare and contrast quilt styles. We, then gather information about the places, climates, terrain economics, and relate these to people's lifestyles and art. Students listen to and read relevant literary works, including,,"Nine in One, Grr! Grr!" ( a Hmong folk tale using Pa ndau, illustrations),,"How Stories Came into the World" (an African, folk tale),,"Tonight is Carnaval" (a story of Peruvian village, life, using aparillas as illustrations),,"Quilt ABC" (historical, stories about origins of quilt designs), and participate in, multi-cultural art projects. The Quilt, The Keeping Quilt, The Patchwork Quilt, and The Quilt, Story (and other stories about love, grandparents growing old and, heritage) provide the emotional connection between quilts and, families for each child. In the classroom community circle students share feelings about the strengths, worries, loves hopes and fears of their grandparents. They write in their, journals, write about their quilt art projects, write story, quilts, and write about grandparents. In conjunction with literature we use sentence strips, highlighting main events in selected stories. Children predict, the sequence of an upcoming story, thus drawing conclusions to, evaluate their predictions. Later they hear the story and correct, their predictions to actual sequence. Homework assignments center around writing letters to, grandparents, sharing heirlooms, and creating a family quilt, piece. Each child brings one 12" x 12" quilt piece to be, assembled into a class composite. This quilt symbolizes their, place of belonging in the group. Parents later sew the quilt, together and the students then tie it in a classroom quilting, bee. Involvement of grandparents has germinated many kinds of, sharing from grandparents. It sparks inter-generational, communication, understanding and appreciation. Under the Quilt develops awareness and appreciation in children. It encourages art and writing and broadens the range of topics, about which students choose to draw, write and read. The, enthusiasm of the students is very high. We see the children, relate and connect to the world, to their roots and the roots of, the other members of the world family. They can write and want to, read more than they would with traditional instructional methods. The unit originated as a four week plan, but it grew into two months. You'll have a good time, too! State Frameworks: This idea supports the English/Language Arts and the, History/Social Science Frameworks, which recommend integrating, both disciplines with hands-on educational experiences for, students and at the same time providing a means for children to, develop cultural literacy. The Students: Sixty students, grades 1-2, with many achievement levels and, special needs, participated. The idea has been used for several, years. | | Mary Brooks has taught first graders for 20 years. She collects, quilts. Bobbie Kusulas, an ECE teacher who has taught Chapter 1, students and grades K-1, has been a social science/literature, Mentor Teacher. Laurie Lane has taught 1st, 2nd, 6th, and adult, ESL for the past 20 years. She has a special interest in the, Hmong people and culture. | | Mary Brooks/Laurie Lane Crestview School or Bobbie Kusulas La Canada School PO Box 8000 Lompoc, CA 93438-8000 (805) 346-8550 (Crestview) 737-1136 (La Canada) | | |

95 | What's in a Name: The Stamp of a Storyteller | English/Language Arts | Arts | 5 | 8 | 8 | 5 | What's in a Name introduces storytelling on a personal history, level, then helps students to become tellers of stories which, stretch beyond their experience, on which they stamp their unique, storytelling voice. Storytelling is an invaluable means of, developing oral language listening, reading, writing skills, and, multi-cultural awareness. It builds self-esteem and respect for, others by valuing and celebrating diversity among individuals and, communities. At the beginning of the school year, students listen to,"name" stories told by professional storytellers Olga Loya and Johnny, Moses. From these professional storytellers, students gain a, sense that within a name lies not only an individual identity but often an entire cultural thread. As a follow-up, students, interview family members to learn the story of their names. More, often than not, these stories lead to telling some piece of, family history. thus, through this initial interview, students, initiate a process of passing down stories, which they begin to, recognize as the essence of oral tradition and the passing on of, culture from one generation to the next. Students present their stories in three ways: as storytellers, as, historians who preserve their stories in written form and as, creators of a personal,"crest" or quilt square. To create the, crest, the student types up her or his story and designs a,,"stamp" or border around the edge to illustrate her/his name or, something else of personal importance. Each student's crest will, in turn become one square of a class name quilt, which can be, hung in the classroom throughout the year. Students are, encouraged to read and learn name stories of other students in, the class as a first exercise in putting their own,"storytelling, stamp" onto someone else's story. Throughout the school year, students continue to listen and, respond to stories told by professional storytellers. They learn, to recognize and develop storytelling techniques, such as timing voice control, visualization, and awareness of audience response. Students tell stories throughout the year, some of which are, borrowed from other traditions and storytellers, and others that, are original. No matter what the source, students are aware of, their own voice development as storytellers, and the class begins, to recognize what is unique about each student's stamp. They see, how their stamps can reflect not only storytelling skills, but, their varied cultural backgrounds as well. State Frameworks: "Developing oral language skills" is one of the essential, elements of the English/Language Arts Framework. What's in a Name, strongly supports this emphasis on oral language as a tool for, communication, as well as a means of learning about the world and, supports the History/Social Science Framework by emphasizing the, importance of,"history as a story well told." The Students: This unit was used with 4th, 5th, and 6th graders during the, 1991-92 school year in two bilingual classrooms. As we build a, core group of storytellers, we will create a storytelling troupe, to travel from class to class. | | Diane Heidemann has taught for 12 years at Monroe School in, bilingual and special education classes. Harriet Wingard has, taught for three years in a fourth grade bilingual classroom. | | Diane Heidemann/Harriet Wingard Monroe School 431 Flora Vista Drive Santa Barbara CA 93109 (805) 966-7023 | | |

96 | Family Ties That Bind | English/Language Arts | Global Education | 8 | 8 | 8 | 5 | In Family Ties That Bind, students integrate reading, writing spelling, speaking, listening, research skills, science, social, science, and gain self-esteem as they search for their,"roots." They produce personal books to cherish and pass on to their, descendants. This process of producing a book is excellent for teaching across, the curriculum. Students develop skills in language arts both by, writing about the information they research from their family, oral history stories, recipes, food samples, etc. and by speaking, and listening as they share this information with the class. Geography and history research skills increase as they study, their families' origins. Self-esteem grows when they bring, keepsakes and memorabilia to display. Higher level thinking, skills increase as they conduct interviews and present their, findingsÑboth written and oral reports. Art, creativity, and, self-understanding are demonstrated as they put together their, own personal coat of arms assignment, later used to decorate the, book cover. All the students produce a personal display to their, families, as well as to other parents, interested teachers and, friends. Science activities include genetics and fingerprints. The class learns about immigrants, democracy and the many varied, reasons for their ancestors coming to America through movies and, other materials. At home each student hears stories and sees, photographs, newspapers articles, trophies and the details behind, the valued keepsakes. This is quality,"binding time" which, transmits family values to the children. The questions provide a, time to open up and develop closer communication between the, young and the old. I measure the success of this program by the amount of enthusiasm, it produces in the children and their families and the wonderful, cooperation I receive from all those involved. I also am able to, examine the finished book and the amount of effort that goes into, it. There is a vocabulary test given on all the new words that I, include in a student packet. It is very rewarding to watch both, the gifted and less academically capable students share and, enthusiastically discuss their equally interesting findings. The sources that stimulated this project's development were my, love of genealogy, my interest in the wonderful knowledge that, older family members have to share, the ever-increasing need for, family members of all ages to share and become closer in this, too-busy world, and the tremendous need I see in children to have, something to hold onto in terms of values and traditions. I also, took pages from Family Folklore by Baker and Kotkin to aid in the, oral tradition part of the research. I spend about six weeks on, this unit. State Frameworks: This idea emphasizes the History/Social Science Framework goals, of integrating listening, speaking, reading, writing, thinking history, geography, citizenship, self-esteem, community, involvement, and research skill development. The Students: In 1991-92, 19 sixth graders enthusiastically participated in, this project. In 1990-91, there were 32 participants. | | I have taught grades two and six for 33 years and have been a, reading specialist. I have been a self-esteem Mentor Teacher. | | Barbara Cordero Los Olivos School PO Box 208 Los Olivos, CA 93441-0208 (805) 688-4025 | | |

97 | CAFE - Food for Thought | English/Language Arts | Science | 3 | 8 | 2 | 8 | Combine: Cups of creative cooking experiences and tablespoons of teacher questioning. Add: A dash of diversity, desire and determination. Mix well with eager students willing to hypothesize, inquire, discover, analyze and evaluate. Enjoy! Yields: Gallons of Great Thinkers! The project's purpose: to develop students' basic skills in reading, writing, language arts, the content areas, mathematics and the fine arts. As the students read, write, speak and think about their experiences with foods, they are using their senses. Sensory activities make learning meaningful and aid in the retention of basic skills. Recipes feature a variety of foods that appeal to the multi-cultural tastes of our community. Cooking is perceived as an adult activity, and students find working with foods both motivational and satisfying. DCPS Major System Priorities: Critical Thinking, Achievement. | | Marti Milberg McLean has taught Kindergarten at Williams Jennings Bryan Elementary School for five years. She has completed an M.S. in Early Childhood Education from Florida International University. Mrs. McLean is associated with the DCPS/UTD Critical Thinking Skills Project. Deborah Mink has been teaching at John G. DuPuis Elementary for ten years, previously serving as a music teacher at Miami Gardens Elementary School. She has traveled throughout the United States collecting ethnic recipes. Mrs. Mink loves to cook herself and had fun writing the cookbook and adapting the recipes for the classroom. (In contrast, Mrs. McLean hates to cook at home, but loves the results she gets cooking with her students!) | | Marti McLean Ernest Graham Elementary School 7330 W 32 Ave. Hialeah, FL 33016 825-2122 Principal: Dr. Neraida Smith Deborah Mink J.G. DuPuis Elementary School 1150 West 59th Place Hialeah, Florida 33012 821-6361 Principal: Herbert Day | | |

98 | Reading Our Way Around the World | English/Language Arts | Science | 5 | 7 | 2 | 8 | The Project:,"Reading Our Way Around the World" is a reading program designed to expose students to aesthetic, uplifting literature from across the globe. The purpose: to have students discover that reading is a joy rather than a burden. This project helps students develop the capacity to enjoy books and give them the chance to see, hear, and read fine children's literature. Students,"travel" around the world through children's literature. They begin by filling out an application and having photos taken for,"passports". As students,"travel" from one country to another their passports are stamped showing that they have entered the country, and a tour guide (the teacher) introduces each region by using selected resources. The students select stories from an anthology of regional children's literature to read each day. Along with this leisure reading time, there are directed teaching lessons based on regional literature. For example when,"traveling" to Denmark, students read several of Hans Christian Andersen's fairy tales and analyze the common elements in these stories. As a result, the students learn the characteristics of fairy tales and applying this knowledge, they write their own. As they,"leave" the country, every student who has read ten or more regional stories, receives a souvenir (bookmark, a flag, etc.) representing the country. With each student having his/her own reading passport, reading is made fun and exciting. This project provides opportunities to teach skills and concepts in innovative ways. DCPS Major System Priorities: Achievement, Critical Thinking, Intergroup Relations, Parental Involvement. The Students: This project was developed for third-grade students, although it can easily, be adapted to other grade and achievement levels. The size of the group and the length of the program can vary. | | Kay Pardee, one of six finalists for the 1988-89 Dade County Teacher of the Year, has been awarded three creative teaching grants from the Dade Public Education Fund and a 1990 Business Week Award for Innovative Teaching. She has been implementing this project for three years. It's easily managed by the teacher and needs no assistants. | | Kay Pardee Pinecrest Elementary School 10250 SW 57th Avenue Miami, Florida 33156 667-5579 Principal: Bonnie M. Wheatley Originally funded by the Dade Public Education Fund Mini-Grant Program. | | |

99 | Book Battle | English/Language Arts | Global Education | 6 | 7 | 2 | 8 | Students at two neighboring elementary schools first read the same specified titles from their media centers, and then are chosen to be members of their school's,"Book Battle" teams. They compete orally by answering questions (developed by the Media Specialists) about their books, whose titles are specified by the Sunshine State Young Reader's Award (SSYRA) program, sponsored annually by the School Library Services Office of the Florida Department of Education. Twenty fiction books are nominated and any educator in the district with third through eighth grade students can choose to have their school participate. Three years ago, the developers expanded the state program to add more excitement and incentives for their students to be SSYRA readers. Each year, these Media Specialist write questions for each nominated book and advertise the program. All students who want to try out for their school's team read the books and answer written questions. Students with the highest scores on the written tests are chosen as the,"Book Battle" team. The whole program culminates with an oral competition between the two schools, with everyone involved wearing,"Book Battle" tee-shirts. Trophies are awarded and refreshments are served. DCPS Major System Priorities: Achievement, Critical Thinking, Intergroup Relations. The Students: The SSYRA program is intended for students in the third through eighth grades. However, the two schools at which this project is implemented are elementary schools. In the,"Book Battle" each team is limited to fourth and fifth grade students, any of whom can take the written qualifying test to seek a place on the team. Several Learning Disabled students have become members of the teams. The project could easily be adapted to any grade level, any books, or any number of schools! | | Jean Worley has taught in several capacities for Dade County Schools for 18 years and has been the Media Specialist at Redland Elementary School for ten years. She is actively involved in many activities, including SchoolBased Management Council, The Dade County Media Specialists Associations, and the AFT's Educational Research and Dissemination program (as a TeacherResearch Linker). Marcia Pitt has been teaching in Dade County for 22 years, and has been the Media Specialist at Avocado the past ten. She has been chosen Avocado's Teacher of the Year and has been honored by the Homestead/Florida City Chamber of Commerce in 1987. She has served as a board member on professional and county Media Specialists' organizations. | | Jean Worley Devon Aire Elementary 10501 SW 122 Ave. Miami, Florida 33186 279-6710 Principal: William Kinney Marica Pitt Avocado Elementary School 16969 SW 294 Street Homestead, Florida 33030 247-4942 Principal: Rita B. White | | |

100 | Cantando, We Learn! | English/Language Arts | Instructional Inquiry | 3 | 7 | 2 | 8 | Cantando, We Learn! uses music to teach students a foreign language. The students learn nouns, adjectives and grammar functions with the help of music. For example, the students learn the numbers by singing them. Using popular music, traditional nursery rhymes or rap music makes it easier for students to identify new words. The songs can be introduced before each unit's vocabulary or after the unit to create excitement for the new words the children have learned. And, in December, students can learn holiday songs in Spanish, which they can share with the entire school. Soon every one will be singing. Cantando, we learn!, DCPS MAJOR SYSTEM PRIORITIES, Bilingualism, Intergroup Relations, Achievement, BLUEPRINT 2000 GOALS, Student Performance, Learning Environment The Students, Cantando, We Learn! has been used successfully with first- to fifth-grade students. The project is easily adaptable to all grade levels and to students of different learning abilities. | | Dr. Gemma Santos was named Dade County Social Studies Teacher of the Year in 1992. She has presented numerous workshops at the Florida TESOL Conference, Florida Social Studies Council and Florida Geographic Alliance. She has received several Teacher MiniGrants and is a 1991-1992 IMPACT II Adapter. Ms. Isabel Santos has been teaching for more than 25 years, the last five with Dade County Public Schools. She was the recipient of a 1991-1992 Citibank Success Fund grant to implement this idea. | | Gemma I. Santos, J.D. Coral Gables Senior High 450 Bird Road Coral Gables, Florida 33146 School Phone: 443-4871 School Mail Code: 7071 School Principal: Ralph V. Moore Isabel Santos South Hialeah Elementary 265 E. 5th Street Hialeah, Florida 33010 School Phone: 885-4556 School Mail Code: 5201 School Principal: Marie Harrison dade | | |

101 | Games Galore | English/Language Arts | Relations | 7 | 7 | 2 | 8 | Children love to play games! The goals of Games Galore are to inspire a love for reading, develop better comprehension, promote cooperative teamwork and help build a more positive self-concept. Games Galore is a motivational technique that will meet the needs of students -- from Learning Disabled students to those in the Gifted Program. Each child can be a star. What's more, students are encouraged to read, gain proficiency in writing, learn to follow oral and written directions, and improve their vocabulary and comprehension skills. Of course, there are a multitude of possibilities for incorporating Games Galore into the daily lesson plans for any subject. A scavenger hunt can be used to teach reading and grammar skills; quiz show games can be used with social studies; races can be used for spelling; bingo-type games can be used to teach math--but wait there's more. "Oh Swami" can teach health and then there's,"TicTac-Toe in the Know". The possibilities are endless while the,"how to's" are easy. From choosing teams to obtaining prizes to involving all of the students, it is all spelled out in this program. The only hard part will be containing the excitement when it's time for Games Galore. DCPS Major System Priorities, Achievement, Critical Thinking, Blueprint 2000 Goals, Student Performance, Learning Environment The Students, More than 70 fifth graders, including students from ESOL, Exceptional Education and Gifted classes, participated in Games Galore. This project is adaptable to all ages and levels. | | Janet Diaz has been teaching for 20 years for DCPS. Her GAMES GALORE program has been an integral part of her curriculum for more than 17 years and has been presented at various workshops and university classes. | | Janet Diaz Royal Palm Elementary School 4200 S.W. 112 Court Miami, Florida 33165 School Phone: 221-7961 School Mail Code: 4761 School Principal: Ana Driggs | | |

102 | Lite Pictionaries By Brite Students | English/Language Arts | Social Studies | 2 | 4 | 2 | 8 | Lite Pictionaries By Brite Students is a visual and tactile approach to learning the alphabet, phonics and vocabulary development using commercially purchased Lite Brite pegs. Chart paper and three-ring binders are used also. The Lite Brites are used for making the dividers in students' pictionaries (picture dictionaries). Students punch out a letter of the alphabet on a page, then, on the pages that follow this Lite Brite created divider, write and draw words that begin with that letter. To start, students brainstorm words that sound like they begin with a certain letter of the alphabet. This list is transferred to chart paper (for reference by the students) with a picture next to each word, if possible. Students then stick the Lite Brite pegs in their own paper to form the beginning letter of the words the class brainstormed. The students then create pictionaries for the words beginning with that letter. As their vocabulary increases, the students write more words in their pictionary to refer to during journal writing, learning logs, response logs or creative writing. An introduction of Dolch words also may take place by punching out only that word, then writing or dictating a sentence using that word in context, and then drawing a picture about the sentence. The students love the excitement of working with the Lite Brites and get even more excited about the words that they can read, write and use. They can,"picture" their own progress!, Dcps Major System Priorities, Achievement, Standard English, Parent Involvement, Blueprint 2000 Goals, Student Performance, Learning Environment The Students: Lite Pictionaries By Brite Students has been used successfully with kindergarten students. Some of these students had limited English proficiency skills. It also can be adapted for first- and secondgrade students with minor changes. This project lends itself to individual, small and large group instructional activities. | | With a bachelor's degree in elementary education and two classes short of a master's in early childhood education, Dawn Pearce has been teaching in DCPS for three years. She recently has begun promoting her ideas to instructional magazines and sold her first idea in December 1992 to Mailbox. | | Dawn Southern Pearce Peskoe Elementary School 29035 SW 144 Ave. Homestead, Florida 33030 School Phone: 242-8340 School Mail Code: 4391 School Principal: Sharon Hench | | |

103 | Parents as First Teachers | English/Language Arts | Global Education | 1 | 3 | 2 | 8 | The purpose of this program is to promote the importance and development of a quality parent-child relationship. Parents As First Teachers helps parents foster a positive attitude toward learning within the home environment and encourages their participation in a variety of activities related to their children's education. To encourage the continuation of education at home, parents participate in school-sponsored workshops and training sessions designed to help them become knowledgeable in the areas of child development, discipline, literacy and more. They practice new skills they have learned by participating directly in the education of their children by aiding teachers in the classroom at least once a month. At home, parents supplement, extend and/or reinforce their children's learning by participating with them in at-home activities. This participation is aided by use of the parent-child lending library which is located in the classroom and contains materials such as children's literature, games, puzzles and more. DCPS Major System Priorities, Parent Involvement, Achievement, Blueprint 2000 Goals, Readiness to Start School, Learning Environment, Adult Literacy, The Students: Forty pre-kindergarten students and parents from a low-economic area participated in the project through the Early Intervention program. The project can be adapted to any primary or elementary grade with minimal cost. | | Mayra Alonso has a master's degree in early childhood education and has been teaching for six years. She also teaches early childhood courses at Miami-Dade Community College. She received a Citibank Success Fund award for this project in 1992. | | Mayra E. Alonso Myrtle Grove Elementary School 3125 N.W. 176th St. Opa-locka, Florida 33055 School Phone: 624-8431 School Code: 3581 School Principal: Cecil Daniels | | |

