4MAT-in-Action

CONCEPT Separation OBJECTIVE Students will use the concept of“separation” to read and understand the book, Where the Red Fern Grows. REQUIRED RESOURCES Where the Red Fern Grows, by Wilson Rawls, published in Prentice Hall Literature, Englewood Cliffs, NJ, 1989. CONNECT Students engage in a recollection of the experiences of separation in their own lives and the changes that separation brings. Activity The teacher conducts a guided imaginery in which students imagine that their best friend is moving 3000 miles away. They may never see each other again. They recall memories of their times together. How do their lives change with their friend now gone? Students are encouraged to add imagines of their own to the teacher's guided experience. IMAGINE Students clarify and deepen additional concepts which will be further developed in the unit. Activity In cooperative learning groups, students create verbal and pictorial metaphors: "Separation is..." "Loyalty is..." "Trust is..." Each group member contributes individually; the group creates a chart to include all contributions for display to the rest of the class. The teacher introduces the book, "Where the Red Fern Grows", and the theme of separation which runs throughout the story, with emphasis on the bond that forms in meaningful relationships. ATTEND Students share, discuss, and analyze their own experience of separation. Activity Students write a reflective paragraph expressing their feelings when separation occurs. They are encouraged to share their paragraphs with the class in discussion. The teacher extends the discussion of separation to elicit other examples from students' lives: divorce, death of a loved one (even a pet), moving from elementary school to middle school, examples from current events. INFORM The teacher and students read and analyze the theme of Where the Red Fern Grows. Activity Students read Where the Red Fern Grows. They review the details of the bond between Billy and his dogs. The teacher elicits from students examples of separation in other stories. Small group discussion revolves around the following: Does character influence how different individuals accept/process feelings brought about by separation? Students list Billy's thoughts and actions when Old Dan dies. 79

PRACTICE Students explore additional ramifications of symbolic communication in Mayan art. Activity Students each choose several Mayan name glyphs to re s e a rch; these are the symbols used in the Mayan written communication. After finding the meaning of their selected glyphs, they write a brief explanation of the meaning and how the glyph is re p resented symbolically. EXTEND Students create glyphs to represent themselves. Activity Using a book that gives the meaning of common names, each student creates a statement which describes the meaning of his or her own name. Students each keep these meanings secret. They each sketch ideas for a glyph that can represent their own name as a visual symbol. The teacher works with individual students to choose the best sketch for their name. Students create clay reliefs to represent their glyphs. These will be dried, fired, and finished with glaze, stain, or acrylic paint. Additional research is done on the colors used by the Mayans and the meaning of the colors: green/noblemen, blue/sacrifice, yellow/food, red/blood, black/evil or death. REFINE Students evaluate glyphs for appearance and success of symbolic representation. Activity The teacher conducts a review of the elements of an effective critique: 1)Critique: Description – what you see. 2)Analysis - how the work is put together - balance, unity, focal point, rhythm and texture. 3)Interpretation – what does the work mean and how successfully is the meaning communicated. 4)Judgment – do you like the work, why or why not. Which parts were successful? Which part s needed more work? 5)Students each complete a written self-critique. PERFORM Students celebrate the effectiveness of their glyphs. Activity The completed glyphs are displayed with the students real names shown. Students review each other’s glyphs, and based on the visual re p resentation, they each write statements to interpret what each other’s names mean. These guesses are listed on a chart under each name. Finally, each student explains what his name really means and explains what they meant their glyph to communicate symbolically. SUBJECT Social Studies/Fine Arts DURATION 2 weeks AUTHOR(S) Fran Lottteaches K-12 Art at Polk-Hordville Schools in Polk, NE. 80 4MAT IN ACTION: MI DDLE SC HOOL MAYAN ART 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Symbolic Communication OBJECTIVE Stude n ts wi ll u nde r s ta nd how th e a nc ie n t M ayans developed a high l y soph is ticat ed means of com m u n icating th e i r c u l tu re th ro u gh sym bol ic artis tic re p rese n tation . REQUIRED RESOURCES Copies ofsymbols, index cards, examples of Mayan art, clay CONNECT Students review symbols that have meaning in their lives. Activity The teacher provides small groups of students with copies of symbols used today. Examples of symbols might include: pictographs used on street signs, such as "school crossing", "handicapped parking", "incline"; the pictures used on doors to indicate men and women's restrooms, etc. The student groups brainstorm additional examples, and identify what exactly each symbol means. Which symbols did they know? Are some unfamiliar? IMAGINE Students widen their view of the use of symbolic communication in their environment. Activity Each student creates a set of three symbols, each of which could be used to enhance communication aro u n d the school and/or within classroom (possibilities might include re s t room identification, office, classroom identification, library, computer lab, identification of the contents of cupboards and other storage areas, etc.). Students each draw their symbols on index cards, which can be posted for others to view. Working in pairs, students each identify the meaning of the p a rt n e r’s visual re p re s e n t a t i o n s . ATTEND Students share the results of their group’s discussion. Activity Each group shares the symbols that they knew and their guesses for those that they didn't know. Questions for consideration: How many of the symbols had the exact same interpretation by every student in the class? Can universal meaning be conveyed symbolically? Discuss what makes a successful symbol. INFORM Students learn about Mayan life, art, and the significance of symbolic communication in that ancient culture. Activity The teacher provides an in-depth overview of the Mayan civilization with emphasis on Mayan art and the use of symbolic hieroglyphics. The teacher demonstrates the steps and techniques involved in creating a clay relief. 81

PRACTICE Students select one issue and develop a thematic collage to express it. Activity Students brainstorm current issues, either in the school or local community, or national or intern ational events that they feel strongly about. Then they apply a color theme to describe their issue and their feelings. Next students identify some imagines that could convey the message of their c o n c e rn. Students illustrate their work in the form of a collage using magazines, newspapers, found objects, etc. EXTEND Students create social commentary illustrations. Activity Students now take the same issue from the collage activity and extend their concept into a piece that provides clear social commentary. Students now will develop an original drawing, painting, or sculpture using their emotional response and message. REFINE Students evaluate and describe the quality of work done. Activity Students share their work with a partner. Each student writes a description of the partner’s piece, including the message received from it. Students share their responses with each other. Each student then reflects on his partner’s reaction, and conducts a written selfcritique, which is reviewed by the teacher. Each student then has an opportunity after consultation with the teacher to revise his/her piece as necessary. PERFORM Students incorporate work into a final show to be viewed by the public. Activity Students arrange an art show of their work. They design a titleand logo, invitations, the space to be displayed, arrange the mailing list and invitations. They plan appropriate re f reshments and music to be played as accompaniment during the re c e p t i o n . They issue a press release to local media. The show opens-CELEBRATE! SUBJECT Fine Arts/Visual Arts DURATION 2-4 weeks AUTHOR(S) Mitzi George is a middle school artteacherin Lake Charles, LA. She works forthe Calcasieu Parish School System. Ms. George has teaching experience on all levels ofthe educational spectrum. She is a certified 4MAT System trainer. 82 4MAT IN ACTION: MI DDLE SC HOOL ART IMITATES LIFE 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Self-expression OBJECTIVE Students will identify, clarify, and illustrate the concept ofselfexpression through the visual arts. REQUIRED RESOURCES Tape player, musical tapes,slides or pictures ofreproductions from various artists, old magazines, newspapers, scissors, glue, paint, brushes, etc CONNECT Students experience an unjust situation that causes a strong emotional reaction. Activity The teacher and a colleague create a mock incident that causes strong reaction in the students. (In other words, create a "discrepant event"—perhaps an announcement that some very unreasonable new rule will be enforced, and all students will be expected to comply, regardless of personal circumstances, etc.) The teacher must engage the class for a sufficient amount of time to create an emotionally charged discourse. Give students an opportunity to discuss the feelings experienced. IMAGINE Students identify further emotional responses by reacting to musical rhythms and sounds. Activity Play a tape of appropriately moving instrumental music. Ask students to listen with their eyes closed for one minute and identify emotions that correlate with the music. Give each student a sheet of large paper, paint, and brush. Have students respond to the music using paint and brush changing brush strokes, line, shape, pattern, and color as the music's mood changes. ATTEND Students reflect on the quality of their personal feelings regarding the event they experienced. Activity Give small groups of