104 | A School of Poets | English/Language Arts | Technology | 10 | 11 | 2 | 8 | How does a teacher create a poet in one week? -- by implementing this project. Using A School Of Poets, students are taught easily to create their own poetry through a step-by-step process which includes writing and analyzing poetry. The result is that students learn a variety of forms while creating a beautiful book they will treasure. DCPS Major System Priorities, Student Achievement, Standard English, Intergroup Relations, Parental Involvement, Blueprint 2000 Goals, Student Performance, Learning Environment, The Students, This project has been used with eighth-grade students. It is easily adaptable for any grade level by adjusting the requirements and can be used with both large and small groups. It can be taught to advanced, regular, ESOL and remedial level students because it relies on the students' ability to use what they already know. | | Beth Rivero has been teaching creative writing and language arts at North Dade Middle School for five years. She wrote the humanities curriculum for North Dade Middle's International Studies program and designed the curriculum for the Pre-International Baccalaureate program. She was trained at the Writing Institute and is a member of Dade County's Global Cadre. In 1991-92, she was the Global Teacher of the Year for Region I. Currently, she is completing her master's degree in educational leadership. | | Beth Rivero North Dade Middle School Center for International Studies 1840 N.W. 157th Street pa-locka, Florida 33054 School Phone: 624-8415 School Mail Code: 6591 School Principal: W.J. Roberson II | | |

105 | Forensics Fundamentals | English/Language Arts | Global Education | 13 | 14 | 2 | 8 | Forensic Fundamentals is designed to assist teachers in beginning a speech and debate program. The project is designed with the understanding that once teachers work in forensics and participate in tournaments they will establish their own style and resources. The project materials are geared to preparing for participation in competitions. Separated into three loose-leaf binders for easy access and additions, these materials cover The Fundamentals, Individual Events and Debate through a collection of observations, lessons and materials from the Developer, noted coaches and national forensics organizations. DCPS Major System Priorities Achievement, Standard English, Critical Thinking, Job Preparedness, Intergroup Relations, Parental Involvement, Blueprint 2000 Goals, Readiness for Employment, Student Performance, The Students, Forensics Fundamentals Is geared to junior and senior high school students preferably in classes with 25 or fewer students. Although the project is primarily for students who would be willing and able to enter forensics competitions, it can benefit students of all levels of ability and aspirations. Some aspects of the lessons also would benefit adults, although they are not eligible for competitions. | | Dianne Campbell began the forensics program at Miami Carol City, Senior High School in 1990. She attended forensics institutes at University of Iowa in 1990 and Nova University in 1991 and received a Phillips Petroleum Company grant to be a presenter at the National Forensics League Urban/Rural Planning Conference in Denver, Colorado in 1992. She is a Teacher Mini-Grant recipient and organized and wrote much of Forensics Fundamentals while on a DATA grant. Ms. Campbell has been in the Miami Carol City English Department since 1988, following a 20-year career as an international travel writer. | | E. Dianne Campbell Miami Carol City Senior High 3422 N.W. 187th St. Miami, Florida 33056 School Phone: 621-5681 School Mail Code: 7231 School Principal: James Hunt | | |

106 | Fun Language Activity | English/Language Arts | Social Studies | 9 | 11 | 2 | 8 | Fun Language Activity is designed for French, but can be tailored to fit the study of any major foreign language. The project's purpose is to acquaint students with the cultures and lifestyles of the people who live in French-speaking countries. Students go to libraries to look for information about the countries where that language is spoken. The class is divided into groups. Each group is responsible for gathering brochures on a specific country by contacting travel agencies, consulates and other organizations related to that country. The groups gather information about money, lifestyles, newspapers, national and local geography, and the people(s) of that country. After the research is done, each group presents its findings on its assigned country on a different day. To accompany each group presentation, a guest speaker is invited to the class to talk about the country and food typical of the country is eaten in the class. This activity teaches students that the language they are learning, is not only spoken in France, but also is spoken in Africa, Latin America and even in the United States. This activity can be enriched by repeating it every year and keeping the information gathered about these countries in previous years as samples to help future students. Particular places in the classroom can be selected to create a unique spot to hold materials for each designated country. DCPS Major System Priorities: Intergroup Relations, Bilingualism, Critical Thinking, Achievement, Blueprint 2000 Goals, Students Performance, Learning Environment, The Students: This project was implemented with entire classes, grades seven through nine. It can be adapted easily for small groups in any grade level. | | Josiane Marzouka started her career as an ESOL teacher at MiamiDade Community College. She has a bachelor's degree in French education and has been teaching since 1990. | | Josiane Marzouka North Dade Middle School 1840 NW 157th Street Opa-Locka, Florida 33054 School Phone: 624-8415 School Mail Code: 6591 School Principal: W. J. Roberson, II | | |

107 | The Gift of Love | English/Language Arts | Global Education | 9 | 14 | 2 | 8 | Increasing students' motivation and appreciation for reading is the goal of this project. Art is the stimulus used to achieve this goal. This innovative program teaches students the art of bookbinding and book illustration as they develop their creative writing and reading skills. To begin this class activity, students read selected children's books to become familiar with the components of a story. They then write their own children's story using their own children, as the central characters. Although this project is designed for students who are already, parents, it can be modified slightly for students who are not yet parents. One modification might be to have students create central characters for their stories that are based on their siblings or on their own childhood pals. DCPS Major System Priorities, Graduation Rate, Critical Thinking, Achievement, Blueprint 2000 Goals, Learning Environment, Student Performance, Graduation Rate, The Students, C.O.P.E. Center South is an alternative, drop-out prevention school for teen parents. Thirty students participated in the project. The students ranged from 12 to 19 years of age and were in the seventh to 12th grade. The class met every day for a nine-week period. The project can be adapted for elementary and secondary schools and can be implemented with a small or large group. | | Charlotte Stewart has been a reading specialist in DCPS for nine years. She has received several Teacher Mini-Grants and Citibank Success Fund grants. She has made several presentations at county and state reading conferences. Julieta Pinedo has been an art teacher in DCPS for four years. She has received several Citibank Success Fund grants. In 1989, she received the Sallie Mae Beginning Teacher award at C.O.P.E. Center South. As a professional artist, she has exhibited at museums and galleries in South Florida. | | Charlotte Stewart and Julieta Pinedo C.O.P.E. Center South 14580 S.W. 117th Avenue Miami, Florida 33176 School Phone: 233-1044 School Mail Code: 8131 School Principal: Dorothy Wallace | | |

108 | Academy of Space Sciences | Science | English/Language Arts | 5 | 6 | 2 | 8 | To interest students in outer space, astronomy and their accompanying sciences, this project helps teachers create a classroom space academy. Students assume that space travel is already in effect, they are cadet-trainees and have to learn how to, plot a route to Mars for exploration and then return. There are three final projects: a test on Mars, a final exam dealing with the planets and a space scrapbook, which has to be completed by the end of the unit. DCPS Major System Priorities: Achievement, Critical Thinking, Parental Involvement, Blueprint 2000 Goals: Learning Environment, Student Performance, The Students: The population for this project included 150 students, nine to 10 years of age, who were divided into four homerooms. All levels participated, including students in the Gifted, Academic Excellence, regular classroom and ESOL programs. Classes met every day, although not all students met every day. Tuesdays were reserved for total class instruction or to view special videos. This unit can be adapted easily for any size class of students. | | With a master's degree in elementary education and a master's degree in administration & supervision, Arnold Pakula has been teaching for more than 27 years, with the past 18 years as a fifthgrade science teacher at Highland Oaks. In 1984, he was chosen Teacher of the Year at Highland Oaks, as well as Area runner-up. Mr. Pakula writes his own units for science and language arts. | | Arnold I. Pakula Highland Oaks Elementary 20500 N. E. 24th Avenue North Miami Beach, Florida 33180 School Phone: 931-1770 School Mail Code: 2441 School Principal: Virginia A. Boone | | |

109 | The Ratio Race Track | Mathematics | English/Language Arts | 7 | 7 | 2 | 8 | The Ratio Race Track changes the way students view mathematics. As a project, it is as complex as the facilitator and the students want to make it. Teams of students begin by creating a simple, twodimensional, measurement project -- a model race track. The addition of elements to the race track, including a lake and a mountain, forces the teams to solve problems, such as whether a 30 cm mountain is measured by its slope or vertical height. The student teams then project actual measurements for the race track based on a set of ratios and choose the most reasonable set of measures. The culminating activity is an individual project. Students create a race car that will fit the scale of the track their team has built. In the past, some students have gone so far as to make magnet cars that will run the race track. This project truly engages the student in the active application of learning. DCPS Major System Priorities, Achievement, Critical Thinking, Blueprint 2000 Goals, Student Performance, Learning Environment, The Students, This project has been used with both Gifted fifth-grade students and Chapter I fifth-grade students. While the gifted students extended and individualized their projects in ways the Chapter I class did not, it was successful with both groups. The activity is appropriate for a 20-35 member intermediate class. | | Leah Ann Sapp de Aladro has been with Dade County Public Schools for the past five years. She is the lead teacher of the Atlantis Gifted Center at Charles R. Drew Elementary. She was a nominee, in both 1991 and 1992, for a Presidential Award for Excellence in Teaching Math and Science. Previously awarded grants include a Chapter II grant in 1992. | | Leah Ann Sapp de Aladro Charles R. Drew Elementary 1775 N.W. 60th Street Miami, Florida 33142 School Phone: 691-8021 School Mail Code: 1401 School Principal: Frederick Morley | | |

110 | Beyond the Earth and You | Mathematics | Relations | 9 | 11 | 2 | 8 | Beyond The Earth And You is designed to teach,"at-risk" and reluctant learners different aspects of our solar system using hands-on, exciting activities. The purpose is to show students that there are many things that are far larger than themselves and the world in which they live. To begin this unit of study, students are first introduced to terms that form a base for discovering their solar system. Students then begin to build on this knowledge by researching information on the planets and other celestial objects within our solar system. The students share information with their peers to create their own individual books on and illustrations of the solar system. The students continue with a field activity in which the students must, using mathematics and a team approach, determine a scale they can use to show the distance of each planet from the sun. The students then use this scale to create a "human picture" of the universe with each student representing a planet. Next, students construct models of the solar system using their gained knowledge and applied math. The final activities involve a "night-sky discovery" and construction of a mini-planetarium. These activities provide the students with an opportunity to share their knowledge with other students within the school and with the community. DCPS Major System Priorities, Achievement, Critical Thinking, Parental Involvement, Intergroup Relations, Blueprint 2000 Goals, Student Performance, Learning Environment, The Students: This program has been used with students with varying exceptionalities in grades seven through nine. Beyond The Earth And You may be adapted to meet the needs of students of all levels and skills. This project is centered around cooperative learning and may be used with large or small groups of students. | | DaJuana Prater holds a bachelor of arts in education and is a beginning teacher. She graduated at the top of her class at Florida Atlantic University. Her field of specialization is exceptional student education. Ms. Prater currently teaches science and math to students of varying exceptionalities at North Dade Middle School. | | DaJuana Michelle Prater North Dade Middle School 1840 N.W. 157th Street Opa-locka, Florida 33054 School Phone: 624-8415 School Code: 6591 School Principal: W.J. Roberson, II | | |

111 | Plastic Pipe Projects (PPP's) | Mathematics | Instructional Inquiry | 3 | 8 | 2 | 8 | This project utilizes PVC plastic pipe as a teaching tool. Students participate in teams, learning to decipher models and then working to copy and improve them. Finally, students experiment and create their own plastic pipe projects. For example, a good first project is to build a chair. Students study the design of a model chair and copy what they see. Next, they create a better chair, one of their own design and on a different scale. Students work in groups so they can exchange ideas and, therefore, solve each others' problems with very little input from the instructor. The teacher becomes a facilitator encouraging the students to use their own creativity. This also results in the students learning teamwork and cooperation. Soon, the students are sharing parts and building more and more complicated structures. DCPS Major System Priorities, Critical Thinking, Graduation Rate, Job Preparedness, Blueprint 2000 Goals, Graduation Rate, Readiness for Employment, Learning Environment, The Students, This project can be done with one to 30 students. A substitute instructor can also supervise this project in the classroom and immediately become a hero. This project will work with students of all ages and all grades by altering the complexity of the project. | | John Harrison has taught mathematics, technology education, building construction and science. Throughout his life, he has won awards in various clubs and organizations. He has been teaching for three years, and has used this project since his first six weeks as a substitute teacher. Assistants may be helpful but are not necessary for the project to be implemented successfully by the instructor. | | John H.B. Harrison Palm Springs Middle School 1025 W. 56th Street Hialeah, FL 33012 School Phone: 821-2460 School Code: 6681 School Principal: Dr. Allan Bonilla | | |

112 | R.O.B.O.T.I.C.S. | Mathematics | Instructional Inquiry | 8 | 10 | 2 | 8 | Through interdisciplinary studies, students learn the art of building and programming a robot. They learn to identify the components involved in the robot's operation, the variety of tasks a robot can perform and how these tasks relate to the world of work. They also learn to identify the need for robots in the workplace and research careers related to robotics. Students use research, math and science skills in order to program the robots to accomplish simple tasks. They also keep inventor's notebooks in reference to the creation of robots for particular industrial tasks. In addition, the robotics kits employed with this project provide the students with unlimited opportunities for hands-on learning and fun! DCPS Major System Priorities, Achievement, Critical Thinking, Intergroup Relations, Blueprint 2000 Goals, Readiness for Employment, Student Performance, Learning Environment, The Students: Sixth-, seventh- and eighth-grade computer applications students, including ESOL and ESE students (LD, EH, SLD and Gifted), have participated in R.O.B.O.T.I.C.S. The project also has been presented to high school students. Some activities require soldering and therefore may have to be adapted for younger or handicapped students. | | Lottie Simms is a 15-year teaching veteran with an education specialist degree in computer science education. She was the 1992 State of Florida Instructional Computing Teacher of the Year. Miss Simms teaches computer technology class at Miami Lakes Middle School where she is also the Middle School Coordinator. In addition, she is an Adjunct Instructor for Barry University's School of Education. Miss Simms is the recipient of three Dade Public Education Fund Teacher Mini-Grants and is a 1991-1992 and 1992-1993 Impact II Developer. | | Lottie J. Simms Miami Lakes Middle School 6425 Miami Lakeway North Miami Lakes, Florida 33014 School Phone: 557-3900 or 556-0045 School Mail Code: 6501 School Principal: James L. Cerra | | |

113 | Solve It! Write It! Read All About It! | English/Language Arts | Arts | 8 | 8 | 2 | 8 | In Solve It! Write It! Read All About It! students work cooperatively to create their own math magazines with great motivation and enthusiasm. At the same time, students exercise their math and writing skills, creativity and artistry. This project meets competency based curriculum standards, demonstrates writing across the curriculum and focuses on interdisciplinary instruction. Students are placed in groups. Each group decides on a magazine title. The magazine they create must have a cover page, table of contents, an article on a famous person, puzzles, word searches, brainteasers, riddles, charts, graphs and a credits page. Every section of the magazine must demonstrate math and critical thinking skills. When the magazines are completed, they are published. Students enjoy reading and working on other magazines and taking home copies to share with their families. DCPS Major System Priorities, Achievement, Standard English, Critical Thinking, Intergroup Relations, Blueprint 2000 Goals, Student Performance, Learning Environment, The Students: This project has been successful with sixth-grade gifted and advanced students. Approximately 150 sixth-grade students participated in the project. This project can be adapted easily for any grade level and ability group. | | Robert Canal has been teaching math and science for 10 years and presently teaches sixth-grade students at Miami Lakes Middle School. He was the 1991-1992 Teacher of the Year at his school. Martha Pijuan has been teaching in DCPS for 13 years and presently teaches sixth-grade students at Miami Lakes Middle School. She was the 1989-1990 DCPS Middle School Math Teacher of the Year and is the recipient of a Chapter II grant. | | Robert Canal, Martha Pijuan Miami Lakes Middle School 6425 Miami Lakeway North Miami Lakes, Florida 33014 School Phone: 557-3900 School Mail Code: 6501 School Principal: James L. Cerra | | |

114 | The Unsinkable Titanic Has Sunk | Mathematics | English/Language Arts | 7 | 10 | 2 | 8 | The Unsinkable Titanic Has Sunk is a hands-on approach which uses this historical tragedy to teach concepts such as density, buoyancy, Archimedes' Principle and other related concepts. This project captures students attention because students must actually construct models, draw timelines, and create bulletin board displays that demonstrate these scientific concepts. For one activity, students draw, using construction paper and other materials, a timeline that contains the series of events that led to the destruction of the Titanic. This timeline must also include the specific concept that correlates to each event on the timeline. Students also write original stories on how this terrible loss might have been prevented. As a culminating activity, students design and construct the iceberg and the Titanic using the correct proportions and concepts. The drawings are displayed on the bulletin board of the classroom. Students share this display, their timeline and other work, and what they have learned with parents and community members, as well as with students within the classroom. This sharing takes place on a special day set aside for discussion of,"The Unsinkable Titanic." DCPS Major System Priorities: Achievement, Critical Thinking, Parental Involvement, Blueprint 2000 Goals: Student Performance, Learning Environment, The Students: This project was implemented with middle school students. It can be, adapted to any classroom setting or age group. | | Maria Horta has a bachelor's degree in biology. She is a second year teacher and was a nominee for 1991-1992 Sallie Mae Award. Mrs. Horta also received a mini-grant from the Eisenhower Title One Grant Program. | | Maria C. Horta Shenandoah Middle School 1950 S.W. 19th St. Miami, FL 33145 School Phone: 856-8282 School Code: 6841 School Principal: Lourdes Delgado | | |

115 | Two-Bit Box Co. | Mathematics | Science | 11 | 14 | 2 | 8 | In the classroom, students construct toolboxes and other simple wood projects. They plan, draw, measure, hammer, sand, paint, advertise and sell their products. From simple plans in a woodworking magazine, students construct a workbench (a sturdy table will suffice) in the classroom. Additionally, student-built tool boxes, holiday dolls and bird feeders are made and sold to faculty members and others. Not only does this project satisfy the requirements of an Employability Skills Class, it also involves objectives from almost all the curriculum areas. Thus, every aspect of the project demonstrates a useful,"real-world" answer to the question,,"What do we have to study this for?" DCPS Major Systems Priorities: Critical Thinking, Job Preparedness, Intergroup Relations, Standard English, Blueprint 2000 Goals, Graduation Rate, Readiness for Employment, Student Performance, The Students: Eleven high school students of average and below average ability met for one or two hours, two or three days a week to produce a variety of wood projects. This project is adaptable to almost all age and ability levels. | | Bill McKinley has a master's degree from the University of Miami, and has taught emotionally handicapped students for nine years. Dona DePriest graduated from Western Carolina University and has worked with severely emotionally disturbed and emotionally handicapped students for seven years. They were awarded a Dade Public Education Fund Teacher Mini-Grant for this project and were asked by DCPS to present it at the Project Phoenix Conference. | | Bill McKinley Dona DePriest G. Holmes Braddock High School 3601 S.W. 147th Avenue Miami, FL 33186 School Phone: 225-9729 ext. 255 School Mail Code: 7051 School Principal: Fred Bertani | | |

116 | Who's Who In Mathematics: Historical Math | Mathematics | Arts | 9 | 10 | 2 | 8 | Archimedes, Pythagoras, Newton, Descartes and many more famous mathematicians are the subject of this project. Who's Who In Mathematics turns complex formulas into interesting stories about math discoveries of long ago made without the use of modern conventional technologies. To begin, students select a famous mathematician to research. Next, the students produce a written report. These reports can be presented in front of their classmates. Students also are encouraged to make a math timeline display illustrating, chronologically, famous mathematicians with their discoveries. In addition, students also can use their creativity to design smaller pictorial poster boards describing the life and times of their chosen mathematician. Historical Math encourages writing across the curriculum, and gives teachers another means for academic assessment and evaluation. Historical Math places math on the same level with other major subjects such as language arts and social studies, instead of just being science's counterpart. DCPS Major System Priorities: Achievement, Standard English, Blueprint 2000 Goals: Student Performance, Learning Environment, The Students: This project was used with seventh- and eight-grade students. Teachers can use this project with students of any level, who are studying complex math theories. | | Penny A. Puco has taught for seven years, of which four years were for the New York City Board of Education. In New York, she taught math and science to seventh, eighth and ninth graders while working in alternative education. She also presented many public speeches on this subject. She currently is in her third teaching year in Dade County, where she teaches middle grade math. Ms. Puco has been the yearbook advisor for the past two years. Last year's publication received a company award presented to Miami Lakes Middle School. | | Penny A. Puco Miami Lakes Middle School 6425 Miami Lakeway North Miami Lakes, Florida 33014 School Phone: 557-3900 School Mail Code: 6501 School Principal: James L. Cerra | | |