students time to develop a series of role plays which identify the issue and portray the feelings they each experienced. Have class members list issues that arose from skits. Discuss how diff e rent students p e rceived the issue, how they felt during the experience, what caused the issue to be an issue. Have students identify the issue with a color. On newsprint, have them s h a re their responses using their selected color. INFORM The teacher and students identify, define, and discuss the concept of visual self-expression. Activity The teacher lectures on the topic of the artist as historical recorder, social critic, or prophet. Students view examples of work from artists such as Picasso, Jose Clemente Orozco, Chagall, Kollowitz, etc. The class reviews and discusses the ways these artists used their mediums to express their anger, reactions to social injustices, feelings of fear, etc. 83

PRACTICE Students practice newly learned vocabulary. Activity 1)Students practice new vocabulary by orally describing what they are wearing. 2)Students take turns orally describing other students' clothing; listeners have to figure out whose clothing was being described. EXTEND Students further apply and experiment with new vocabulary in written descriptions. Activity 1)Students draw, illustrate, or paste-up cutouts of clothing that they would imagine wearing if they were graduating in the year 2020. The are posted in another area of the classroom. 2)Students write brief descriptions of their futuristic clothing using new French vocabulary. REFINE Students evaluate their own understanding of new vocabulary. Activity The teacher collects the written description of the 2020 graduation clothing, and randomly distributes them to the class. Each student matches the description s/he was given to the correct illustration. PERFORM Students communicate using their new vocabulary. Activity Students create and present a fashion show for a class of younger students during Fore i g n Language Week with designers, models, critics, buyers, commentators, advertisers, and investors using French vocabulary. Everyone contributes their ideas and has a role in active communication using new vocabulary, while celebrating "Fre n c h is Fun!" SUBJECT Foreign Language/ French I DURATION 1 week AUTHOR(S) Jeanine Kopecky t ea ch es 7 thgra de explorat ory Fre nch and 8th gra de Fre nch I at D e n ison Middle Sch ool , La ke Ge n eva ,WI . 84 4MAT IN ACTION: MI DDLE SC HOOL DESCRIPTIVE LANGUAGE 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Attributes OBJECTIVE Stude n ts wi ll inc rease th e i r a b i l i ty to desc ri be a nd unde r s ta nd desc ri ptions of a rticles o f clothing in Fre nch , w h i le wor king in all fo u r ski ll areas : l is t e n i n g, s pea ki n g,wri ti n g,a nd rea di n g. REQUIRED RESOURCES Unusual and interesting articles of clothing, clothesline, magazines, catalogs CONNECT Students are engaged in using descriptive language to react to an array of unusual and outlandish clothing. Activity Prior to students arrival in class the teacher prepares the classroom with a clothesline strung with a wild array of interesting, unusual, and/or outdated articles of clothing. (I use old "hippy" clothes, goofy-patterned socks, tie-dyed shirts, anything wild and unusual.) Students invariably have various reactions to the clothing: "Ooh-yuck!", "The tye-dye is cool!", "You wore those!?" IMAGINE Students represent their view of current clothing styles. Activity (This can be an out-of-class assignment following the previous discussion). Students use pictures of current clothing styles from catalogs, magazines, drawings, and print advertisement to create poster-board collages. They are encouraged to make their visual representation as comprehensive and diverse as possible. The final pieces are displayed throughout the classroom. ATTEND Students discuss what they observe. Activity The teacher conducts a discussion focusing on the details of the various clothing items hanging on the line, i.e., colors, patterns, sizes, styles, textures, accessories. Students are encouraged to express likes and dislikes, and their rationale for their choices. INFORM Students and teacher review necessary French vocabulary describing articles of clothing. Activity 1)The class practices describing the clothing on the clothesline and in the various collages in French. 2)The teacher gives each student several written descriptions in French for them to pin on either the correct article of clothing on clothesline or in one of the collages. 3)Students and teacher brainstorm French descriptions for additional clothing examples on the clothesline or in the collages. 85

PRACTICE Students identify high school courses and levels of post high school training needed for five occupational areas of interest. Activity Students complete worksheet and quiz. Students use the Wisconsin Career Information System print and software materials to complete a matrix worksheet listing occupations of interest and suggested high school courses. EXTEND Students explore how their decisions about courses, levels, co-curricular activities, work experiences, family life and leisure time interact to form a lifestyle. Activity 1)Students spend a half day shadowing either a worker in a care e r i n t e rest area or a parent, or they conduct phone interviews of five workers. The student should identify knowledge and skills necessary for success on the job. 2)Working in pairs, students take turns manipulating pieces of their high school puzzle to assemble a picture of their 9th grade year. Students describe a typical day in high school and determine how they will solve problems of time, space and p r i o r i t y. 3)Students develop a four-year academic plan that re f l e c t s knowledge of self, graduation re q u i rements and re q u i rements for transition into the next setting. REFINE Students integrate knowledge of self and future options in a personally meaningful way. Activity Students critique their four-year academic plans with a partner, and then with the teacher or counselor. Question to consider: Does the plan meet the high school graduation requirement as well as the student’s area of interest? PERFORM Students share personal insights and knowledge of their middle school experience with 5th graders about to enter Edison Middle School. Activity Students each write a "Legacy Letter" to a 5th grade student which responds to the following: "During my time in the middle school I have learned a lot about Edison and myself . . . I've had interesting experiences . . . I have grown and changed, too! . . . What I have learned may be helpful to you . . . Good luck!!! Letters are shared with 5th graders. SUBJECT Guidance DURATION 3 months AUTHOR(S) Jim Mosheris a counselor at Edison Middle School in Janesville, WI. 86 4MAT IN ACTION: MI DDLE SC HOOL PLANNING FOR HIGH SCHOOL 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Cause and Effect OBJECTIVE Students will learn appropriate planning processes as they begin to identify their course selection fortheir high school four-year plans. REQUIRED RESOURCES Wisconsin Career Information System CONNECT Students develop an awareness of the need for planning as a life skill. Activity Students roll a die to determine the level of education, marital status, health, income and occupation and record their findings. IMAGINE Students envision the relationship between learning and work. Activity (This could be an out-of-class assignment following the previous discussion.) Using pictures and short verbal phrases from magazines and other available print materials (as well as the addition of original drawings), each student creates a collage depicting special skills and abilities that the student possesses. These are shared and displayed in the classroom. ATTEND Students reflect on a life left to "chance." Activity The students and teacher discuss the "roll of dice" quality of life experience. Each student describes in detail his/her "future" as determined by the dice. Some questions for consideration: What do you like about your "life"? What do you dislike? What elements are within your control? Outside your control? What would you keep? What would you change? What would it be like if someone else made all your choices for you? Do you have a plan or are you gambling with your future? INFORM Students identify requirements for successful completion of high school and entrance requirements of various post high school settings. Activity The teacher provides lectures and multiple speakers from a variety of post high school settings, such as the workplace, military, technical colleges, apprenticeship programs and four-year college programs, etc. Students read a pamphlet available from the State Dept. of Public Instruction. The teacher provides an overview of job shadowing opportunities in the local community area. 87

PRACTICE Students demonstrate an understanding of correct and incorrect group skills. Activity "What's There? What's Missing?" Students complete an activity sheet, evaluating each situation showing group work. Once finished, students then discuss their choices and together write additional descriptions. These are then p resented to the class for a discussion evaluating the given situations in the activity sheet. EXTEND Students portray the essentials of effective group work in a pictorial collage. Activity Students work in small groups to complete a class collage. Each group is assigned one section of a large mural on which to show the essentials of group work. They may do so by cutting pictures from magazines, writing slogans, drawing p i c t u res, writing riddles–in any way they may choose to complete their section of the mural. After allowing time for g roups to work, each presents its interpretation to the class. REFINE Students evaluate their ability to apply the skills represented as they create the foundation of their own well-functioning group. Activity "This is My Group!" Students are assigned to cooperative groups that will work together throughout the remainder of this Study Skills unit. Each group is asked to complete the following tasks: 1)Interv i e w each group member in order to get to know each other better. 2)Name the group. 