117 | The Montgomery Bus Boycott | Social Studies | English/Language Arts | 6 | 7 | 2 | 8 | The Montgomery Bus Boycott is an in-depth analysis of the 1954-1955 boycott. The purpose of the project is to provide students with a historical perspective through the use of several different kinds of materials including historical texts and eyewitness accounts. Using these materials, students gain an understanding of the existing societal climate of a southern city, develop a chronology of events relating to the boycott, and gain a working knowledge of the concepts of economic boycott and non-violent confrontation. Conrad Stein's book, The Story of the Montgomery Bus Boycott, is, the cornerstone of the project. If offers students the history and background of the Montgomery situation that led to the year long economic boycott of a bus system that was predominately supported by black bus riders. An interactive packet which follows the book helps to focus class discussion, develop vocabulary and access reading comprehension. Dates are noted throughout the reading on a Date Log. The chronology is used to produce a time-line of the boycott. Another important component of the project is a Readers Response Log which provides students the opportunity to record their reactions to the readings. As a culminating activity, students are required to target an area of significance to their lives and develop a "Plan of Action" based on the non-violent methods used in the bus boycott. DCPS Major System Priorities: Achievement, Critical Thinking, Intergroup Relations, Blueprint 2000 Goals, Student Performance, Learning Environment, The Students: The project has been used successfully with fourth- and fifthgrade students. The follow-up activities can be adapted for other grade levels. Because much of the work is done in pairs and/or groups, students with limited English proficiency are able to participate. | | Josephine Cuevas-McNamara has a master's of education and has been teaching in Dade County for six years. She is an Associate with The Writing Institute. Ms. Cuevas-McNamara has received several Dade Public Education Fund grants. | | Josephine Cuevas-McNamara Cypress Elementary School 5400 S.W. 112th Court Miami, Florida 33165 School Phone: 271-1611 School Mail Code: 1281 School Principal: Judith Martin | | |

118 | Multicultural Awareness Through Artifacts | Social Studies | English/Language Arts | 2 | 14 | 2 | 8 | This program uses artifacts from various cultures to create in students an awareness and appreciation for cultural identities. Students explore the influences that artifacts have on family beliefs, customs, values, behaviors and relationships. Students also see the similarities and differences in values and customs as they share the richness of each others' cultures. For example, using a Haitian maraca made of callabash as an artifact gives a teacher the chance to discuss with students the different countries in which callabash is grown. It also gives a teacher the opportunity to demonstrate how different cultures use materials. An item that is used to make a maraca in Haiti, in Jamaica is used to make a bowl, while in Argentina it is used to make a water jug. Parents are involved in this program too. Students and parents are asked to complete a questionnaire together that includes a request for information on their country of origin and on artifacts that have had a great influence on their cultural lifestyles, their values, beliefs and customs. The students use the results to present the items that are special to them and to discuss with the class why the items have meaning. As a culminating event, a cultural awareness day is held. Parents share their cultural history and students share the stories, songs, and dances they developed relating to the artifacts. DCPS MAJOR SYSTEM PRIORITIES, Intergroup Relations, Parent Involvement, Achievement, BLUEPRINT 2000 GOALS, Learning Environment, Student Performance, THE STUDENTS, During the 1991-1993 year, 32 kindergarten students participated in the program. This program can be implemented to meet the needs of students from kindergarten to 12th grade. | | Ina McNeil has been teaching for over 25 years. She was the Educational Director for an early childhood program for ten years. She has received several grant awards for the development of multicultural curriculum, multicultural music, cultural foods and multicultural artifacts. | | MORE INFORMATION Ina McNeil Biscayne Elementary 800 77th Street Miami Beach, Florida 33141 School Phone: 868-7727 School Mail Code: 0321 School Principal: Carlos Fernandez | | |

119 | An EnvironNewsletter: Florida Up Close | Social Studies | English/Language Arts | 8 | 14 | 2 | 8 | Children need to know! To raise awareness of the sensitive environment of South Florida, students learn about their ecology through readings, research, writing and the development of an EnvironNewsletter. Students working with a partner use a software program and the computer to turn their discoveries into a professional finished product -- a newsletter. They enjoy the exploration of research and the use of technology to share their knowledge, even beyond the classroom. Even the US Congress can receive their publications expressing their concerns for South Florida's environment. DCPS MAJOR SYSTEM PRIORITIES, Intergroup Relations, Achievement, Critical Thinking, BLUEPRINT 2000 GOALS, Graduation Rate, Readiness for Employment, Student Performance, THE STUDENTS, Computer Application students in sixth, seventh and eighth grade participated in this project. The students came from a variety of ethnic and social backgrounds and were classified as having varying abilities including ESOL, ESE and Gifted. This project can be done with students of different ability levels in grades six through 12. | | Valen Mayland is a 15-year teaching veteran, who has a master's degree in computer science. She is a member of the University of Miami Clinical Teacher Program, a recipient of a Teacher MiniGrant, a 1990-1991 and 1991-1992 IMPACT II Developer and F.A.C.E. Conference presenter. She is the computer department chairperson and SBM/SDM chairperson. She was honored as the 1987-1988 Miami Lakes Middle School Teacher of the Year. | | Valen Mayland Miami Lakes Middle School 6425 Miami Lakeway North Miami Lakes, Florida 33014 School Phone: 557-3900 School Mail Code: 6501 School Principal: James L. Cerra | | |

120 | Extra, Extra, Read All About It! | Social Studies | English/Language Arts | 14 | 14 | 2 | 8 | The purpose of this project is to help teachers and students gain access to information that can be found by using a full-text CD ROM database of newspapers and other publications. The rewards of using the CD ROM database are numerous. The multicultural content of the CD ROM database allows students to form opinions based on a wide variety of information from diverse populations. Recent events in some city high schools, reflecting violence and racial tension, have caused a lack of self-esteem in many minorities. By using the CD ROM database, students can tap into publications of the minority presses and be awakened to the triumphs within their own culture. Another wonderful example of the usefulness of the CD ROM database is in a social studies class. The CD ROM database gives students the opportunities to check view points on significant news event in different publications. Students can explore the events in the Middle-East from the Jewish point of view or witness how the ArabAmerican communities view the peace talks. Another use of the CD ROM database allows Hispanic students to read in their native language. Additionally, students studying Spanish are provided with several Spanish language publications to increase their understanding of the language as well as of the cultural nuances presented across Hispanic publications. Using the CD ROM database can make any subject more challenging, but learning to use the CD ROM database doesn't have to be with EXTRA, EXTRA, READ ALL ABOUT IT. DCPS MAJOR SYSTEM PRIORITIES, Graduation Rate, Achievement, Bilingualism, Critical Thinking, and Professionalization of Education, BLUEPRINT 2000 GOALS, Readiness for Employment, Student Performance, Learning Environment, Teachers and Staff, THE STUDENTS, This project is best implemented with senior high school students. | | Consuelo Pino was the Teacher of the Year for Miami Central High School and was the High School Teacher of the Year for the Florida Association of Computers in Education. Ms. Pino is social studies department chairperson at Miami Central High School where she has taught for 22 years. Ivy Montoya has 17 years of experience in second language learning. She was the 1990 Florida Association of Computers in Education Teacher of the Year, a finalist for two years for Florida State, Instructional Technology Teacher of the Year, and this year was named Florida State Instructional Technology Teacher of the Year. | | Consuelo Pino, Ivy Montoya Miami Central High School 1781 N.W. 95th Street Miami, Florida 33147 School Phone: 696-4161 School Code: 7251 School Principal: Joseph Flannigan | | |

121 | ITV, Take One! | Social Studies | Technology | 8 | 14 | 2 | 8 | ITV or instructional television is a highly motivating learning strategy. Students learn how television productions and video tapes are made, then through project-based cooperative learning, students are able to produce their own curriculum related videos. Video projects offer limitless possibilities for motivating students and well-prepared video tapes add another dimension to classroom activities. First, students plan, create, sequence and prepare the production. Next, students share their success with classmates and with parents. And, not only do students who make the videos benefit but students in successive years learn from watching these videotapes, too. All types of learners benefit from ITV. Audio, verbal, visual and kinesthetic learners all find their role in video production. If this suits your style...Take ONE. DCPS MAJOR SYSTEM PRIORITIES, Graduation Rate, Achievement, Critical Thinking, Intergroup Relations, BLUEPRINT 2000 GOALS, Student Performance, Learning Environment, Graduation Rate, THE STUDENTS, Video production is easily done in a class of 30 or fewer students arranged in cooperative learning groups no larger than six students each. ITV should be done as a semester project, as a truly fine production can be achieved by allowing one day a week, possibly on Friday (the right brain day of the week), for the students to do their planning, research, script writing, audio and storyboarding. The project easily is adapted to all age groups, by using different classroom management techniques. It can be used with smaller groups, and if a student truly understands the technique, it may, even be used as a "visual term paper." Teachers may make videos for instructional objectives, and then use those videos for students who are absent. | | | | Ivy Montoya Miami Central Senior High School 1781 N.W. 95th Street Miami, Florida 33147 School Phone: 696-4161 School Mail Code: 7251 School Principal: Joseph Flannigan | | |

122 | SURVIVAL | Social Studies | English/Language Arts | 9 | 9 | 2 | 8 | SURVIVAL is a game designed to motivate, while introducing students to economics and,"real life" responsibility. Students apply and interview for jobs based on their grade averages. Each receives the commensurate pay for their work. With their pay checks, students must find and establish residences, pay their bills, decide whether they can afford to go out to dinner and a movie, balance their checkbooks, arrange for transportation, and file their tax returns. The game motivates students by rewarding desired behaviors with cash bonuses and job promotions. Furthermore, it provides an excellent management tool, as penalties are assessed against players engaging in undesirable behaviors. The rules for SURVIVAL are written in an easy to understand, and sometimes humorous, manner. For example, rule number seven says -Man does not live on bread alone. True...but without bread, man does not live very long! You must buy groceries. The average grocery bill for a single person varies considerably. You will pay $40 a week for groceries. And, teachers will appreciate rule nine which says -- Education pays for itself. This is a true statement, certainly. Presently, however, your CIVICS teacher must be paid for his efforts. Pay tuition: $50 a month if you are a professional. Teachers will find that SURVIVAL affords many opportunities for students' creative self-expression, from letter writing to the purchase of an automobile. The result of this game is that students come to view,"life after school" as one, huge interdisciplinary unit -- one that promises hard work will be rewarded. DCPS MAJOR SYSTEM PRIORITIES, Achievement, Critical Thinking, Job Preparedness, BLUEPRINT 2000 GOALS, Readiness for Employment, Student Performance, Learning Environment, THE STUDENTS, SURVIVAL was designed for the Middle School as an interdisciplinary unit. In seventh-grade classes, since 1991, the game has worked to create excitement about the study of economics. What a sight -struggling players consulting math and English teachers about their civics class assignment, asking,"if it would be all right" if they got a roommate to help pay their bills, angrily paying fines for disruptive behavior, writing letters to the government asking for help, and promising to try harder. This project may be adapted to meet the needs of both elementary and secondary school children. | | A civics teacher at Booker T. Washington Middle School since 1990, Donn V. Sierra is just getting started. He has served as Student Council Sponsor, team leader and peer teacher. Presently, he has a bachelor's degree in political science and history. | | Donn V. Sierra Booker T. Washington Middle 1200 N.W. 6th Avenue Miami, Florida 33136 School Phone: 324-8900 School Mail Code: 6911 School Principal: Charles Bethel | | |

123 | Caring Communications | Classroom Management/Intergroup | English/Language Arts | 5 | 8 | 2 | 3 | CARING COMMUNICATIONS provides a format to teach a range of skills intended to increase students' abilities to communicate effectively. Other important objectives of the program include building self-esteem, developing self-awareness, creating friendships and learning peace-making skills. The children are taught attentive/reflective listening skills, to establish and maintain eye-contact, to use,"I" messages and to express feelings. One CARING COMMUNICATIONS activity is Heart Talks, in which a child whose turn it is to speak holds a red velour heart while the other children are asked to listen with their ears and hearts knowing they, too, will have a chance to be heard. Another activity is The Heart Seat, in which the class reads Claude Steiner's The Warm Fuzzy Tale, discusses the concepts of warm fuzzies, and then participates in giving each other warm fuzzies. Hand Dancing, in which children are seated in pairs in order to dance together with just their hands while maintaining eye contact with each other, is one of the other many activities in this CARING COMMUNICATIONS project. Through these activities, children are encouraged by their own successes in supporting each other and themselves. They learn they are all winners. There are no losers in this process only caring communications. DCPS MAJOR SYSTEM PRIORITIES, Intergroup Relations, Achievement, BLUEPRINT 2000 GOALS, Learning Environment, Student Performance, THE STUDENTS, This program has been used with kindergarten, first and second graders since 1981. Many of the activities also were adapted for use in third through sixth grades. | | Shirah Penn has a master's of education and is currently completing her 33rd year teaching in Dade County. She was named the Grace Contrino Abrams Peace Teacher of the Year for 1984. She was awarded a plaque for her work in self-esteem education. She is currently a member of the National Council for Self-Esteem. | | Shirah Penn Palm Springs North Elementary School 17615 N.W. 82nd Avenue Hialeah, FL 33015 School Phone: 821-4631 School Code: 4281 School Principal: Dawn R. Hurns | | |

124 | Justice for "Just Us" | Classroom Management/Intergroup | Instructional Inquiry | 4 | 8 | 2 | 3 | JUSTICE FOR,"JUST US" is a multi-perspective approach to developing critical thinking skills. Research shows that sound intellectual development is dependent on and enhanced by concrete experiences. This project allows the students to strive toward the solution of conflicts. The project also accents proficiency in critical thinking and problem solving skills. In JUSTICE FOR,"JUST US," a classroom court system is created and implemented. A unique experience is provided to the students as they participate as officials of the court system. As in real life, they must apply and qualify to be hired by the system, and later trained to fulfill the different positions. After a specific period of time, employees are replaced to give the opportunity to as many students as possible. Upon determination of a problem or an appropriate issue, the system is called into session. During this session, real issues and problems are confronted and resolved. DCPS MAJOR SYSTEM PRIORITIES, Achievement, Critical Thinking, Intergroup Relations, BLUEPRINT 2000 GOALS, Learning Environment, Student Performance, THE STUDENTS, This project has been successful with second- through sixth-grade learning disabled students. It can be adapted to regular classes and to a small or large group situation. | | Vivian Shelton has been teaching learning disabled students for six years in the Dade County Public Schools system. She is currently completing a master's degree in exceptional student education at Barry University. | | Vivian Shelton Bunche Park Elementary 16001 Bunche Park School Drive Opa-locka, Florida 33054 School Phone: 691-1649 School Mail Code: 0641 School Principal: Peter Harden | | |

125 | Project Smile | Classroom Management/Intergroup | Relations | 2 | 8 | 2 | 3 | Project Smile is designed for,"at-risk" students. This project enhances these students' self-esteem and encourages self-respect, responsibility for one's own actions, academic improvement, and community participation. The project is implemented as a school-wide club. It involves weekly and monthly club meetings. It also includes a variety of student-run community projects. The integration of speakers related to monthly themes and the distribution of awards to students are other important components of this project. Many high achieving students and those in the mainstream have a chance to participate in variety of clubs. However,,"at-risk" students are less likely to be involved in a club or extracurricular activity. PROJECT SMILE changes this situation. Students, who most need the extra attention and self-esteem building activities, are not only the members but the leaders of this group! SMILE!, DCPS MAJOR SYSTEM PRIORITIES, Achievement, Intergroup Relations, BLUEPRINT 2000 GOALS, Student Performance, THE STUDENTS, This project is most successful with primary students, who respond to the attention, special treats and the lessons during the weekly meetings. | | Florence Leibel has been teaching for 21 years, eight of which have been spent in counseling. She was Teacher of the Year for her school in 1990-1991 and the school's Teacher of the Month in March of 1991. She was nominated for the Mary McLeod Bethune Award and the DCPS Student Services Award. | | Florence Leibel Miami Lakes Elementary School 14250 N.W. 67th Avenue Hialeah, FL 33014-3281 School Phone: 822-7757 School Mail Code: 3281 School Principal: Barry Liebovitz | | |

126 | Sixteen Sensational Ideas (That Really Work) | Classroom Management/Intergroup | Instructional Inquiry | 7 | 7 | 2 | 3 | SIXTEEN SENSATIONAL IDEAS is a potpourri of teaching tricks that will surely get the attention of any student. They are studentcentered activities that develop responsible behavior patterns in classwork, participation in discussions, homework completion, timeon task, conflict resolution, and improved self-esteem. The teacher uses these techniques while the regular lessons are in progress. They enhance the objectives being taught and can be used with most curriculum subjects. Some of these sixteen ideas include Ponder Pad, IBM Style, Daring Dice, Business Card Capsule, Lavish Lexicon, Minute Mini-Books and many more! Very little teacher preparation time is required. Yet, these ideas will provide a teacher with methods for creating free pads and student brainstorming, increased parent involvement, a six page book with just one sheet of paper, total student participation when a question is asked, and more. The benefits are bountiful for the teacher. But the best benefit of all is the gleam in the students' eyes as each of these sixteen sensational ideas (that really work!) is tried. DCPS MAJOR SYSTEM PRIORITIES, Achievement, Critical Thinking, BLUEPRINT 2000 GOALS, Student Performance, Learning Environment, THE STUDENTS, Approximately 35 fifth-grade students have participated in these activities. All elementary and middle school students would benefit from this project, which is adaptable across all curriculum areas. | | Linda Askari Blanchfield has been teaching for almost 20 years in Dade County Public Schools. She has a master's degree from Florida International University and has received numerous grants. Through these grants and on her own, she has developed many successful programs. These include Nurturing Novels for Kids! Big Mouth Books, Big and Little Buddies, Square Dance and Song, and Books-RUs. She has presented these ideas at many local, state and national conferences. | | Linda Askari Blanchfield Royal Palm Elementary School 4200 S.W. 112th Court Miami, Florida 33165 School Phone: 221-7961 School Code: 4761 School Principal: Ana R. Driggs | | |

127 | Themes Made Easy! | Classroom Management/Intergroup | English/Language Arts | 2 | 2 | 2 | 3 | This project provides a vehicle for teachers to integrate several disciplines into one academic unit, thus, creating a theme approach for learning. The project uses a variety of,"central themes" with each theme being taught through lesson plans that include work in reading, science, math, art, writing and more. For example, using bears as a theme, teachers can have students read Brown Bear! Brown Bear!. Children read the book, then use math skills to make and sort bear patterns, use art skills to create a teddy bear puppet, and use writing skills to create stories about what bears do at a sleep-over. Another example is the use of butterflies as a theme. First, students read the story The Hungry Caterpillar, then students discuss the scientific aspects of the story (i.e. the transformation from a caterpillar to a butterfly), and then, using art skills, students draw a butterfly. Thus, by using THEMES MADE EASY, teachers can cover many disciplines and use a variety of hands-on techniques to reinforce the lessons presented each day. DCPS MAJOR SYSTEM PRIORITIES, Achievement, Critical Thinking, BLUEPRINT 2000 GOALS, Student Performance, Learning Environment, THE STUDENTS, The project was designed for kindergarten students. The majority of the students were designated as ESOL. However, the concept can be expanded to all regular classes and other grade levels. | | Laura Lisowski has 11 years with DCPS. Her expertise is in early childhood and primary education. While participating in a math and science pilot program, she received a specialist's degree in education from the University of Miami. She received her master's degree in early childhood education from Nova University. Ms. Lisowski was nominated for Teacher of the Year and is a 1992-1993 Impact II Developer. | | Laura Lisowski Miami Gardens Elementary School 4444 NW 195th St. Opa-locka, FL 33055 School Phone: 625-5321 School Mail Code: 3241 School Principal: Johnnie Brown | | |

128 | "Sensing" Science | Mathematics | Social Studies | 3 | 4 | 2 | 3 | "Sensing" Science is a hands-on approach for instructing basic science concepts. Its purposes are to create a positive and motivating incentive for enhancing and enriching the students' critical thinking skills and the students' interests in science through the use of meaningful hands-on materials and activities. Preparation of the project involves the selection and purchase of appropriate and meaningful,"hands-on" science materials that students can see, smell, touch, hear, and/or taste. Students are then introduced to these various materials during their instructional science periods. Simple investigative and exploratory activities using the,"hands-on" materials are designed to give students an opportunity to use critical thinking skills to discover the,"hows" and,"whys" pertaining to various science concepts. As a culminating activity students are encouraged to prepare a simple project, demonstration, and/or experiment using the various,"hands-on" materials for a "Sensing" Science Day. At the,"Sensing" Science Day students have an opportunity to share their work and what they have learned with parents and community members as well as other students within the school. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Critical Thinking. THE STUDENTS: This project has been used in several first- and second-grade classes. Both regular academic classes and special instructional classes have successfully participated. The project is easily adapted for all levels of students, including kindergarten as well as classes with students of Limited English Proficiencies. It can be implemented within one individual classroom or within an entire grade level. "Sensing" Science lends itself to cooperative learning situations, as it can be used with either small or large groups of students. | | With a doctorate degree in Early and Middle Childhood Education, Karol Yeatts is an 11-year teaching veteran for DCPS. Dr. Yeatts was Dade County Public Schools' 1989-90 Math Teacher of the Year and was the 1990 Florida Mathematics Classroom Teacher of the Year District XI Winner. She is a nominee for the 1991 Presidential Award for Excellence in Science and Mathematics Teaching. Dr. Yeatts has received several Dade Public Education Fund Teacher Mini-Grants and was a 1990-91 Impact II Developer (Manipulatives: Motivating Mathematics). | | Dr. Karol L. Yeatts Leewood Elementary School #2881 10343 S.W. 124th Street Miami, Florida 33176 233-7430 Principal: Dr. Menia Stone Originally a Teacher Mini-Grant | | |

129 | R.A.C.E. Reading About Cultures = Education | English/Language Arts | Arts | 11 | 14 | 2 | 3 | The purpose of RACE is to teach students about the multicultural world they live in and to reduce prejudice. By becoming immersed in the readings and analyzing the feelings of the protagonists, the students get an opportunity to understand different cultures and examine their own prejudices. Indeed, the unit is begun by asking students about their own prejudices; most say that they have no prejudices. Then questions are asked to help them recognize their prejudices. Once established that almost everyone holds some prejudices, we proceed with the unit. Students learn through cooperative learning, role playing, reading, writing and critical thinking activities. When the unit is begun, students are required to keep a journal detailing their thoughts and questions about the topics being read or discussed. The teacher reads the journals weekly and interacts with the students in writing. This activity provides for a closer teacher/student bond and it allows students a safe place to vent their thoughts. Many innovative teaching methods such as, Metacognition, K-W-L, ThinkAlouds, etc. are employed to get total student involvement. DCPS MAJOR SYSTEM PRIORITIES: Major system priorities addressed are: Critical Thinking, Standard English, Intergroup Relations and Achievement. THE STUDENTS: The program has been used with basic to above average students in grades nine through 12. Kaffir Boy was used specifically with average to above average students. Book selection may be adjusted for students on other levels. | | Marcia Truitt is a 17-year teaching veteran. She has been a speaker at the National Council of Teachers of English convention as well as at the Florida Reading Association convention. She has been awarded two Mini-Grants from DCPS Teacher Education Center and an Adapter Grant from the Dade Public Education Fund. She has been trained as a Career Education facilitator and has recently returned from the Dade Academy of the Teaching Arts. | | Marcia Truitt American Senior High School, #7011, 18350 N.W. 67th Avenue, Hialeah, Florida 33015 557-3770 Principal: Frederick Bertani Originally a D.A.T.A. Project | | |

130 | "Let's Eat Out" | Mathematics | English/Language Arts | 6 | 7 | 2 | 3 | Children will be introduced to and will develop a conscious awareness of the,"real" world. The business aspect of marketing a restaurant, the on the job experience of waiting tables and cashiering, will make an impact as they focus on future employment possibilities. To begin, the children will meet in small groups, brainstorm, develop restaurant themes and select their menu items. As the project continues, the children might work individually or with partners. Class time will be allotted to create menus and appropriate prices. When menus are complete, they will be displayed and utilized in math class as a center activity. One day per week, six children will be allowed to go to the center. Responsibilities of the students in each role will include: the Patron, the Cashier, and the Waiter/Waitress. The students will change roles weekly so that all students will actively participate in all roles. The concept of,"playing restaurant" is an exciting way of following Dewey's,"learn by doing" principle. DCPS MAJOR SYSTEM PRIORITIES: Graduation, Rate, Achievement, Job Preparedness. THE STUDENTS: The class is departmentalized and mathematics is taught to approximately 160 fourth- and fifth-graders. The math period is 60 minutes daily. The range of ability levels extend to both ends of the spectrum. The project can be adapted to older as well as younger children. At-risk groups and gifted students can benefit because the sophistication levels can be easily adjusted. | | Ms. Scholnick's teaching experience includes: elementary school teacher for 22 years, Teacher of the Year 1985, member of the writing team for the Saturn Proposal which is the new Gilbert L. Porter Elementary School of Discovery, received a MiniGrant developed to provide aerospace data from NASA for the Teacher Education Center and Dade County Public Schools, participated in the Educational Research and Dissemination Program in fall 1990, Facilitator for the Mathematics and Science Teacher Enhancement Training 1991 Conference. She has implemented adaptations of this project for the last seven years (grades three, four, five). | | Louise H. Scholnick Gilbert L. Porter Elementary School #4511, 9050 Hammocks Boulevard Miami, Florida 33196 382-0792 Principal: Mr. Frederic G. Zerlin | | |

131 | Pin It On Us! | Classroom Management/Intergroup | Instructional Inquiry | 7 | 7 | 2 | 3 | This student-run business combines a behavior management incentive program with the opportunity to improve academic achievement and teach business skills to potential dropouts. The students participate in every phase of developing, running, and monitoring their button-making business. Preliminary activities include selecting and ordering materials, naming the company and filling out employment applications. Students receive points for attendance, completed work assignments and good class conduct. Those receiving sufficient points for the week get to participate in the business operations. Students learn the various aspects of sales, advertising, marketing, assembly-line manufacturing and distribution. They use the computer to design order forms and ads and to keep the budget. Math and accounting skills are improved through the various business activities (bookkeeping, cost and profit factors, best buy calculations). Language Arts and Computer Literacy are also improved through related activities. Students are motivated to improve behavior in order to participate in the business. Students are rewarded for success and then enabled to succeed further. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Job Preparedness, Graduation Rate, Improved Self-Esteem, School Involvement. THE STUDENTS: Approximately 35 fifth-grade Varying Exceptionalities students participated in,"Pin It On Us!" during the 1990-91 school year. Students from fourth grade up could benefit from this project. | | Dirk A. Noyes is a fifth-year Exceptional Education teacher. He has a master's degree from Nova University. He is the ESE Department Chairperson at Kendale Lakes Elementary School. Deborah Sack has taught for six years with the Dade County Public Schools, as well as several years in private schools. She was the Dade County Mainstreaming Teacher of the Year for 1989-90. For the past two years, they have been part of an innovative team-teaching program at Kendale Lakes Elementary School. They work together, with a group of approximately 30 Varying Exceptionalities students. Mr. Noyes is responsible for providing all the exceptional education services, while Mrs. Sack provides the regular education services. They presented a session on this delivery system at the 1990 Florida Federation Council for Exceptional Children State Convention and at the February 1991 Region VI Principal's meeting. This project was funded this year by a Citibank Success Fund MiniGrant. | | Dirk A. Noyes and Deborah Sack Kendale Lakes Elementary School, #2651, 8000 S.W. 142nd Avenue Miami, Florida 33183 385-2575 Principal: Mr. Leonard Greenbaum | | |

132 | Fun Activities for American History | Social Studies | English/Language Arts | 9 | 14 | 2 | 3 | American history can be a boring, uninteresting and nonstimulating subject to students at the secondary level, unless the teachers take up the challenge of making our subject,"fun". The purpose of this project is to share professional ideas that would create a new freshness in the attitude students have towards the history of our country and a new vitality that history teachers would gain toward the curriculum that they must teach. Students will engage in battle re-enactments, class plays, the keeping of a diary, slogan writing, period parties, class government, student teaching days, class competitions and more. For example, when studying the period of the 1920's a class can have a "flapper party". This activity would include music from this period, costumes put together at home and perhaps conversational topics to be discussed by students at the party. This type of activity is fun and helps students to conceptualize dress, attitudes and mores of this particular time in history. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Intergroup Relations, Individual Student Preparedness, Parental Involvement. THE STUDENTS: Activities suggested have generally been used in classrooms with students ranging in numbers between 30 to 45. The program can be adapted to different age and grade levels at the secondary level, grades seven through twelve. Activities suggested are recommended for regular and/or advanced level students. The program can be adapted to lower levels of reading abilities and to elementary level education. Larger or smaller number of students can participate in all suggested activities as well. | | Phillip Chait has been teaching for eight years. The first two years were at private school and six years at DCPS. He was Teacher of the Year at Gulliver Academy in his second year and was a finalist for DCPS Teacher of the Year in Social Studies (1988-89). He was selected to participate in the DATA Program during the 1990-91 school year. As sponsor of Hammocks Middle School History Club, his team won the Dade County History Bee during the 1986-87 school year. | | Phillip Chait Hammocks Middle School, #6221, 9889 Hammocks Boulevard Miami, Florida 33196 385-0896 Principal: Althea King Originally a D.A.T.A. project | | |

133 | The "Whole Environment" Basal Reader | Mathematics | Instructional Inquiry | 6 | 7 | 2 | 3 | Children have a natural curiosity about the things they see around them, about their,"home town." Children must also be taught to read. Now teachers can take advantage of that curiosity as they enhance reading skills. Students can learn about the natural and cultural history of their own community as they use The Nature of Dade County or its Spanish translation La Naturaleza del Condado Dade as a "Whole Environment" basal reader. Nature, written on a fourth- and fifth-grade reading level, can be used to enhance reading skills in either English or Spanish while satisfying required science and social studies objectives that are specific to Florida ecology and history. The Nature of Dade County was written as a student reader to be used with a teacher resource book, The Dade County Environmental Story (TDCES). TDCES provides teachers in-depth background on the information their students are reading about. It also provides activity worksheets, suggestions, bibliographies, and local resources. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English, Bilingualism, Intergroup Relations. THE STUDENTS: Students in all grades can benefit from enhancing reading skills. All students must become environmentally literate, responsible members of the community. The combination of the English and Spanish readers and the teacher resource book allows a teacher to adapt the material for all ability and grade levels. | | Sande Haynes is a 14-year teaching veteran. As her community service commitment, she has published and given Friends of the Everglades copyright and all proceeds from the sale of the following books: The Dade County Environmental Story, The Nature of Dade County and La Naturaleza del Condado Dade. She has received and managed over $80 000 in grants and gifts toward environmental education projects. Her teaching career has included middle school math and science, senior high oceanography, and a variety of educational specialist assignments. She has done extensive curriculum writing for grades kindergarten through 12 and conducted extensive teacher training. | | Sande Haynes Miami Palmetto Senior High School, #7432 7460 S.W. 118th Street Miami, Florida 33156 235-1360 Principal: Peter Bucholtz | | |

134 | American Jewish Writers: Novelists, Dramatists and Poets | English/Language Arts | Arts | 13 | 14 | 2 | 3 | No topic is more interesting than people. Our, population is intrigued by magazines, movies, and mini-series describing what people think. | | Eleanor J. Cohen, a Dade County Public School teacher for five years, received a 1989 Rockefeller Foundation Grant for the Humanities. In the fall of 1989, her article about prejudice reduction appeared in The World of Difference newsletter. She participated in the 1987 University of Miami/DCPS Writing Institute. Ms. Cohen attended the Dade Academy for the Teaching Arts (DATA) in 1990, from which she developed this project. She has recently been awarded an Impact II Adapter Grant from the Dade Public Education Fund for,"Connections: Search for Beauty, Overcome Prejudice, Inhabit Other Lives." She is a member of Phi Delta Kappa/University of Miami Chapter. Although Ms. Cohen presently teaches English, she has taught in the Students at Risk Program and in the Pre-College Institute for the Gifted Learner. She has been an Assistant Professor, Instructor and Adjunct Lecturer at Western Michigan University, Purdue University, Hunter College and The College of New Rochelle. She participated in the 1991 Woodrow Wilson Summer Institute in Secondary School History. | | Eleanor J. Cohen Southwest Miami Senior High School, #7741, 8855 S.W. 50th Terrace Miami, Florida 33165 274-0181 Principal: Mr. Ronald Ferrer Originally a D.A.T.A. project | | |

135 | Club 25 | English/Language Arts | Instructional Inquiry | 3 | 3 | 2 | 3 | Club 25 is a "Read With Me" program in which parents work with their children to instill a love of reading while spending 10 to 15 minutes per night in the pursuit of literacy. It follows the standard piece of advice that suggests that parents act as good role models and read to their children. Club 25 is a simple, low-maintenance parental involvement program. To implement the program, the teacher sends home a reading log with 25 lines on it. Parents are asked to read to their children for 10 to 15 minutes each day and sign one of the lines to indicate that reading has taken place. As children begin to read by themselves, they become reading partners with their parents. When the reading log is full, it is returned to school and filed and the children are given a second reading log. At one point per line, they are able to earn certificates worth 25, 50, 75 or 100 points. Children are given pencils, bookmarks and stickers to mark the completion of each reading log (25 points). A bulletin board in the classroom also tracks their progress. As a culminating activity, impressive certificates are presented on an Awards Day. Each child receives a certificate and one paperback book for each 25 points earned. It is possible for each child to be the recipient of four books if this program is conducted during one semester! DCPS MAJOR SYSTEM PRIORITIES: Achievement, Parental Involvement; correlates directly to the district-wide reading initiative begun by Superintendent Paul W. Bell. THE STUDENTS: This project was implemented by a group of 30 first-grade students. It could easily be adapted for kindergarten through five by using incentives appropriate to the grade level. | | Bonnie L. Sheil is a kindergarten teacher at Bowman Foster Ashe Elementary School. She has six years of teaching experience in Dade County Public Schools. She has been Teacher of the Year at Kendale Lakes Elementary for 1988-89 and Mainstreaming Teacher of the Year at Kendale Lakes Elementary for 1990-91. She has been awarded a Citibank Success Fund Grant for 1990-91 and a Teacher Mini-Grant for 1991. No extra school personnel are required to implement this program. | | Bonnie L. Sheil Bowman Foster Ashe Elementary School, #0451 6601 S.W. 152nd Avenue Miami, Florida 33191 386-6667 Principal: Frazier Cheyney Originally a Teacher Mini-Grant | | |

136 | Let's Visit France - Geography, History and Critical Thinking, Too! | Social Studies | Arts | | | 2 | 3 | Total immersion into the culture of France while journal writing in the target language is the focus on this innovative French language program. In addition to the study of French geography, culture, language and vocabulary development, the student receives instructional skills and test preparation packets for both mathematical and reading comprehension. These packets assist the student in preparation for state and district assessment testing (SAT, etc.). Students are given cash vouchers for a threeweek imaginary trip to France. All monies for basic travel expenses, as well as purchases, must be converted into French francs. Students read the local newspaper to discover the most economical travel prices and write letters to agencies and consular offices. They are accountable for all spending and must keep a current ledger of their funds. Students are required to visit selected French cities known for their cultural offerings and then choose several more of their own. They set out to discover the history, geography and beauty of each stop on their trip. Students write a daily journal of their findings as well as,"post cards" back home. They are encouraged to rendezvous with classmates as they travel. These,"meetings" encourage cooperative learning and notably increase the esprit de corps among class members. The project blends language skills, reading comprehension and competency. It focuses on critical thinking daily, and allows practice and reinforcement of concepts necessary for assessment testing. Computer games in French vocabulary and geography reinforce computer literacy skills. DCPS MAJOR SYSTEM PRIORITIES: Graduation Rate, Achievement, Bilingualism, Critical Thinking, Job Preparedness, Intergroup Relations. THE STUDENTS: The,"Let's Visit France" project was used by 210 high school students (grades 10, 11, 12) enrolled in French levels Two through Advanced Placement. The project is easily adapted to all foreign languages and competency levels. Class sizes ranged from 20 to 45 students per class period. Slight variations will make this project valuable for other curriculum content areas and grades from upper elementary through middle school. | | Melissa Patrylo is an 18-year veteran of the Dade County Public Schools. She has served as both a classroom teacher and curriculum coordinator. Dr. Patrylo speaks several languages and frequently escorts students to France and Western Europe. She has also been chairman of two winning QUIIP projects on cultural literacy and global awareness. She has lectured at two Florida Reading Association conventions and is an Adjunct Professor of Reading at Nova University. She is currently writing a book about traveling to Europe with children. | | Melissa M. Patrylo Miami Killian Senior HighSchool, #7361 10655 S.W. 97th Avenue Miami, Florida 33176 271-3311 Principal: Mr. Anthony Pariso | | |

137 | Colonial Thinking | Social Studies | English/Language Arts | 7 | 7 | 2 | 3 | Colonial Thinking exposes children to,"hands-on" experiences and emphasizes critical thinking. Students relive and discover our country's early heritage through exciting learning experiences. They come to think, with greater awareness of the nation's beginning times. The project's strength is its flexibility. It provides an interdisciplinary approach, team teaching, cooperative learning and parental involvement. There is an endless expansion of possibilities. Instruction includes extensive use of audiovisuals, printed media materials, antique and replicated vintage items of Colonial days, related field trips and speakers. During the culminating week's events, parent volunteers and the teacher, guide the students in creating colorful quilt squares, churning golden butter, constructing cornhusk dolls, cranking out delicious ice cream and dipping wax candles to light while using a quill pen and becoming a scribe. Models of typical Colonial villages can be a challenge. Role playing offers infinite opportunities to delve into the government, arts, businesses, education and all aspects of the early societal conditions. This in-depth foundation provides a meaningful basis for learning about subsequent history. Questions from students generate great research topics. This project expands students' thinking, making them question history--not just accept it! DCPS MAJOR SYSTEM PRIORITIES: Achievement, Critical Thinking, Intergroup Relations, Parent Involvement. THE STUDENTS: "Colonial Thinking" lends itself well to either elementary or middle school. It is a highly integrated project using an interdisciplinary approach, which met with great success in fifth-grade classes. Students' individual levels are accommodated by individual, small group or total class activities. | | Kamela Patton teaches in a full-time gifted magnet program. Within Ms. Patton's five-year teaching experience, she has taught mainstream, gifted and adult students. In addition, she has instructed in the DCPS Pre-College Institute for Gifted Learners. Ms. Patton has served as faculty sponsor for the drama and photography interest groups and sponsors Future Educators of America. | | Kamela Patton F. C. Martin Elementary School, #3101, 14250 Boggs Drive Miami, Florida 33176 238-3688 Principal: Ossie Hollis | | |

138 | Thinking Hats for Thinking Habits | Classroom Management/Intergroup | Instructional Inquiry | 8 | 14 | 2 | 3 | Thinking Hats for Thinking Habits is a tangible, multiperspective approach to developing the skills of thinking. Educators often resort to,"think...just think" as the summation of direct instruction in the process, although research shows that sound intellectual development is dependent on and enhanced by concrete experiences. In this project, various modes of thinking are recognized, discussed, and understood through the use of six colorful hats, each indicative of a particular style of thinking. During tactile experiences, students use and think in the six perspectives. After each session, they are asked to teach someone at home to use the skills for thinking. By these means, students develop a repertoire of mnemonic aids for clear, appropriate thinking. The color code for the hats includes: 1) the tan hat is factual thinking, utilizing their senses. 2) The purple is the feeling hat, when emotions can be shared. 3) The yellow is the positive statement hat, the,"what doesn't work." 5) The green is the creative hat of possibilities, dreams and hypotheses. 6) The blue determines which hat is appropriate for a given issue, task or problem. Thinking Hats for Thinking Habits challenges students to develop excellent skills for lifelong thinking. DCPS MAJOR SYSTEM PRIORITIES: Critical Thinking, Intergroup Relations, Achievement, Parental Involvement. THE STUDENTS: Students of all ages profit from this project. It is especially appropriate for upper elementary, middle and high school students. Over 150 middle school students have participated in the project during 1989-90 and 1990-91. The initial instruction took approximately 12 hours, which included designing and practicing the thinking perspective of each hat. Subsequently, the hats were infused into the total curriculum. What evolved was a student-initiated emphasis on clear, appropriate thinking when students approached issues and tasks in World Cultures, Civics, American History, Language Arts, Reading, Creative Writing and Science. | | Penny Wallin has taught from the preschool to the college level during her 20 years as an educator. Currently, she is completing a doctorate degree in Child and Youth Studies at Nova University, while serving as Lead Teacher at the Mays Magnet Center for the Arts and Humanities. | | Penny Wallin Center for the Arts and Humanities Mays Middle School, #6431, 11700 Hainlin Mill Drive, Miami, Florida 33170 233-2300 Principal: Robert Stinson Originally a Teacher Mini-Grant | | |

139 | K. P. Postal Express System | English/Language Arts | Global Education | 8 | 10 | 2 | 3 | To ensure true internalization of knowledge, educators must generate purposeful real life learning activities that will foster the development of specific skills. The K. P. Postal Express System is an effective means to encourage the students to apply basic daily reading and writing skills in a self-motivated and amenable manner through the writing and reading of letters. The school functions as a mini-metropolitan area where classroom numbers are combined with street names to determine location, and each hallway is designated as a city, town or community with its own ZIP code; a comprehensive,"address directory" was developed and distributed to provide accurate addressing and smooth flow of correspondence. During Language Arts sessions, students compose and write letters in corresponding with their peers. Through this process, they are taught and reinforced in the many areas of Language Arts, including, but not limited to, grammar, usage, sentence structure, composition and mechanics. A unique experience is provided to the students where they participate as,"employees" of the postal system. As in real life, they must apply and qualify to be,"hired" by the system, and later trained to fulfill the different positions. After a specific period of time, employees are replaced to give the opportunity to as many students as possible. DCPS MAJOR SYSTEM PRIORITIES: Standard English, Intergroup Relations, Achievement. THE STUDENTS: The K. P. Postal Express System is being used and continues to be used by a vast majority of students in the school. Writing letters to each other has become a number one priority among students. This attitude is evidenced by their enthusiastic acceptance of this by responsibility and the effort put forth. Students of all ages, including exceptional education, benefit from this program. | | Blanca Valle has been teaching for 11 years in Dade County Public Schools. She has appeared as a presenter in the Dade Reading Council and the Florida Reading Association Conferences, as well as FAME (Florida Association of Media Specialists) conferences. Ms. Valle was selected as Teacher of the Year at her first school in Dade County. She has also been a Citibank Success Fund Grant winner. | | Blanca Valle Kensingston Park ElementarySchool, #2661 711 N.W. 30th Avenue Miami, Florida 33125 649-2811 Principal: America Bermudez | | |