3)Select a group mascot and three group colors. G roups then introduce themselves to the whole class. PERFORM Each student now works as a fully participating member of a group. Activity "This Is My Group!" Each group is allowed time to complete its tasks as given above. Interviews are conducted. Once names, mascots, and colors are chosen, groups create a group banner and friendship bracelets for each member using the gro u p ' s colors. Celebrate the groups. Ask each to pre s e n t itself to the class, introducing each member and explaining the group banner. These cooperative g roups are to be used throughout the unit and can be evaluated at the end. SUBJECT Language Arts/ Social Studies/ Study Skills DURATION 1-2 weeks AUTHOR(S) Beth Reynolds is a 7th grade Language Arts/Social Studies teacher at Nipher Middle School, Kirkwood, MO. She is a certified 4MAT trainer. This 4MAT plan is the first cycle of a major multi-wheel 4MATted Study Skills unit. This entire unitis available in the 4MATION® software program. 88 4MAT IN ACTION: MI DDLE SC HOOL LEARNING TO LEARN 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Cooperation and Collaboration OBJECTIVE Students will discover through a variety of experiences that by working together cooperatively we can improve our own learning as well as that of others. REQUIRED RESOURCES Large stack of newspapers, pictures of people working together, magazines to cut up, markers, drawing paper,scissors, glue, craft paperfor mural, embroidery floss (enough for one friendship bracelet per student), activity sheets: “What’s There? What’s Missing? Getting to Know You.” CONNECT Students experience working alone as well as in a group and recognize the benefits of group work. Activity 1)Students are given a stack of newspapers and dire c t e d to use them in building the tallest stru c t u repossible. They are not allowed to use any other materials. Fifteen minutes are allotted for work time and students work at separate work stations. Once complete, students share s t ru c t u res. 2)Students now participate in the same a c t i v i t y, but this time they will work as a member of a team. Again, allow a specified work time, and s h a recompleted stru c t u re s . IMAGINE Students depict the characteristics of group work. Activity "Picture Search: What's the Difference?" Working in groups, students review magazines for pictures of people working in groups and others working alone. Together they create two different class "word" collages, one for people alone, and one for people in groups. Discussion should focus on positive attributes that are observed when people work together. ATTEND Students compare/contrast the two learning environments, naming benefits of each. Activity Students analyze their experiences in a discussion, responding to the following:1)Compare the structures built each way. How are they alike? How are they different? 2)What benefits did you notice as you worked alone? Together? 3)What problems did you encounter each way? 4)What special skills do you think you need when working with others? Did you experience any problems? 5)How did you feel when working alone? 6)How did you feel when working together? INFORM Students explore several scenarios that would be more effective if appropriate group skills were used. Activity Students role-play given situations designed to point to the need for group skills: 1)Students work alone on a given task, each completing each part of an assignment, then work in a group where there is a division of labor allowing for group roles. Discuss the difference. 2)Students work alone on a task sitting in desks arranged in straight rows, then move their desks together to form groups to work together. Discuss the need for moving into groups efficiently and being seated so that all can communicate with each other. 3)Students participate in a group activity where different group members display difficult behaviors: one is bossy, one refuses to work, one is a practical joker, etc. Discuss the need for all group members to participate. Allow students to suggest other group skills for which they may have experienced a need. Make a list of these skills to work through one at a time as the year progresses. 89

PRACTICE Students practice with solving equations/ inequalities. Activity Students apply problem-solving skills using a variety of activities, including textbook exerc i s e s , worksheets, and quizzes to check for basic u n d e r s t a n d i n g . SUBJECT Math/Pre-Algebra DURATION 2-3 weeks forthe unit AUTHOR(S) Vera Hayes taught math at Eisenhower Middle School in North East Independent School Districtin San Antonio, TX. She is a member ofthe district 4MAT Trainer’s Cadre. 