140 | Meet the Superstars! | Classroom Management/Intergroup | Instructional Inquiry | 3 | 3 | 2 | 3 | Giving,"Superstars" is a handy way to reward and encourage good behavior in a positive way, while freeing the teacher of a massive record-keeping system. The teacher expresses pleasure for positive behavior by saying,,"I like the way you are working so quietly," or,"Thank you for waiting so patiently," while handing a child a "Superstar" slip. This slip of paper provides a tangible reward for the deserving child as well as has an instant effect on the other children's behavior. It then becomes the child's responsibility to write his or her name on the slip and put it with others he or she has already earned. At a designated daily time any child who has accumulated 10,"Superstars" presents them to the teacher who staples them into a permanent,"bundle of 10." These children are then,"qualified" to visit the reward box. (Ours is a cherished ceramic turtle that a parent made many years ago.) But this is only the beginning!, The children continue to earn and store,"Superstars" until they have 10,"bundles" and are thus entitled to a "grand prize" for obtaining 100,"Superstars"! DCPS MAJOR SYSTEM PRIORITIES: Intergroup Relations, Achievement. THE STUDENTS: All first-grade students at Leewood are Superstars! Any primary level child would enjoy earning,"Superstars" and older elementary students also would profit if the rewards are adapted to their specific interests. The size of the group or number of children has no bearing on the basic project as long as all personnel involved are organized and willing to coordinate their efforts. | | Marlene Christmas McLean has been teaching in DCPS for 25 years, with 16 of those years at Leewood Elementary. She has a master's degree in Elementary Education from the University of Miami. She was Leewood's 1990 Teacher of the Year and was selected as a Region V finalist for Dade County Teacher of the Year as well as a 1991 nominee for the Bertha Shouldice Reading Teacher of the Year. She currently serves as the sponsor for Leewood's Future Educators of America Club. She initiated the,"Lee-Woods" Pineland Restoration Project, for which Leewood has won local and state awards. She also initiated and planned Leewood's first Reading Sleep-Over, which was so successful that it has become an annual event. | | Marlene Christmas McLean Leewood ElementarySchool, #2881 10343 S.W. 124th Street Miami, Florida 33176 233-7430 Principal: Dr. Menia Stone | | |

141 | Quilting With "Q"! | Classroom Management/Intergroup | Relations | 2 | 2 | 2 | 3 | Young children retain information best when they are taught through a hands-on approach. The end result of this whole language unit is to teach the letter,"Q" and its sound. It also allows the child who is not ready scholastically to be exposed to the letter,"Q" through the use of other mediums. Everyone is a winner when letters and sounds are taught through exposure to and immersion in all subject areas. Each lesson is designed around the theme of,"quilts." The children are taught some history of quilt design and preparation through various subject areas as they create their own quilts, first from construction paper and later from burlap material. Shared decision making on colors, layout and design while piecing and making quilts motivates students to interact socially with each other in a relaxed, unthreatened atmosphere. Parents are then invited in to help sew the material together to fashion a lasting classroom quilt. Math, Science, Music, Physical Education, and Art projects of patterning, shape recognition, color recognition, measuring, coloring and cutting paper prepare the children for many kindergarten and first-grade objectives. Through the use of three pieces of literature, The Quilt by Ann Jonas, The Patchwork Quiltby Valerie Flournoy, and The Quilt Story by Tony Johnston and Tomie de Paola, students are able to dictate each book's theme onto language charts and vocabulary lists, make a "Big Book" classroom copy of,"The Quilt," design individual quilt book jackets for their journals, and make tape recordings retelling the aforementioned literature in their own words. They also illustrate their favorite page from one of the books and mail it to the illustrator. Holistic units such as this one produce a highly motivated classroom environment. This unit can be implemented over the period of one month. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English, Parental Involvement, Critical Thinking. THE STUDENTS: This unit on the letter,"Q" and its sound was taught to 29 kindergarten pupils during 1991 for one month. The class met every day and the three pieces of literature about quilts were used as a teaching tool throughout the lesson. The literature was originally selected to accompany the letter of the week. This project could be taught in both large or small groups and is suitable for both kindergarten and first grade. It could also be adapted for other grades and other abilities. | | Stephanie Lee-Harris has been teaching for 17 years. She has appeared on both radio and TV shows discussing Children's Literature and Early Childhood Education. She has lectured in many states on these subjects, as well as for the Dade County PREP program. She has a continued column in the,"Florida Association of Children Under Six" journal,,"Children Our Concern," and has written pamphlets and lesson plans for Educational Companies. She studied with other Dade County teachers at the University of Miami in 1987, where they were involved in the Writing Institute. She recently worked on an Early Childhood Education Survey for the Department of Education in Washington, DC. This project can be easily managed by the teacher, but welcomes the participation and involvement of parents. The project has been taught by Mrs. Harris for five years. | | Stephanie Lee-Harris Golden Glades Elementary School, #2161 16520 N.W. 28th Avenue Opa-locka, Florida 33054 624-9641 Principal: Anna Jackson | | |

142 | Family Foto Fun | Social Studies | English/Language Arts | 2 | 8 | 2 | 3 | The purpose of this project is to develop cultural and ethnic relations as well as an understanding among students through the use of photo picture books. Many students are children from immigrant parents representing many countries. This project is needed to reinforce pride in the family structure and to increase each student's awareness and respect for other family structures, as well as their own. Family Foto Fun increases the students' knowledge of their individual family and discusses the important role that each member has as an integral part of that family. Customs and traditions, as well as the variety of family structures that are prevalent today, are also discussed. Each student receives instruction in the care and use of the Polaroid camera as well as instructions in the film loading process. Students take the Polaroid camera and one roll of film home to complete the project. While at home, the student photographs their family and interviews each family member. The student returns to school with the photos and the camera. The photo album is completed by labeling the pictures and illustrating the album. Each album is presented and shared in class. DCPS MAJOR SYSTEM PRIORITIES: Multicultural Relations, Intergroup Relations, Parental Involvement. THE STUDENTS: This project can be completed at any grade level and in small and large group situations with elementary students. | | THE STAFF: Marti Milberg McLean is currently assigned to Ben Sheppard Elementary Relief II. She previously taught kindergarten at W.J. Bryan Elementary for six years. She has a master's of science in Early Childhood from Florida International University. Mrs. McLean has been associated with the DCPS/UTD Critical Thinking Skills Project in the capacity as a district Teacher-Trainer for four years. She is the First Vice-President of the Delta Kappa Gamma Society International Alpha Upsilon Chapter and the Secretary of the Dade County chapter of the Association of Childhood Education International. Last year, Mrs. McLean received an Impact II grant with Debbie Mink of J. G. DuPuis Elementary for Cafe-Food for Thought. She also received a Dade Public Education Fund Teacher Mini-Grant for Family Foto Fun, which was initially implemented at W.J. Bryan Elementary. She is continuing to implement this project at Ben Sheppard Relief II. | | Marti Milberg McLean Ernest Graham Elementary 7330 W 32 Avenue Hialeah, Florida 33016 556-2204 Principal: Dr. Neraoda Smith Originally a Teacher Mini-Grant | | |

143 | Welcome, Aliens! Promoting Earth to Out-of-This-World Tourists | Science | English/Language Arts | 8 | 10 | 2 | 3 | Through interdisciplinary studies, the students will produce a book promoting tourism to Earth while doing the writing illustrating and publishing. The students will work in cooperative learning groups to come up with a title for their book, a publisher, and a price at which to sell their books. They will use an integrated software package to promote and manage the selling of their book. The book must include a title page and a credits page as well as a copyright date, publishing company and ISBN number. Each page must be numbered. A map, a graph and a sales report is to be included. DCPS MAJOR SYSTEM PRIORITIES: Success for All Students, Cooperative Learning, Reading, Writing, At-Risk Student Involvement. THE STUDENTS: Computer Applications students in grades six, seven and eight including ESOL and ESE students (LD, SLD, EH and Gifted) have participated in,"Welcome, Aliens!" Student responsibilities became evident in each student's performance and attitude. | | Lottie Simms is a 13-year teaching veteran with an educational specialist degree in Computer Science Education. She teaches computer technology classes at MLMS and is an Adjunct Teacher for Barry University's School of Education. Ms. Simms is also the Middle School Coordinator for Miami Lakes Middle School, an advocate of interdisciplinary instruction and a cooperative learning instructor. She is also the recipient of a Dade Public Education Fund Teacher Mini-Grant for the 1990-1991 school year. Whenever possible, she incorporates new technologies in her classroom. | | Lottie Simms Miami Lakes Middle School, #6501 6425 Miami Lakeway N. Miami Lakes, Florida 33014 557-3900/556-0045 Principal: James L. Cerra | | |

144 | Words to Live By | English/Language Arts | Relations | 9 | 14 | 2 | 3 | The goal of,"Words to Live By" is to create a vehicle and an environment for instilling in students the power of the spoken word. It is not a self-contained unit, but a blend of philosophy, techniques and activities designed to be infused into an existing curriculum. The package is divided into three overlapping sections. "Connections" discusses the role of speech in developing social power and self-esteem. It offers ideas for eliciting verbal responses as well as techniques that encourage students to negotiate the curriculum. "Thought" addresses the role of speaking in knowledge acquisition and comprises a number of activities that promote critical thinking. It includes cooperative learning projects, oral presentations and impromptu speaking assignments. Most of these activities include a writing component. For example,,"A Group Newscast," a lesson on coherence, involves three different kinds of speaking and culminates in a written news report. Using brief newspaper articles the class has collected, students sit in a circle portraying news anchors as they find ways to slip their particular item into the newscast through the creative use of transitional devices. Afterward, the class divides into groups, each member in possession of four articles. The group helps one another find the transitions in the articles. Each student then writes a newscast using her newfound expertise to link disparate stories. Finally, the newscast is presented in person or on audio or video tape. The last section,,"Silence," explains ways well-intentioned teachers inadvertently suppress speech and suggests methods for overcoming the fears of reluctant speakers. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English, Critical Thinking, Intergroup Relations. THE STUDENTS: Most of the activities, in one form or another, have been implemented with students from grades seven through 12 in half a dozen schools. Ability levels have ranged from skills to honors, and classes have been as small as four and as large as 28. | | Donna Dial became interested in oral language a dozen years ago when she was the adviser for an oral history magazine at Edison Senior High. Since then she has practiced her ideas on junior high, high school, and college students. She is now a resident teacher at the Dade Academy for the Teaching Arts (DATA) and teaches twelfth grade English. This project is the outgrowth of a seminar she presents at DATA. | | Donna Dial Miami Beach Senior High School, #7201 2231 Prairie Avenue Miami, Beach, Florida 33139 532-4515 Principal: Daniel Tosado Originally a D.A.T.A. project | | |

145 | The Holocaust Memorial Visit: A Living Lesson in Man's Inhumanity to Man | Social Studies | Relations | 8 | 14 | 2 | 3 | A Living Lesson in Man's Inhumanity to Man is a unit of study using the Holocaust Memorial in Miami Beach, Fla. as a focal point for lessons in the goal of man's right to live in freedom and dignity. The purpose of the unit is multifaceted and is structured with pre-visit, on-site visit and post-visit activities. Besides meeting the needs of the Social Studies and Language Arts curriculum in the Holocaust, the unit also faces the needs of the community's multiethnic society thus sensitizing students to human pain and suffering due to needless prejudice. Prior to visiting the Holocaust Memorial, the students begin the unit with the introduction of historical, literary and audiovisual materials related to the Holocaust. The video suggestions include such films as,"The Wanassee Conference," as well as the memoir, Night by Elie Wiesel. The historical data includes maps, glossary of terms, documents and activity sheets on Prejudice and Stereotyping. Each of the above activities include discussion questions. The students are then ready to visit the Holocaust Memorial in Miami Beach, Fla. During the visit they will see and feel the living experience of Man's Inhumanity through observing graphic pictures and sculpture of human suffering imposed by other humans because of needless bigotry. Students are encouraged during the visit to put in writing any feeling they may have while walking through this living memorial. Assisting the student is a DCPS assigned Holocaust Education teacher who ends the visit with group discussion while sitting at the meditation pool on the site. She also gives the students first-person child survivor witness testimony. Post visit activity includes many projects. Some activities include writing an original play, designing an appropriate lesson on the Holocaust for children, writing short stories, poems, essays and research projects, creating a photographic essay and writing letters to the editor of the local newspapers on the importance of promoting multicultural awareness in the community. DCPS MAJOR SYSTEM PRIORITIES: Standard English, Intergroup Relations, Critical Thinking. THE STUDENTS: The unit has been successfully used in grades six through 12, all levels in the areas of Social Studies and English classes. | | Miriam Kassenoff has been teaching for 25 years in New York State and in Dade County, Florida. She is a Language Arts teacher with a background and experience in teaching all levels of English as well as such specialized courses as The Novel, Creative Drama and Speech/Debate. Her work with the Holocaust began in 1986 when she was chosen as the recipient of a Florida scholarship to study The Holocaust in Israel along with 40 other teachers from across the nation. The fellowship award was given by the American Gathering of Jewish Survivors of the Holocaust. Ms. Kassenoff was also selected as the Peace Educator of the Year (1987) given by the Grace Contrino Peace Foundations. Ms. Kassenoff is presently a Resident Teacher on the staff at DATA as the Holocaust Educator for Multicultural Awareness as well as being responsible for all field trip visits with teachers and students to the Holocaust Memorial at Miami Beach, Fla. Ms. Kassenoff was born in Czechoslovakia, where her family and she fled from as a child, to escape Nazi Europe and the Holocaust, thus placing her in the category of Child Survivor of the Holocaust. She is also a founding member of the Florida Division of Child Survivors of the Holocaust. | | Miriam Kassenoff Miami Beach Senior High School, #7201 2231 Prairie Avenue Miami Beach, Florida 33139 532-0836 Principal: Daniel Tosado Originally a D.A.T.A. project | | |

146 | Creative Comic Adventures | English/Language Arts | Arts | 8 | 11 | 2 | 3 | Creative Comic Adventures is a program that introduces the student to a new and exciting form of authorship and publishing. A new breed of computer software is available that allows the user to create comics, posters and books. These user friendly programs provide the tools to compose music, imaginative art and expressive dialogue. These programs reward individuality and enable a student to create personalized comics by way of computer animation. Students will develop their own story line and dialogue relevant to their own experiences. Those students, with or without artistic ability, will have an exciting vehicle/medium to showcase their talent. Creative Comic Adventures will provide students with high-interest, low ability reading material. They will design their own vehicles or create their own job descriptions. "Comic Book Maker" (Pow! Zap! Ker-Plunk!) will tie it all together with a unique collection of stories that can be printed as well as video taped. DCPS MAJOR SYSTEM PRIORITIES: Critical Thinking Skills, Whole Language, Student Achievement. THE STUDENTS: This project was implemented with Emotionally Handicapped, Trainable Mentally Handicapped students and Low Level Readers. It can be successfully used with ESE students as well as regular students. It can be used with one student or with groups. | | Josephine Bennett is a 15-year teaching veteran with a B.S. in science (mental retardation), and a master's in reading. She has received both a Citibank Success Fund Grant and a Dade Public Education Fund Teacher Mini-Grant. | | Josephine Bennett Thomas Jefferson Middle School, #6281 525 N.W. 147th Street Miami, Florida 33168 681-7481 Principal Dr. Geneva Williams Originally a Citibank Success Fund Grant | | |

147 | Nurturing Novels for Kids! | English/Language Arts | Relations | 7 | 8 | 2 | 3 | There is a wealth of excellent children's novels, and yet many students have yet to read a book beyond the picture book level. NNFK is an approach where the entire class reads one paperback novel together. The teacher acts as mentor and guides the children through the novel, developing various levels of comprehension, vocabulary, critical thinking skills and creative writing. Whole class instruction eliminates ability grouping. Individual needs are met through cooperative learning, specialized assignments, and teacher guidance on a chapter-by-chapter basis. Children love the idea of reading a book together. They develop depth in their reading. They become passionate readers who identify with their characters. The students nurture and involve themselves with choices those characters must make throughout the chapters. They learn to read books; not just short stories from basal readers. A wide range of activities such as role plays, radio readings, dioramas, chapter add-ons, singing, and even dancing bring the novels alive in the classroom. During our study of the novel Sarah, Plain and Tall, the children learned to square dance. They loved it!, Some of the paperback novels used include Leah's Song, Trolley Car Family, Homer Price, True Stories About Abraham Lincoln, Ashanti to Zulu, Adventures of Ali Baba Bernstein, and many more! DCPS MAJOR SYSTEM PRIORITIES: Achievement, Critical Thinking, Literacy. THE STUDENTS: NNFK has been used with fifth- and sixth-grade students for the past four years. Their reading levels range from ESOL students with second-grade ability to the more advanced children with eighth-grade comprehension. The class meets daily during Reading and Language Arts time. This project can be adapted to meet the needs of children in grades three through Middle School. | | Linda Askari Blanchfield has been teaching in DCPS since 1975. She holds two master's degrees from Florida International University where she has been an Adjunct Professor in Reading and Social Studies. She is an active member of the International Reading Association, Florida Reading Association, and the Dade Reading Council. Ms. Blanchfield has presented many innovative teaching ideas at local and state conferences. She has authored an article for the Florida Parent Magazine about paperback novels for children and also developed a number of school-wide projects including Super Kid Program, Book Swap, and Trivia Bowls. She was also a regional finalist for Teacher of the Year. | | Linda Askari Blanchfield Royal Palm Elementary School, #4761 4200 S.W. 112th Court Miami, Florida 33165 221-7961 Principal: Anna Driggs | | |

148 | Carmen San Diego is in Your Classroom | Mathematics | Social Studies | 8 | 10 | 2 | 3 | The software package,"Where in the USA is Carmen San Diego" lends itself well to applying knowledge of data base use, review of USA geography, development of critical thinking skills and the utilization of cooperative learning. The students complete maps on the states and their capitals, and areas of their criminal pursuit. The cooperative grouping allows for an exchange of information between students and sharing of techniques. The final day of,"the Games," scores are tallied and the winning team from each class is rewarded with certificates of achievement. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Critical Thinking Skills, Cooperative Learning. THE STUDENTS: Computer Application students were composed of mixed sixth, seventh, and eighth graders. These groups were of varying ability from ESOL to gifted. | | Valen Mayland is an 11-year teaching veteran, who has a master's degree in Computer Science and teaches Computer Education classes. She is a member of the Clinical Teacher Program at the University of Miami and is Chairperson of the SBM/SDM cadre at Miami Lakes Middle School. | | Valen Mayland Miami Lakes Middle School,#6501 6425 Miami Lakeway N. Miami Lakes, Florida 33014 557-3900 Principal: James T. Cerra | | |

149 | The Cougar Challenge | English/Language Arts | Arts | 8 | 10 | 2 | 3 | The more we read the better we read. The Cougar Challenge is a school-wide motivational reading program where students who read for pleasure are recognized. When a student completes a book he goes to a designated,"chatter" to talk about it. "Chatters" are administrators, counselors, teachers, staff, volunteers, and students who are trained to ask appropriate questions about the books. The,"chatter" then fills out an entry form in duplicate. One copy goes to the student and the other is entered into The Cougar Challenge database and then placed into a fish bowl. A live weekly drawing is held and three students receive prizes donated by local businesses. The Cougar Challenge Team Race is a visual display in the media center of the number of books read by students of the 10 middle school teams. Chatting has become a unique alternative to traditional book reports. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English, Critical Thinking, Parental Involvement, Bilingualism. THE STUDENTS: For the 1990-91 school year sixth-, seventh-, and eighth-grade students of all achievement levels chatted on 2 584 books for The Cougar Challenge. The program operates two days a week during lunch and before and after school. It can easily be adapted to any age level and any size group. | | Gail Maltz, the reading resource specialist, at Ruben Dario Middle School has been teaching for 12 years. She has made presentations for professional conferences at the local, state and national levels. Ms. Maltz was a runner-up for the 1990-91 Bertha Shouldice Reading Teacher of the Year. This is the second year The Cougar Challenge has been implemented. A support staff is needed to serve as the,"chatters." Computer students input data taken from the entry forms. | | Gail J. Maltz Ruben Dario Middle School, #6121 350 N.W. 97th Avenue Miami, Florida 33172 226-0179 Principal: Elliott Berman | | |

150 | Manipulating Clay Through the Curriculum | Classroom Management/Intergroup | Relations | 1 | 3 | 2 | 3 | Young children have a natural inclination and need to touch and explore materials. Clay is a nonverbal resource, an additional medium of communicating, of self-expression, of emotional release and of physical contact. Learning activities using clay are especially useful for children with limited English proficiency or inadequate language development, providing a universal approach to many subject areas. In math, clay can be used for making comparisons, seriating or matching one to one correspondence. You can add to it, take away from it and divide it!, Fine motor skills are utilized in the rolling, pounding, squeezing and molding of clay. Children love to form letters and words out of clay. Using clay recipes, science lessons about changing substances and mixing colors can be explored. The social sciences and fine arts are facilitated when children express individuality and communicate ideas about themselves and their world through their creative use of clay. The early grades pose special challenges because that is when children's attitudes toward school and learning are shaped. They acquire knowledge about the physical and social worlds in which they live through their interaction with objects and people. Teachers must encourage this process by preparing an environment so that it provides stimulating, challenging materials and activities for children. When children are actively involved in hands-on, multisensory learning experiences, learning becomes relevant for them; therefore, they are more likely to persist with a task and to be motivated to learn more. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Bilingualism, Integrated Curriculum. THE STUDENTS: This project has been implemented in preschool and primary classes in various school settings. It was successful with Russian immigrant primary students and is presently being implemented in the Pre-Kindergarten Early Intervention Program. It can be adapted to any primary age regardless of achievement level and it is conducive to large or small groups. | | Linda Harvey has been teaching Early Childhood for 18 years in private and public schools. She is a member of the School-Based Managed Curriculum Committee and Primary Grade Group Chairperson at Golden Glades Elementary School. A member of the South Florida Association for the Education of Young Children, Ms. Harvey was awarded a Citibank Success Fund Grant in 1990. She is currently working toward an advanced degree in Early Childhood Education at Florida International University. | | Linda Harvey Golden Glades Elementary School, #2161 16520 N.W. 28 Avenue Opa locka, Florida 33054 624-9641 Principal: Anna Jackson | | |

151 | Let's Eat, Let's Learn | Mathematics | English/Language Arts | 1 | 2 | 2 | 3 | Kindergartners get a "taste" of math, colors, smells and language arts through weekly cooking activities. The purpose of the project is to make each child's school experience a positive one. The students relate letter-sound relationships, measurement, number concepts and oral language to the weekly cooking activity. We have integrated the curriculum with a weekly theme. The idea of students cooking as a follow-up to the weekly concept is innovative because it allows the students to actively participate in the project. Active learning is a positive way to have students enjoy what they are doing. They will retain information and be able to apply it to other situations as well. The cooking has made our students eager to participate and learn new concepts. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English, Critical Thinking, Intergroup Relations, Parental Involvement. THE STUDENTS: Our project was developed for a Chapter 1 Kindergarten Lab. This project can be adapted to any grade level, any academic level, and a large or small group. | | Diane Calvert Burkle has been teaching in Dade County for over 15 years. She is a co-author of the basic skills reinforcement program, Apples For Teachers. She has been involved with Make and Take workshops that train teachers to use the,"active learning" approach. Her specialty is having an active learning/hands-on classroom. Adele S. Bayer is a native Miamian who has been teaching in Dade County for over 15 years. She has attended High Scope Workshops and is very involved in developing a high scope kindergarten lab. She enjoys wearing,"learning outfits" and being a dramatic kindergarten teacher. Their kindergarten project,,"Let's Eat, Let's Learn," received a Citibank Success Fund Grant in 1990. Mrs. Bayer has presented the project at the Principal's Leadership Conference (July 1990). They received Chapter 1 Teachers of the Year, First Place, for Regions 5-6, 1990-1991. | | Diane Calvert Burkle and Adele S. Bayer Miramar Elementary 109 NE 19 St. Miami, Florida 33132 576-9441 Principal: Sandra Powell Originally a Citibank Success Fund Grant | | |

152 | Kindergarten Kapers Kindergarten Kapers | Classroom Management/Intergroup | Arts | 2 | 2 | 2 | 3 | The developers concentrated on the newly adopted Integrated Whole Language reading series by Harcourt, Brace, Inc. and chose specific activities to extend and enrich homework activities. Complying with the Dade County requirements of daily reinforcement, the developers designed a calendar format to suit basic needs. Fully aware of the Instructional Objectives, and topics covered in the newly adopted HBJ reading series, Kindergarten Kapers came into being. Designing a seven-day calendar to coincide with major themes presented in HBJ, the developers tried to correlate Science, Social Studies, Handwriting, Art, Mathematics, and all other curricula with strong parental involvement. The Kindergarten Kapers calendar begins on Sept. 16th and runs through June 8th. There was no cost involved in the preparation of Kinder Kapers. It is equally adaptable to change, from year to year. Each week emphasizes one particular phonetic sound. Wherever possible, the manner of completion is left to the creative talent of each child. DCPS MAJOR SYSTEM PRIORITIES: Parent Involvement, Dropout Prevention, Achievement. THE STUDENTS: Forty kindergarten students to start, followed by 50 more after successful participation observed. Currently, 100 per cent return of assigned homework! | | June Rawls is a 25-year veteran of the DCPS, having taught pre-school, Headstart, kindergarten and first grade. Sue Ruth has taught pre-school through sixth grade. Both have master's degrees and Early Childhood certification. They enjoyed planning extension and enrichment activities to complete at home under the supervision of busy, working parents. | | June Rawls and Sue Ruth Gloria Floyd Elementary School, #2021 12650 S.W. 109th Avenue Miami, Florida 33176 255-3934 Principal: Dr. Andrea Rosenblatt | | |

153 | Who, What, Where, When on the Move | English/Language Arts | Global Education | 3 | 8 | 2 | 3 | Language is the basis for communication but some of the mechanics involved, such as verb tense, are difficult to grasp; especially if you're deaf. "Who, What, Where, When on the Move" attempts to present this in an organized sequential manner. The children are presented with a verb picture stimulus. Then, in Stage I the child is asked to: a) conjugate the verb in the present progressive, the past and the future; b) write a sentence in the same three verb tenses and c) answer,"Wh" questions sequenced the same as the sentence presented. While everything is written in black, the verb is color coded in red. State II is the same as Stage I but the,"Wh" questions are not sequenced the same as the sentences presented. The pairing of the correct sentence with the correct question is an evaluative check point for comprehension of the skills presented. State III is the same as Stage II but the students will devise their own sentences or questions per the teacher's instructions. As a follow-up to written activity the students are asked to conjugate verbs using total communication. Also, one child is selected to ask questions, while another student gives the answers. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Standard English, Bilingualism, Critical Thinking. THE STUDENTS: This project was used with 10 self-contained hearing impaired students with severe and profound hearing losses that range in ability range from below dull normal to average. This project can be easily adapted to hearing, larger groups, smaller groups or any age, depending on the flexibility of the educator. This is a project that is important for Limited English Proficiency Students. | | John Quigley has been employed by DDSC for 20 years in various exceptionalities. He is listed in Outstanding Elementary Teachers of America, has assisted in development in the teacher test for Hearing Impaired in the State of Florida, and helped develop the curriculum for T.M.R. in Duval County. John also assisted in the selection of state adopted texts for Dade County. Mr. Quigley will be listed in the next edition of Who's Who in American Education. | | Jack Quigley Gulfstream Elementary School,#2321 20900 S.W. 97th Avenue Miami, Florida 33189 235-6811 Principal: Lucille Epstein | | |

154 | People on Parade | Social Studies | Science | 8 | 10 | 2 | 3 | People on Parade is an interdisciplinary unit. It can involve a minimum of two academic areas and/or be expanded to all academic areas and varied elective courses. Students will research, study, and portray a person who has made a significant contribution to America's history. Students read a biography of the selected person, construct a timeline, write a letter to the person's mother, design an original T-shirt, create a tombstone and write an epitaph, create a map and develop a graph. The culminating event is when the students, dressed as their selected person, transform the media center into a cornucopia of color and culture for their parents and other guests. DCPS MAJOR SYSTEM PRIORITIES: Standard English, Critical Thinking, Intergroup Relations, Parental Involvement. THE STUDENTS: Middle school gifted students, grades six through eight participated in People on Parade. This project is easily adaptable to all grade and achievement levels. It can be implemented as an interdisciplinary unit or as an individual classroom project. | | Lois Kahn is the middle school facilitator at Ponce De Leon Middle School. She was selected Social Studies Teacher of the Year in 1984, served on the Editorial Advisory Board of Junior Scholastic magazine and has shared her innovative ideas at numerous Dade County in-service workshops as well as with Jefferson Parish (New Orleans), Louisiana Social Studies teachers. | | Lois Kahn Ponce De Leon Middle School, #6741 5801 Augusto Street Coral Gables Florida, 33146 661-1611 Principal: Neyda G. Navarro | | |

155 | Increasing Language Development Through Puppetry | English/Language Arts | Relations | 2 | 4 | 2 | 3 | Through the use of drama, puppetry, and role playing, the students' language development, reading comprehension, and self-esteem increases. In addition, minority students are assisted with language differences. Reading and talking enable the children to elaborate on their existing knowledge, while extending their understanding. Reading and talking are both part of our thinking process. However, neither can take the place of an actual experience. Through the use of puppetry, students become that much closer to actually experiencing the written and spoken words. This program is presented with whole language approach. All subjects can be instructed through one story. The children become so excited through this approach that learning becomes fun for them, their attendance and behavior improve dramatically, as does their academic success. DCPS MAJOR SYSTEM PRIORITIES: Achievement, Critical Thinking, Intergroup Relations. THE STUDENTS: The program was originally implemented in a kindergarten classroom with at-risk students. The students were all classified under the Chapter I program and it was anticipated of the program at the onset, that the students would need two years of Kindergarten. Even though the students entered school with little or no skills, and very depressed language development, by the end of the year all but two students tested out of Chapter I and were promoted to first grade. The program is now being used in a K-2 varying exceptionalities class with similar results. The project can be adapted for any grade level, including ESOL and LEP classes. | | Susan Hunter has been teaching for seven years. She is UTD Steward and serves on the schools SBM/DMT cadre. She is presently teaching varying exceptionalities. She had received a Dade Public Education Fund Teacher Mini-Grant to implement this project three years ago and has been using this program since with very successful results. | | Susan Hunter W.A. Chapman Elementary School, #0771.27190 S.W. 140th Avenue, Naranja, Florida 33032 245-1055 Principal: Mona Goldstein Originally a Teacher Mini-Grant | | |

156 | Radio Free Minds Crusade for Peace | Classroom Management/Intergroup | Arts | 7 | 11 | 2 | 3 | Radio Free Minds is an exciting project that promotes open-mindedness by understanding another person's point of view. In order to promote brotherhood and peace in the world through the process of compromise, students strive toward the solution of conflicts. The project accents proficiency in language arts skills, creative thinking, critical thinking, and problem-solving skills by enjoying a journey through the world of news reporting and broadcasting. Students select a crisis that affects peace in the world and researches the causes and effects of the issue. The problem is analyzed by studying both sides of the issue. The students work in small groups to prepare a journalistic contrast of the matter allowing participants to view and understand the total problem. The ultimate outcome is a news article or broadcast that emphasizes the feeling of empathy toward others. DCPS MAJOR SYSTEM PRIORITIES: Standard English, Critical Thinking, Creative Thinking, Intergroup Relations, Job Preparedness. THE STUDENTS: The program has been successful with fifth-grade students, but is suitable for middle and high school levels. This unit is applicable to global studies. | | With an Ed.S degree, Howard Spinner is a 17-year teaching veteran who has created academically talented programs at Comstock and Kelsey Pharr Elementary Schools. Mr. Spinner now teaches the accelerated sixth-grade math students at Ojus Elementary School and students in the school's 4-6, full-time, gifted resource program. He was Ojus' Teacher of the Year for the 1990 school year. He was selected Math Teacher of the Year for 1990-91 at Ojus. In addition, Mr. Spinner was the recipient of the 1990-1991 Impact II grant entitled,"Math Carnival." Now teaching in the Dade County Public Schools for 30 years, Marilyn Melrose has instructed in the regular and gifted programs. She has a master's degree in elementary education from Nova University. Ms. Melrose was selected Teacher of the Year at Ojus Elementary School for the year 1979, where she has directed and published an anthology of students' creative poems, and has designed numerous creative lessons. She was a 1990-1991 recipient of the Impact II grant entitled,"Student Investors: Corporate America Comes to School." | | Howard Spinner and Marilyn Melrose Ojus Elementary School, #4061 18600 West Dixie Highway North Miami Beach, Florida 33180 931-4881 Principal: Dr. Jeanne Friedman | | |

157 | Food for Thought | English/Language Arts | Arts | 2 | 4 | 2 | 8 | Combine: Cups of creative cooking experiences and tablespoons of teacher questioning. Add: A dash of diversity, desire and determination. Mix well with eager students willing to hypothesize, inquire, discover, analyze and evaluate. Enjoy! Yields: Gallons of Great Thinkers!, The project's purpose: to develop students' basic skills in reading writing, language arts, the content areas, mathematics and the fine arts. As the students read, write, speak and think about their experiences with foods, they are using their senses. Sensory activities make learning meaningful and aid in the retention of basic skills. Recipes feature a variety of foods that appeal to the multi-cultural tastes of our community. Cooking is perceived as an adult activity, and students find working with foods both motivational and satisfying. DCPS Major System Priorities: Critical Thinking, Achievement. The Students: "CAFE - Food for Thought" has been implemented with both second-graders and Kindergartners, but it is appropriate for all elementary-age students in both, small and large group situations. | | The Staff: Marti Milberg McLean has taught Kindergarten at Williams Jennings Bryan Elementary School for five years. She has completed an M.S. in Early Childhood Education from Florida International University. Mrs. McLean is associated with the DCPS/UTD Critical Thinking Skills Project. Deborah Mink has been teaching at John G. DuPuis Elementary for ten years, previously serving as a music teacher at Miami Gardens Elementary School. She has traveled throughout the United States collecting ethnic recipes. Mrs. Mink loves to cook herself and had fun writing the cookbook and adapting the recipes for the classroom. (In contrast, Mrs. McLean hates to cook at home, but loves the results she gets cooking with her students!) | | Marti McLean Ernest Graham Elementary School 7330 W 32 Ave. Hialeah, FL 33016 825-2122 Principal: Dr. Neraida Smith Deborah Mink J.G. DuPuis Elementary School 1150 West 59th Place Hialeah, Florida 33012 821-6361 Principal: Herbert Day | | |

158 | Reading Our Way Around the World | English/Language Arts | Relations | 5 | 5 | 2 | 8 | "Reading Our Way Around the World" is a reading program designed to expose students to aesthetic, uplifting literature from across the globe. The purpose: to have students discover that reading is a joy rather than a burden. This project helps students develop the capacity to enjoy books and give them the chance to see, hear, and read fine children's literature. Students,"travel" around the world through children's literature. They begin by filling out an application and having photos taken for,"passports". As students,"travel" from one country to another their passports are stamped showing that they have entered the country, and a tour guide (the teacher) introduces each region by using selected resources. The students select, stories from an anthology of regional children's literature to read each day. Along with this leisure reading time, there are directed teaching lessons based on regional literature. For example when,"traveling" to Denmark, students read several of Hans Christian Andersen's fairy tales and analyze the common elements in these stories. As a result, the students learn the characteristics of fairy tales and applying this knowledge, they write their own. As they,"leave" the country, every student who has read ten or more regional stories, receives a souvenir (bookmark, a flag, etc.) representing the country. With each student having his/her own reading passport, reading is made fun and exciting. This project provides opportunities to teach skills and concepts in innovative ways. DCPS Major System Priorities: Achievement, Critical Thinking, Intergroup Relations, Parental Involvement. The Students: This project was developed for third-grade students, although it can easily be adapted to other grade and achievement levels. The size of the group and the length of the program can vary. | | Kay Pardee, one of six finalists for the 1988-89 Dade County Teacher of the Year, has been awarded three creative teaching grants from the Dade Public Education Fund and a 1990 Business Week Award for Innovative Teaching. She has been implementing this project for three years. It's easily managed by the teacher and needs no assistants. | | Kay Pardee Pinecrest Elementary School 10250 SW 57th Avenue Miami, Florida 33156 667-5579 Principal: Bonnie M. Wheatley Originally funded by the Dade Public Education Fund Mini-Grant Program. | | |

159 | Book Battle | English/Language Arts | Classroom Management/Intergroup | 5 | 10 | 2 | 8 | Students at two neighboring elementary schools first read the same specified titles from their media centers, and then are chosen to be members of their school's,"Book Battle" teams. They compete orally by answering questions (developed by the Media Specialists) about their books, whose titles are specified by the Sunshine State Young Reader's Award (SSYRA) program, sponsored annually by the School Library Services Office of the Florida Department of Education. Twenty fiction books are nominated and any educator in the district with third through eighth grade students can choose to have their school participate. Three years ago, the developers expanded the state program to add more excitement and incentives for their students to be SSYRA readers. Each year, these Media Specialist write questions for each nominated book and advertise the program. All students who want to try out for their school's team read the books and answer written questions. Students with the highest scores on the written tests are chosen as the,"Book Battle" team. The whole program culminates with an oral competition between the two schools, with everyone involved wearing,"Book Battle" tee-shirts. Trophies are awarded and refreshments are served. DCPS Major System Priorities: Achievement, Critical Thinking, Intergroup Relations. The Students: The SSYRA program is intended for students in the third through eighth grades. However, the two schools at which this project is implemented are elementary schools. In the,"Book Battle" each team is limited to fourth and fifth grade students, any of whom can take the written qualifying test to seek a place on the team. Several Learning Disabled students have become members of the teams. The project could easily be adapted to any grade level, any books, or any number of schools! | | Jean Worley has taught in several capacities for Dade County Schools for 18 years and has been the Media Specialist at Redland Elementary School for ten years. She is actively involved in many activities, including SchoolBased Management Council, The Dade County Media Specialists Associations, and the AFT's Educational Research and Dissemination program (as a TeacherResearch Linker). Marcia Pitt has been teaching in Dade County for 22 years, and has been the Media Specialist at Avocado the past ten. She has been chosen Avocado's Teacher of the Year and has been honored by the Homestead/Florida City Chamber of Commerce in 1987. She has served as a board member on professional and county Media Specialists' organizations. | | Jean Worley Devon Aire Elementary 10501 SW 122 Ave. Miami, Florida 33186 279-6710 Principal: William Kinney Marica Pitt Avocado Elementary School 16969 SW 294 Street Homestead, Florida 33030 247-4942 Principal: Rita B. White | | |

160 | Loading All the Bases with Creative Writing | English/Language Arts | Relations | 5 | 5 | 2 | 8 | The purpose of this project is to demonstrate the technique of integrating creative writing in all subject areas. One of the most frequently asked questions concerning this technique is,"Where do you find the time?" The answer is simple. It's not the amount of time that is available, but rather how it is used. The key word is CREATIVITY!,,"Creative Writing" allows students and teachers to put the puzzle of skills and concepts together to see the whole picture. Students learn basic skills through,"Creative Writing". For example, a reading class may begin with vocabulary skills. Students decode and discuss words to ascertain understanding of concepts. Words are then chosen from the list to create original story titles. Students write synonyms to expand vocabulary for the story. Others may choose to write poems. At the conclusion of the first draft, students work in small groups to identify correct usage of vocabulary, give positive feedback, and make suggestions for revision when necessary. Students then begin work on final writing and illustrations. It is important to note that at the conclusion of a product, all students have focused on reading, spelling and grammar as an integrated unit rather than fragmented subjects. The final outcome of a reading lesson is the excitement shared as students publish their creative work. In order for learning to take place, information must make sense to the students. This teaching style helps children to see the whole picture, thus making activities logical and meaningful. DCPS Major System Priorities: Achievement, Standard English, Critical Thinking, Intergroup Relations. The Students: This project has been used with small and large groups of eight to 30 third graders which meet daily for one hour. These students have been models throughout the school and have won district recognition for the superior quality of their work. The project is adaptable to any grade level. | | Marilyn Gore has been teaching for 12 years, with six of those 12 years at Sunset Park Elementary School. Ms. Gore has won several distinguished literary awards for outstanding works produced by her students, and presented the Writing Project to educators at Delphi Foundation National Conference. She was also honored as Sunset Park's 1989-90 Teacher of the Year. | | Marilyn Gore Bowman F. Ashe Elementary School 6601 SW 152 Ave. Miami, Florida 33193 386-6667 Principal: Dr. Frazier Cheyney | | |

161 | Creating a Classroom Newspaper | English/Language Arts | Instructional Inquiry | 4 | 5 | 2 | 8 | A monthly classroom newspaper can stimulate creativity, enhance global awareness, sharpen critical thinking skills, and improve writing skills, and help children have fun. Children are involved in the decision-making process as they determine the contents of each edition. Students of various reading levels become aware of how a group effort can result in accomplishing a finished product. Students appreciate the makings of an actual newspaper, learn to meet deadlines, and realize the potentials of computer technology. They discover resourceful approaches to solving problems. DCPS Major System Priorities: Standard English, Critical Thinking, Intergroup Relations, Student Achievement. The Students: This project flourished in two very different school settings, Redland Elementary and Highland Oaks Elementary. It was used with second and third grade students. A classroom newspaper can be adapted to many age groups and achievement levels. | | Alma Dean has taught in the DCPS system for five years, serving as a Learning Disabilities teacher at the Easter Seals School for four. She has a Masters in Health Services Administration from Florida International University. She is a Teacher/Research Linker trained through the AFT/UTD Educational Research and Dissemination Program, past researcher for Dade Academy of Teaching Arts, Board Director of University of Miami Alumni Association, and First Vice President of Redland P.T.A. Esther Evans has taught for ten years, six in Cleveland, Ohio and four in Dade County. Ms. Evans has composed original music to Robert Louis Stevenson's,"My Shadow" which she plays on the guitar. She was selected to guide 23 fifth-grade students as they toured Rome, Italy. Stephanie Sheir received an M.A. in curriculum and instruction from the University of Northern Colorado. Ms. Sheir was recognized for her fund raising for the Challenger Memorial Fund, in which she created a school project called,"Jump for the Astronauts". She was a math resource teacher in the Northeast Region for three years training teachers and students in a county math system. | | Alma Dean Claude Pepper Elementary School 14550 SW 96 St. Miami, Florida 33186 386-5244 Principal: Billie Gimenez Esther Evans and Stephanie Sheir Highland Oaks Elementary School 20500 NE 24 Avenue Miami, Florida 33180 931-1770 Principal: Virginia A. Boone | | |

162 | P.R.I.Z.E. (Partners Reading in Zealous Enthusiasm) | English/Language Arts | Arts | 3 | 6 | 2 | 8 | P.R.I.Z.E. is a cooperative program designed to develop positive attitudes towards reading. As an alternative teaching device to the basal reader, it is designed to meet the needs of students' varied learning styles. Young children are paired with schoolmates from a different grade level. The pairing is done based on an, interest inventory and an attitudinal survey. The environment should be a quiet, cozy one, and it can be chosen to promote adventure and fun (park, classroom on floor or under tables, school campus). The language arts activities are organized around a variety of themes - dinosaurs, space, folklore, classics, etc. The books used are based on the interest of the younger child, with the older child reading the selection first before sharing it. Extension activities includes creative writing, puppetry, games, role playing, use of modeling clay and skits. The students meet twice weekly throughout the school year for 45 minutes per session. Reading and writing happen naturally and lasting friendships are formed. DCPS Major System Priorities: Achievement, Intergroup Relations. The Students: "P.R.I.Z.E." was used with 29 first-graders and 32 fourth-graders during the 1989-90 school year. This activity could be adapted easily to either elementary or secondary levels. The activity could be,"cross generational" with the pairing of parent volunteers or grandparents and students. | | Marilyn Ellis has been an educator for 38 years. She has served in administration and now teaches fourth grade. She has also served on a variety of committees at Miami Shores Elementary School. Her selection by her peers as Teacher of the Year has been the greatest honor in her career. Carole Slonin has taught for 14 years, instructing cerebral palsied students, ESOL, kindergarten, fifth grade and first grade. She serves on her schoolbased management team. Recently she, together with one of her students, won the Motts Apple Reading Award. | | Marilyn Ellis and Carole Slonin Miami Shores Elementary School 10351 NE 5th Avenue Miami, Florida 33138 758-5525 Principal: Bertha Pallin | | |

163 | All Bound Up | English/Language Arts | Social Studies | 3 | 8 | 2 | 8 | Students write, bind and share their own individual books, with each page focusing on an aspect of their lives such as family, feelings, experiences and aspirations. The purpose: for students to learn the value of working towards a long-term goal while reinforcing numerous language arts objectives and promoting each student's uniqueness in a positive light. This project begins with an introduction into publishing-related careers. Students are then able to see the parallel between what they are doing in the classroom and the real world of publishing. The students take on the jobs of author, illustrator, editor and promotor. The teacher is the publisher, senior editor and bookbinder. The writing process is initiated with a class discussion, which is followed by brainstorming. Students then practice classifying their ideas around a theme, clustering a list of, details and then using those details to structure their writing. After revisions and editing students are ready to copy their, writings onto a page of their book. Illustrating the page is also an important task, with students encouraged to make their pictures bright, big and meaningful. Next comes the Title Page, Table of Contents, Dedication Page and most important - the binding of the book. Now the students are ready to read their books to others. Students are taught how to stand, speak, and pace their reading for a large audience. DCPS Major System Priorities: Standard English, Job Preparedness. The Students: "All Bound Up" can be used with students in grade one through six, and is appropriate for use with small and large groups. In addition ESOL and Exceptional Students will benefit from the program. | | Debra Allen is in her third year of teaching and is currently enrolled in the Master's program at Nova University. Prior to receiving a full-time teaching position, Ms. Allen was very active in school functions as a member of the PTA as well as a classroom volunteer. She was also the recipient of the Sally Mae Beginning Teacher Award for the elementary division for the 1987-88 school year. | | Debra Allen Madie Ives Elementary School 20770 NE 14th Avenue Miami, Florida 33179 Principal: Sally L. Blonder | | |

164 | Hands On: Writing Your Way to Success | English/Language Arts | Relations | 2 | 8 | 2 | 8 | Creativity is an instinctive talent in every child. Reluctant writers come alive as they use the writing process, to express their feelings about real life experiences. This project originated with a small group of migrant students who turned a calamity - the freeze which hit Dade County in 1989 into a positive learning opportunity. The students, whose families earn their living as migrant farmworkers, examined the impact of the freeze upon them. First, they brainstormed vocabulary, discussed the crisis, and wrote and edited first drafts. Next the students met in conferences sharing their writing with their peers, after which they wrote a second draft incorporating suggestions from the conferences. After sharing this draft with peers, a teacher or tutorial aide made further corrections. Students typed their final drafts on the word processor, copying and binding them into a 95-page anthology titled,,"The Day the Crops Failed". Finally the students took the lesson to the community where they read their work to parents, friends, special quests and the media at an Authors' Conference. DCPS Major System Priorities: Intergroup Relations, Standard English, Bilingualism, Job Preparedness. The Students: Although the program was initially developed for elementary-age children, it can be adapted to any group. In the case of,"Hands On" all participants were migrant farmworkers' children, whose education is fragmented when their parents follow harvests seeking work. "Hands On" met daily in small groups of five to eight students per teacher/tutor. Small group size was the key to the program's success as it allowed students to build a working relationship with their teacher/tutor. | | Richard Albaugh began teaching in 1982 on an Indian Reservation in the state of Washington. He has also taught in migrant farmworker camps in Washington and in Florida. Bilingual in English and Spanish, Mr. Albaugh spent several years teaching English in Mexico and South America. Parents and volunteers can serve as tutors once they have been trained to use,"Hands On". | | Richard Albaugh Chapter One Migrant Program 20281 SW 316 St. Homestead, Florida 33030 247-6250 Originally developed through a grant from the Citibank Success Fund. | | |

165 | A Scavenger Hunt! | English/Language Arts | Science | 2 | 14 | 2 | 8 | "A Scavenger Hunt!" -- the words themselves have always meant fun, mystery, and discovery. Students have the freedom of active research, without realizing that they are learning discovery techniques, critical thinking skills, cooperative learning techniques, and more. The scavenger hunt is designed to increase the students' use of various resources in the library or media center. The student is challenged to locate specific information, most of which is not readily found in encyclopedias or dictionaries. For example, a student might be asked to locate specific data about Bob Denver of,"Gilligan's Island" fame. The student enjoys discovering that this supposedly bumbling comedian is actually a college professor of English Literature with a Ph.D. Having done this research, the student has now begun to develop research skills using something in which he/she is interested in. The newspaper is also a great source for the scavenger hunt, specifically useful when preparing students to formally learn its parts, use, and enjoyment. For example, a student might be asked to find the acronyms for,"Prisoner of War" (P.O.W.) and,"Organization of Petroleum Exporting Countries" (O.P.E.C.). DCPS Major System Priorities: Intergroup Relations, Critical Thinking, Achievement. The Students: This project has been implemented over the past five years with hundreds of, Citrus Grove Middle School students. With very little restructuring, the scavenger hunt can be used with grades K-12. | | Judy Davis is a reading resource teacher, formally of the Houston, Texas school system, who has attended a reading institute at Kinlock Park Middle School and is a member of the Dade Reading Council. Gerth PoitierWhitehead is an English teacher, alternate union steward, team leader at Citrus Grove Middle School, and has developed different curriculum proposals for QUIIP and, Black History Month Observance. The project has been implemented in both classrooms for more than eight years. When it is used to teach library skills, the media specialist can help the younger students locate the appropriate reference materials. | | Judith Davis and Gertha Poitier-Whitehead Citrus Grove Middle School 2153 NW 3rd Street Miami, Florida 33125 642-5055 Principal: Martin Kavanaugh | | |

166 | Let Freedom Ring with Poetry | English/Language Arts | Social Studies | 2 | 14 | 2 | 8 | "Let Freedom Ring with Poetry" is an exercise to develop students' awareness of their own freedoms and provides them with a more comprehensive view of black heritage and the African American struggle to attain equality. At the exercise's completion, students, through their own writing of an acrostic poem, become more capable of empathizing and understanding the pursuit for freedom by black Americans. DCPS Major System Priorities: Critical Thinking Skills, Intergroup Relations, Student Achievement. The Students: This project can be presented in middle-school Language Arts and Reading classes. It has the flexibility, however, to be taught to grades K-12 in content area classes such as History, Social Studies, and World Cultures. Concurrently, black literary contributions can be studied in English/Language Arts, thereby composing an interdisciplinary unit. Developmental, superior, and reluctant readers can all attain success with this reading/writing project. | | Suanne Piero has taught Language Arts and Reading in Florida middle schools (grades six - eight) for five years. Previously, she taught first grade for three years in Indiana, plus an additional two years as ESOL teacher for grades K-6. She holds an M.S. in Reading from Nova University and now is in the position of reading resource specialist at Hammocks Middle School. | | Suanne Piero Hammocks Middle School 9889 Hammocks Boulevard Kendall, Florida 33196 385-0896 Principal: Althea King | | |

167 | Kids' Instruction on Developing Stories | English/Language Arts | Mathematics | 11 | 14 | 2 | 8 | Because we are all children at heart, students of all ages can easily be motivated to write children's books for others to read. "Kids' Instruction on Developing Stories" is a unit that teaches students how to create a children's book. In addition to determining what is involved in writing the plot, they learn how to punctuate, spell, proofread, edit, bind, and illustrate their books. Secondary students engage in researching children's literature and analyzing criteria for children's books. After an initial session in which they revert to their childhood by using a specific writing technique, students bring in their favorite children's books to read aloud. The teacher also provides a variety of children's books for them to explore. Students later examine what characteristics are inherent in these books, how illustrations relate to the text, what age groups these books delight, and what subject matter is suitable for these ages. The students work on developing, illustrating, binding, proofreading and producing their books. As a culminating activity, students read and show their stories to the class. Their books are then exhibited in the library for all students to read and enjoy. Some authors also share their books with elementary students. They not only read their books to these children, but they also teach them how to write their own. Rediscovering the child that lives in us all and creating a product that delights is a wonderful, worthwhile learning experience. DCPS Major System Priorities: Standard English, Achievement, Critical Thinking. The Students: This unit has been used in ninth, tenth, 11th, and 12th grade classes of 25 to 32 students; however, it is applicable to all grade and ability levels. The writing aspect of this unit takes approximately three to five 50 minute class periods for high school students, but they do the actual writing and construction of their books at home. Younger children or those of lessthanaverage ability will need more assistance. Their books should be, written in school, thus necessitating more class time. | | Now teaching for 18 years, Ellen Heller is the co-author of a book on successful writing strategies. Ms. Heller has established an acclaimed creative writing program at her school, with her students' children's books winning the major award at the Dade County Youth Fair every year, and her students invited to read their works at various local bookstores and elementary schools. Ellen Heller was a participant in the Dade Academy of the Teaching Arts (DATA). | | Ellen Heller Homestead Senior High School 2351 SE 12th Avenue Homestead, Florida 33035 245-7000 Principal: Percy Oliver | | |

168 | Connections: To Search for Beauty, Overcome Prejudice and Inhabit Other Lives | English/Language Arts | Science | 11 | 14 | 2 | 8 | "Connections" is a multi-cultural, multi-ethnic program in literature, writing, and the human experience. Students engage in concurrent activities of reading multi-cultural, multi-ethnic literature reflecting the themes in the project's title. At the beginning of a grading period the class is given the names of pen pals in the same school system who are of a different racial or cultural background. Each week, for nine weeks, students write letters to their pen pals about their backgrounds, cultures, schools, and life experiences. Students may not share photos, phone numbers or home addresses, removing any element of risk and preventing students from judging pen pals on superficial characteristics. They are to develop the,"connection" through writing alone. All letters may be sent through school mail at no cost to the teacher or student. Throughout the project, students keep a "Connections Journal: A Journal of Self-Discovery" in which students keep all pen pal letters, reactions to stories and novels read, class discussions and films viewed. As a culminating activity, students meet their pen pals on a field trip picnic, teaming with them in various games and getting to know one another in person. A real,"connection" is made. DCPS Major System priorities: Standard English, Intergroup Relations. The Students: This project has been implemented with tenth-grade English students at, regular and honors levels, but may be adapted for any class in grade nine through twelve. A varying number of lessons should be allowed to cover a nine week grading period. | | Carol L. Green, a Dade County Public School Teacher, for 17 years, received a 1989 Rockefeller Foundation Grant for the Humanities, from which she developed this project. In 1988, the Grace Contrino Abrams Peace Education Foundation named her Peace Educator of the Year. She participated in the 1987 University of Miami/DCPS Writing Institute and in 1990, attended the Dade Academy for the Teaching Arts (DATA). She has taught English at MDCC and courses on the Holocaust for the Central Agency of Jewish Education. Ms. Green is listed in the 1989 Who's Who in American Education. | | Carol Green Miami Norland Senior High School 1050 NW 195 Street Miami, Florida 33169 753-1416 Principal: Fred Damianos Originally developed at the Dade Academy of the Teaching Arts (DATA). | | |

169 | Because - We Want Results | English/Language Arts | Science | 12 | 12 | 2 | 8 | "Because - We Want Results" combines the State Assessment skill of cause and effect with writing to turn students into advertising executives who,,"because" of their newly-discovered powers, get the,"results" they want! The project's strength lies in the critical thinking involved in recognizing cause and effect in relationships. This basic skill comes alive when students share over a dozen examples from their own experiences, using cause/effect vocabulary. The teacher can easily teach the accompanying, writing skills, specifically comma usage for introductory dependent clauses. A construction-paper paired activity is used to check application. Students then examine ads to find directly-stated or implied cause/effect relationships. Further activities include developing group products and ads, reading literary selections to analyze cause/effect, and writing expository essays structured by this skill. This project inverts the English teacher's usual approach of literature-skill-writing-evaluation and, instead asks young people to search their own lives for examples, express them in writing, generalize the application of the skill and recognize it in reading, both functionally and creatively. It is important, to understand that,"Because We Want Results" can be a one-day to two or three week activity, depending on curricular needs. Some classes benefit from just the examples, vocabulary, and paired activity, while other courses connect the ad writing to consumer propaganda or mass-media units to increase the students' learning experience. DCPS Major System Priorities: Critical Thinking, Job Preparedness, Standard English, Intergroup Relations. The Students: This project has been used in several skills level tenth-grade classrooms. The project can be easily adapted to any level, from Kindergarten to accelerated. Other disciplines packed with cause/effect relationship--such as health, science (especially, physics) and social studies--lend themselves well to many of the activities found in,"Because - We Want Results". | | Chris Kirchner has developed SSAT teaching techniques as her school's testing coordinator for the past three years. She has taught inner-city high school students for over seven years, and has won acclaim for involving these young people in the social problems that face the community through JACKSON ACTION. She was recently a finalist for Dade County Teacher of the Year. | | Chris Kirchner Turner Technical High School 10151 NW 19 Ave. Miami, Florida 3314 691-8324 Principal: Dr. John McKinney | | |

170 | Fun with Foreign Words | Foreign Language | Relations | 14 | 14 | 2 | 8 | Students are easily frustrated by words of foreign origin; the SAT contains a few reading questions using foreign words that they generally misinterpreted. This vocabulary game, a "hands-on" learning activity designed to improve reading competence and SAT scores, is designed to be a fun way to learn. Students use a computerized vocabulary building game (TicTac-Show), a format that is appealing to them. Every correct response is rewarded by a happy tune coming from the computer. Every wrong answer, is followed by a "sad" tune as the correct response appears on the monitor screen. The game includes some French, Spanish and Italian words commonly integrated into English. Using a survey given to 100 students to establish major vocabulary weaknesses and a list of commonly found foreign words transferred into sentences on three floppy diskettes, students learn French vocabulary (divided into three sections: literature, social studies, and gastronomy), Spanish words (deals with geographical terms), and Italian words (containing musical terms). DCPS Major System Priorities: Achievement, Standard English, Job Preparedness. The Students: This project was developed with the contribution of a senior high school level III French class. The diskettes have been used by, other levels of French classes. The software could be used in different subject areas. | | Monique Fauvel, a recipient of a Master's degree in Reading from the University of Miami, has taught in public schools for, 17 years. With the support of her school's A.V. Department, Mrs. Fauvel was able to work on developing the project involving her students. | | Monique Crandall Fauvel Southridge Senior High School 19355 SW 114 Avenue Miami, Florida 33157 238-6110 Principal: Dr. Frederick Rodgers Originally developed at the Dade Academy of the Teaching Arts (DATA). | | |

171 | Student Investors: Corporate America Comes to School | Mathematics | English/Language Arts | 7 | 8 | 2 | 8 | "Student Investors: Corporate America Comes to School" is an exciting program that touches on the use of mathematics in the financial world and emphasizes the application of mathematical skills in everyday life. Its theme: we need to be stronger competitors in a global economy. Students understand how investors and corporations increase their investments and understand how economic conditions affect the stock market and the,"American Way of Life". They apply the mathematical skills of fractions, decimals, profit and loss, and problem-solving, and experience the risk of investing and the volatility of the marketplace. Participating students engage in activities like computing the cost of the investment, recording and keeping a weekly price chart of a stock, and determining the weekly change and the profit or loss of the investment. The participants may compile a practical research report on a multinational corporation, create a product sheet, and use a world map to locate corporate sites. In groups they may create and play a stock market game. Students read the stock market page and the business section of the newspaper daily to find current information about their corporations. DCPS Major System Priorities: Achievement, Critical Thinking, Job Preparedness, Intergroup Relations. The Students: A minimum of nine consecutive weeks should be planned for the project. This program was used in a fifth and sixth grade math class of about 35, students. It may be used in a middle and senior high school setting. | | Now teaching in the Dade County Public Schools for 29 years Marilyn Melrose, has instructed in the regular and gifted programs. She has a Master's Degree in Elementary Education from Nova University. Ms. Melrose was selected Teacher of the Year at Ojus Elementary School, where she has directed and published an anthology of students' creative poems, and has designed numerous creative lessons. | | Marilyn Melrose Ojus Elementary School 18600 West Dixie Highway Ojus, Florida 33160 931-4881 Principal: Jeanne Friedman | | |

172 | Math Carnival | Mathematics | Arts | 6 | 8 | 2 | 8 | Math Carnival is an exhibition of original products of application skills, designed to involve all math students in creatively developing learning games. With the class divided into groups of five or six meeting twice a week, each group member helps brainstorm concepts, directions and rules of their game. The groups produce a blueprint with each member's contribution written. The culminating activity is a one-week,"carnival" of math games. During that week's math periods, the classroom is transformed into a carnival atmosphere with coupons distributed to encourage competition. The group with the most exciting game will do the most business. Each day the teams field-test their games, noting any defects or problems and perfecting their products. DCPS Major System Priorities: Achievement, Thinking Skills, Job Preparedness, Intergroup Relations. The Students: This unit has been used with math students in grades four, five and six. The class sizes can range from 30 to 35 students. Ten to 12 weeks should be used in preparation. This project can be used in other disciplines. | | With an ED.S. degree in mathematics, Howard Spinner is a 16-year teaching veteran who has created academically talented programs at Comstock and Kelsey Pharr Elementary Schools. Mr. Spinner now teaches the top-level sixth-grade math students at Ojus Elementary School and students in the school's K-6 full-time gifted resource program. He is Ojus' Teacher of the Year. | | Howard Spinner Ojus Elementary School 18600 W Dixie Highway Ojus, Florida 33160 931-4881 Principal: Jeanne Friedman | | |

173 | Adventures in Architecture | English/Language Arts | Science | 7 | 7 | 2 | 8 | Adventures in Architecture is a three part highly motivating program that encourages children to develop confidence in their problem-solving ability as they learn about the world of construction. First, students are introduced to the five steps of Creative Problem Solving using CPS for Kids. Practice in visual problem solving is provided through the use of selected activities. In the second part of the program each student completes a research project about an architect or building. The requirements for the research can be adapted according to the age level and skill of the students. The final phase of the unit consists of construction projects, either implementing a creative plan or using a kit which provides plans such as Drinking Straw Construction, Domekit, and Tensegritoy. A local builder can be invited to visit the classroom to demonstrate the use of computer technology in the field of construction. The class can also visit a construction site and tour homes in various phases of construction at a new development. DCPS Major System Priorities: Critical Thinking, Achievement, Intergroup Relations. The Students: This project was implemented by 36 students in the fifth grade of the Academic Excellence Program (AEP) at Pinecrest Elementary School. AEP meets twice a week for a total of two hours, but adapting this program to a regular class that meets daily is recommended. This program is recommended for Gifted or AEP fifth or sixth grades, and math or physics classes grades seven through 12. | | Annette Rubin, Academic Excellence Program Teacher, has 11 years of public school experience, including elementary counseling, teaching handicapped preschoolers, infant intervention, and teaching a nongraded intermediate class (Grades four, five and six). No extra school personnel are required to implement this program. | | Annette Rubin Pinecrest Elementary School 10250 SW 57 Avenue Miami, Florida 33157 667-5579 Principal: Bonnie Wheatley | | |

174 | Junior Store Owners | Mathematics | Science | 2 | 8 | 2 | 8 | "Junior Store Owners" is intended to teach the student everyday life skills using realistic toy money in an organizational shopping form. The student organizes a class store, runs the business by counting money, giving adequate change, and taking inventory to reorder materials through the teacher. This enables the child to improve in mathematical skills and gives him/her a feeling of responsibility and a sense of the business world. An inventory of school supplies and toys is used to stock the store, which the students run as a reward for good behavior. Students use realistic toy money to accomplish classroom tasks designated by the teacher, such as completing homework or class assignments, following school rules, coming to school on time, and other areas. A chart of values for each behavior/task is posted in the classroom so that students, administrators, teachers, and visitors may see and fully understand how the program works. Once the students demonstrate appropriate behavior, they are given pay envelopes (once, a week, just like a regular job) to either save, or spend in the class store. Students know just how much they have earned by the chart displayed in the room. Students also know the prices of items for sale. The store is managed by designated students and is open on Friday afternoons. When the store is not in operation, students have input on supplies that are needed or no longer of interest. Students also open a savings account in case they want to buy an expensive item. Those students simply return their pay envelope to the teacher to record the amount on index cards. DCPS Major System Priorities: Achievement, Graduation Rate. The Students: This program can be implemented with students from grades K-6. Although this was used with first and third graders, it could be used in higher grades by incorporating more advanced math skills such as sales, coupon specials, and percentages. | | Sharon Weinreb has 12 years of teaching experience. Ms. Weinreb was awarded a Citibank Success Fund grant for the year 1988-89 and was a runner-up for Mainstream Teacher of the Year for 1988-89. | | Sharon Weinreb Oak Grove Elementary School 15640 NE 8 Avenue North Miami Beach, Florida 33162 945-1511 Principal: Dr. Elaine Liftin Originally funded by the Citibank Success Fund. | | |

175 | Manipulatives: Motivating Mathematics | Mathematics | English/Language Arts | 1 | 3 | 2 | 8 | "Manipulatives: Motivating Mathematics" is an,"hands-on" approach for instructing basic mathematical concepts. Its purposes are to create a positive and motivating incentive for enhancing and enriching the student's interest, and acquisition of mathematics skills through the use of meaningful,"hands-on" manipulative mathematics materials. Preparation of the project involves the selection and purchase of appropriate and meaningful mathematical manipulative materials. Students are then introduced to the various manipulatives during their instructional math periods. Workshops introduce parents to the materials available for their child's use at home. Finally, a Math Lending Library is established, to allow students to check out the materials for home use. A great majority of students today have limited exposure or access to concrete,"hands-on" mathematics materials. Additionally, many parents lack the skills for assisting in their child's academic development. This project not only provides an opportunity for students to develop basic mathematics skills but enables parents to have an opportunity to assist their children in their academic development. DCPS Major System Priorities: Achievement, Parental Involvement. The Students: The project has been used in several first-grade classes of about 26 students. The project is easily adapted for all levels of students including Pre-Kindergarten and Kindergarten classes as well as Exceptional Education classes. It can be implemented within one individual classroom or within an entire grade level. | | With a Doctorate degree in Early and Middle Childhood Education from Nova University, Karol Yeatts is a ten-year teaching veteran. Her Doctorate Practicum Report, Increasing the Availability and Usage of Mathematics Manipulatives in K-2 Through Effective Related Staff Development Activities, has been published and is available through the ERIC Document Reproduction Service (EDRS). Mrs. Yeatts is the sponsor for her school's Future Educators of America Club. She was nominated as her school's Math Teacher of the Year in 1985 and 1989, and is currently Dade County Public Schools' 1989-90 Math Teacher of the Year. | | Dr. Karol L. Yeatts Leewood Elementary School 10345 SW 124 Street Miami, Florida 33176 233-7430 Principal: Charlene Houghton Originally funded by the Dade Public Education Fund Teacher Mini-Grant Program. | | |

176 | Managing Your Life Through Mathematics | Mathematics | Social Studies | 9 | 14 | 2 | 8 | "Managing Your Life Through Mathematics" allows students to create an imaginative life and use mathematics to organize and describe their financial resources and lifestyles. It helps students answer the question,"When will I ever use this?" Students select a classmate as their hypothetical,"spouse" or decide to work independently as a "single" person. They discuss, in general, possible occupations and associated salary ranges within the society at large. The students ultimately describe, through mathematics their lifestyles and the finances which support them. After a general description of the project is given, students are first asked to consider an occupation that may be of interest to them in the future. Using occupational handbooks, they gather additional information about the occupation: its responsibilities, the education required (specifying mathematics requirements), and additional training. The students then commit to study a particular occupation and its average salary. The students use newspapers, magazines, amortization table, etc. to itemize their monthly expenses. Finally, the students briefly describe their lifestyles using three vehicles: (1) a written description of the,"family unit" including chosen occupations, educational requirements, total family income, major purchases and recreational activities; (2) a mathematical description of the monthly income and expenses of the family using a income statement format; and (3) a graphical description of monthly expenses (circle graph). DCPS Major System Priorities: Achievement, Critical Thinking, Job Preparedness, Intergroup Relations, Parental Involvement. The Students: This project has been used in pre-algebra classes of 30 to 35 students. Elements of the project may be adapted in other pre-algebra and consumer mathematics classes, grades seven through 12. | | Janet Bell has a B.S. (Engineering) from Cornell University and a M.S. (Education) from Florida International University. She worked in the private sector for five years, where in addition to her technical duties, she provided career awareness programs for college students. | | Janet M. Bell Hialeah-Miami Lakes Senior High School 7977 W 12 Avenue Hialeah, Florida 33014 823-1330 Principal: Hal Blitman | | |

177 | Sharing Earth's Space with Others | Social Studies | English/Language Arts | 5 | 8 | 2 | 8 | The students explore and compare the interdependency of people and groups in Europe, emphasizing similarities and differences of lifestyles, physical characteristics, technology, occupations, family traditions, history and community institutions. This promotes better awareness of global interaction. Students are tourists on a guided trip to Europe, beginning with lessons on obtaining and producing passports, making original travel brochures and posters, and learning foreign phrases. Working in committees students make European flags, research and write reports about countries to be visited, and build paper mache replicas of important landmark structures. Discussion follows comparing the countries unique traditions, customs, music, art and literature. The culminating activity highlights,"A Feast of Foreign Foods" with children in costumes, a fair exhibiting students' work, and folk music from various European countries. This interdisciplinary approach uses team teaching, small group activities, cooperative learning, critical thinking, and,"hands-on" activities. Students uncover concepts creatively through discovery and participation. DCPS Major System Priorities: Achievement, Standard English, Critical Thinking, Intergroup Relations. The Students: This project has been implemented in five third grade classes of diverse ethnic makeup and achievement levels. This project may, easily be adapted to many settings and grade levels. | | Harriet Field has been teaching for 19 years. She is the Team Leader in Level Three and has taught grade levels K-6. Ms. Field is the math resource teacher in the school and she is the computer specialist for her team. Sherryl Zigler has been teaching for 16 years. She helped restructure her grade level's social studies curriculum to an interdisciplinary approach facilitating instruction in an open pod environment. She was selected to participate in a special Dade County program to obtain certification to teach gifted students. | | Harriet Field and Sherryl Zigler Highland Oaks Elementary School 20500 NE 24th Avenue North Miami Beach, Florida 33180 931-1770 Principal: Virginia Boone | | |

178 | Money - Our International Language: Dollar, Pound, Mark, Peso and Franc | Mathematics | Social Studies | 6 | 14 | 2 | 8 | This program,"banks" on children's natural curiosity about money. Its purpose is to increase children's awareness of the banking industry -- its operation, effectiveness, and influence around the world This program also gives students a first-hand experience with a banking operation and relates it to our economic system. In cooperation with the local banks that are Dade Partners, children participate in daily banking activities. This mode of instruction builds and reinforces the concepts of percentage, computing interest, responsibly maintaining a checking and/or savings account, and the function of each. Other activities include interviewing for a job, writing resumes and job descriptions, and engaging in public relations experiences. DCPS Major System Priorities: Job Preparedness, Intergroup Relations. The Students: Our program involves fifth-grade students. Their banking activities are biweekly. Because of the wide range of skills involved, these activities are adaptable to many age groups and achievement levels. It is recommended for grades four through 12. This program can be equally effective with small or large groups. | | Betty Kravitz is a Level Five teacher and Team Leader at Highland Oaks Elementary School. She is also the Intermediate Chairperson of the school, and former Teacher of the Year. Level Five teacher at Highland Oaks Elementary School, Terri Lynne is the school coordinator for the,"I Make A Difference" "Wellness" and,"JazzExercise" programs for teachers and students. She is also the creator of many inter-disciplinary units involving unique ways to teach curriculum. | | Betty Kravitz and Terri Lynne Highland Oaks Elementary School 20500 NE 24th Avenue North Miami Beach, Florida 33180 931-1770 Principal: Virginia A. Boone | | |

179 | Florida: Perspectives from Earth, Wind, and Sky | English/Language Arts | Arts | 8 | 14 | 2 | 8 | "Florida: Perspectives from Earth, Wind, and Sky" is a literary and, historical dig into Florida's past, present, and future. Through the seven recognized intelligences (linguistic, logical, intrapersonal, spatial, bodily-kinesthetic, musical, and interpersonal), students and teacher(s) collaboratively explore our state. They investigate the,"earth" of Floridaits geography, habitats and inhabitants--examining the,"winds" that have brought environmental and social changes, looking,"skyward" toward predicting Florida's future. The project offers an introductory unit in anthropology and archeology as students approach their own roots, defining relevant terms and working with artifact analysis to make assumptions about their cultures. To enhance this overview, a computer-assisted instruction series provides a base of common knowledge of Florida's history. Literature selections take the students on journeys to places and cultures, and introduce them to important social issues. As a culminating activity, students create a Florida tapestry in which each participant contributes to the cooperative woven visual, making an unique statement about our state. DCPS Major System Priorities: Achievement, Standard English, Critical Thinking, and Intergroup Relations. The Students: This unit is appropriate for upper elementary, middle, and high school students. It has been used in both language arts and social studies classes, and can be adapted for an interdisciplinary approach to the study of Florida. | | Penny Wallin has served as a teacher, curriculum advisor and administrator. She is currently working toward a doctorate degree in Child and Youth Studies at Nova University. She has been recognized as an expert in learning and teaching styles and in utilizing the multiple intelligences. Elizabeth Ferreira-Alves worked in the business sector before entering the teaching profession. Currently she is working in a master's program (Teacher Recruitment Incentive Program), awarded by the Dade County Public Schools, the University of Miami, and UTD. | | Penny Wallin and Elizabeth Ferreira-Alves Mays Middle School 11700 SW 216 Street. Miami, Fl., 33170 233-2300, ext. 218 Principal: Robert Stinson Originally funded by the Dade Public Education Fund Teacher Mini-Grant Program. | | |

180 | Non-Western History - Try the Art and Culture Approach. | Social Studies | English/Language Arts | 11 | 14 | 2 | 8 | Allah written in Arabic, a Siva nataraj, a Japanese Shinto shrine....what can these teach a student about world history?, These artistic products of Eastern and Middle Eastern culture are powerful tools that the creative teacher may use to teach important historical, religious, and cultural concepts. Ten lessons integrate historical, religious and cultural concepts through the use of slides, student readings and teacher's guides, incorporating inquiry, critical thinking skills, and cooperative learning techniques. One summary asks students to examine the clothing on a Gandharan Buddhist statue. This lesson not only gives basic historical information on Alexander the Great's conquest of the East but leads to a discussion on cultural borrowing. Teachers are given questions which lead students to analyze what they see against background information in student readings. DCPS Major System Priorities: Critical Thinking Skills, Student Achievement. The Students: This approach and these lessons have been used with ninth grade world history students and are currently in use in a senior high honors Humanities course. This project can be used with any level of world history from basic to honors, and may be used in global studies, world geography, or Asian/African history. | | Beth Bagwell's interest in non-Western studies began with a two year leave from Dade County Public Schools in 1977-1979, when she traveled through Asia from India to Japan. She was the recipient of a Fulbright Summer Seminar to study,"Pakistan - The History and Culture of Islam" for six weeks in Pakistan. She was the recipient of a Keisei Koho Fellowship to Japan in the summer of 1990. The slides, lessons, and ideas for this project have developed from her travel experience. Beth Bagwell was 1986 Teacher of the Year at Ponce de Leon Junior High and she was a South Central Area finalist for that year. The Dade County Council for the Social Studies named her Teacher of the Year (Junior High) in 1986 and she was one of the 1989 Global Education Teachers of the Year. She is the President of the Dade County Council for the Social Studies and serves on the Executive Board of the Florida Council for the Social Studies. | | Beth Bagwell Miami Palmetto Senior High School 7460 S.W. 118th Street Miami, Florida 33156 235-1360 Principal: Peter Bucholtz Originally developed at the Dade Academy for the Teaching Arts (DATA). | | |

181 | Early Intervention Through Puppetry Experiences | Health/Physical Education | Relations | 5 | 6 | 2 | 8 | This project is based on the peripheral problem associated with substance abuse: the need to keep students actively involved in the process of educating their peers. "The Early Intervention Through Puppetry Experiences" is unique because elementary students participate by learning the harmful effects of substance abuse through individual and group instruction (lesson, taught by the classroom teacher), and through involvement with their puppets. Once the students have learned its harmful effects, they will write scripts about substance abuse based on their knowledge. These students will present their skills to lower grade students within their school, also teaching other students how to work with the puppets (i.e. being role models), all the while enjoying themselves. Students role-play their own written mini-scenarios, with their puppets, to younger students. The content of the scenarios is substance abuse prevention. The purpose of using puppets is not the mastery of puppetry, but the enjoyment and fun of puppets in exploring attitudes and information on substance abuse. DCPS Major System Priorities: Critical Thinking Skills, Intergroup Relations. The Students: This project was implemented in fourth and third grade classes of about 25 to 30 students. Both special education and regular students have successfully participated. At least six lessons should be allowed before classroom performances. | | Kathy M. Salomon is a fifth-grade teacher at South Hialeah Elementary and Community School. She is an active member, and chairperson of school marketing, social and safety committees. Ms. Salomon successfully coordinated the implementation of,"The Early Intervention through Puppetry Experiences" within the school to Pre-Kindergarten, Kindergarten, first, second and third grade teachers. She is currently working toward an advanced degree at Florida International University. | | Kathy Salomon South Hialeah Elementary School 265 East 15th Street Hialeah, Florida 33010 Principal: Margaret Cuesta | | |

182 | The Living Library | Classroom Management/Intergroup | Arts | 8 | 8 | 2 | 8 | The natural affinity children have for animals and the unconditional affection that an animal can offer creates an ideal basis on which to build a motivational program. The Living Library is a library where students,"check out" classroom pets as well as books. Preliminary lessons are designed to help students develop trust, and learn to respect animals. It instills responsibility in students and enhances their sensitivity toward animals and their relationship with humanity and the environment. Students are taught proper techniques in caring for classroom pets, with a fluffy rabbit, a slithering snake, or an affectionate cockatiel adding a new dimension to the learning process. After initial sessions, students are permitted to,"check out" a classroom pet, books and supplies for weekend durations. (Parents' permission is required.), Each pet has its own set of instructions for care and feeding. Students keep accurate records of the care and feeding schedule of pets at school and at home, with writing and research skills becoming much more enjoyable when the subject is as interesting as a favorite animal. Through discussion of proper nutritional requirements of classroom pets, students develop a better understanding of their own food needs. Accounting and mathematics are concepts promoted by calculating the amount of time and money needed to care for a pet. DCPS Major System Priorities: Achievement, Graduation Rate, Intergroup Relations, Parental Involvement. The Students: "The Living Library" was used by 45 students in a sixthgrade classroom during 1988-89. Accountability of classroom pets became a number, one priority among students, knowing that each pet's daily existence depended upon them. The carry-over in student responsibility became evident in each child's attitude and performance. Students of all ages profit from this project. | | Jim Griffin is an 14 year teaching veteran. He has appeared on the,"Sunday Today Show" "Cable Network News" "Good Morning Great Britain" and has been, written about in The New York Times. He was selected School-Based Management Teacher of the Year and was a Dade County Teacher of the Year finalist in 1988-89. His specialty is incorporating animals into the school curriculum. | | James T. Griffin Animal Companion Science Program c/o Palm Springs Elementary School 6304 East 1st Ave. Miami, Florida 33013 685-8767 Principal: Ileana Duran Originally funded by the Citibank Success Fund. | | |

183 | A.I.D.S. Awareness | Science | English/Language Arts | 11 | 14 | 2 | 8 | Equipped with comprehensive research, A.I.D.S. Awareness is an A.I.D.S. education unit in which students produce a video to teach their entire school population. While this country is waging what may appear to be a hopeless battle against a most undiscriminating health hazard, too many teenagers continue to rely on an unfounded belief in their own immortality. They must be redirected!, Peer influence and accurate information-sharing between high school students, through the popular medium of TV/VCR video, is an effective supplement to A.I.D.S. education programs. Students research the latest data and methods of combating A.I.D.S. Using this information, students draft a pamphlet to distribute to the entire school at a special session. Students prepare a pretest and a post-test based on their 20 minute video presentation, sharing, information from their research papers about A.I.D.S. From this classroom sharing, they create a brief narrative about A.I.D.S. and, through community guest speakers and a field trip, gain additional information. Producing a video creates a high interest level in this issue. Writing and sharing research papers is a wonderful way for students to gain new information, and creating a pretest and a post-test reinforces the information. The video and the information presented will have an impact on the entire high school due to PEER PERSONALIZATION. DCPS Major System Priorities: Standard English, Achievement, Critical Thinking Skills, Intergroup Relations. The Students: The project involves high school science students, but could also be adapted for health and social studies. | | Michael Hornstein is a registered pharmacist and substance abuse counselor who has taught Anatomy and Physiology for the past eight years. He has previously been awarded a grant in A.I.D.S. Awareness and has published a paper about cocaine. An audio-visual technician/school volunteer would enhance this program. Parent chaperones on field trips are necessary. | | Michael Hornstein American Senior High School 18350 NW 67th Avenue Hialeah, Florida 33015 557-3770 Principal: Fred Bertani Originally funded by the Dade Public Education Fund Teacher Mini-Grant Program. | | |

184 | Science Magic! | Science | Relations | 14 | 14 | 2 | 8 | "Science Magic!" brings high school students to elementary and middle schools for an afternoon of science whimsy and learning. The high school students present science concepts as,"magic" to be deciphered by the audience. The,"Magicians" prepare their routines with fun as well as learning in mind, and in the process participate themselves in an exciting learning experience. Presenting science as an enjoyable intellectual enterprise in which they and their audience can take part. The purposes of the project are to achieve a clearer understanding of the role of basic concepts in everyday life, and the development of verbal, social, and artistic skills. Additionally, by permitting them to explore alternative answers and to carry out the same experiments in their own home, students understand science concepts as fun and develop a healthy skepticism for claims of,"real magic". Experiments are classified by scientific categories and by materials involved. Presentations can be tailored to the type of concepts which the teacher is emphasizing at the time. Once students feel confident enough, they can be used as a resource within their own school, as entertaining presenters of new concepts. DCPS Major System Priorities: Graduation Rate, Achievement, Critical Thinking, Intergroup Relations. The Students: Science Magic was used with 12th-grade inner-city students but is easily adaptable to any secondary school and the neighboring elementary schools within its feeder pattern. | | Lydia Fonseca is a physics teacher who completed her undergraduate and graduate work in Puerto Rico. Her six years of teaching experience includes such diverse locales as Buffalo, New York and San Juan, Puerto Rico. | | Lydia Fonseca Miami Edison Senior High School 6161 NW 5 Court Miami, Florida 33127 751-7337 Principal: Craig Sturgeon | | |

185 | The G.R.E.A.T. Program | Classroom Management/Intergroup | Instructional Inquiry | 2 | 7 | 2 | 8 | The G.R.E.A.T. ("Golden Rule Encourages And Teaches") Program is designed to promote and create the best possible atmosphere in which children learn and grow school-wide, thereby encouraging regular attendance, positive self esteem and a love of learning. It combines the best aspects of a multimedia approach with positive re-enforcements to encourage,"at-risk" students. It helps to improve children's manners and levels of respect school-wide. This program encourages students to appreciate ethnic differences and attempts to create an optimum learning environment. Three times per week, a "Tips for Living" segment is broadcast over a closed-, circuit, school-wide television station. This 10 to 15 minute program promotes a good self-concept and emphasizes the importance and value of kindness, fair play and respect, all taught through the Golden Rule. (The public-address system and assembly programs will suffice for schools which lack closed circuit tele