90 4MAT IN ACTION: MI DDLE SC HOOL WRITING AND SOLVING EQUATIONS (1 OF 2) 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Balance OBJECTIVE Students will understand the importance of balance in solving equations and dealing with inequalities. REQUIRED RESOURCES Games of balance, rope fortug-of-war, algebra tiles CONNECT Students experience how balance is manifested physically. Activity Students play the following games which illustrate balance: Tw i s t e r, Hopscotch, Blockhead, Break-the-Ice, Monkeys in the Barrel, Kerplunk, Jenga, and participate in relay races that involve balance, such as "book on head" or "egg in spoon.” In addition, they build houses out of cards to see which group can build the tallest house. IMAGINE Students deepen the connection between balance and the meaning of a balanced equation. Activity Students participate in an actual tug-of-war using ro p e s b o rrowed from the P.E. department. Several arr a n g e m e n t s of teams should be used to illustrate the diff e rences in balance and what makes imbalance between teams. The analogy should be demonstrated with kinesthetic movements of student teams to show the result when an action is taken on one side of an equation and not the other. ATTEND Students share thoughts on what helped to win each game. Activity Students write independently for 5 minutes analyzing the experience of playing the games. They should express, "What is the winning factor in each game?" Students share their results as a small group and then with the whole class. INFORM The teacher provides instruction on solving and writing equations. Activity Using algebra tiles or teacher-made manipulatives, illustrate an equation. A balance scale and pattern blocks can illustrate the idea, or a transparency of a balance scale can simulate the same idea. Stress the idea that whatever is removed or added to one side of the equation must also be added or removed to the other side in order to maintain "Balance." Relate this to the tug-of-war and how changing one side effected the other side. 91

PRACTICE Students reinforce understanding through practice. Activity Students apply new information via standard activities for guided practice using textbook exercises, teacher prepared worksheets, and quizzes. EXTEND Students select and design projects which explore the usefulness of concepts learned. Activity Students will select one of the following projects. They are given dates for the check/edit day and due date for final p roject. Students and teacher negotiate and agree upon rubrics for project assessment criteria. 1)Design and build a balance machine. 2)Write a re p o rt on the evidence of balance in mathematics. 3)Pre p a re a re s e a rch re p o rt on the use of ratio and pro p o rtion in professional careers, i.e., F o rensic Medicine, arc h i t e c t u re, artists, etc. 4)Create a story, poem, or video that illustrates balance and pro p o rt i o n . REFINE The teacher provides guidance and feedback to students' project work. Activity In small groups, students share and discuss the progress on their projects. Suggestions are made for refinements. PERFORM Students share and delight in what was learned. Activity Students share their machines, reports, videos, poems or research with class. They each create their own fill-in-the-blank responses to the following: "Balance in equations is like________because __________." SUBJECT Math/Pre-Algebra DURATION 2-3 weeks forthe unit AUTHOR(S) Vera Hayes taught math at Eisenhower Middle School in North East Independent School Districtin San Antonio, TX. She is a member ofthe district 4MAT Trainer’s Cadre. 92 4MAT IN ACTION: MI DDLE SC HOOL WRITING AND SOLVING EQUATIONS (2 OF 2) 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Balance OBJECTIVE Students will learn that fractions,ratios, and proportions are used in their every day lives. REQUIRED RESOURCES Chocolate chip cookies in plastic bags CONNECT Students experience ratios and proportions. Activity The teacher unevenly distributes chocolate chip cookies to students, purposely giving some students more than others. The cookies should be of various sizes, and some should be loaded with chocolate chips, and some should have very few chips. Cookies could be prepackaged in baggies. Instruct students not to eat or touch until everyone is served. IMAGINE Students depict equal ratios or proportions. Activity Students redistribute cookies in equal proportions. Students can again determine ratios of chips to cookie, chips to groups, chips to class, chips to person, etc. Each student creates a visual depiction of "equality," based on their cookie experience. ATTEND Students discuss equal proportions and analyze what needs to be done to correct the situation. Activity Students are encouraged to react to the fact that the number of cookies they each received are not equal, and the food proportions are not equal. Discuss why and how to correct the situation. Students can determine the ratios of cookies to students, cookies to group, chocolate chips to cookie, etc. INFORM The teacher provides direct instruction. Activity The teacher follows the standard textbook activities for instruction on ratios, proportions and percents. 93

PRACTICE Students practice skills associated with the scientific method. Activity Te a c h e r- d i rected activities (worksheets, text assignments) that develop skills associated with the scientific method: observation, hypothesis formation, experimentation and drawing conclusions. EXTEND Students use the scientific method to solve a problem. Activity 1)The students use the steps of the scientific method in a lab setting to test the composition of water color markers using paper chromatography. 2)Students each come up with one solid example to illustrate how they or someone they know has used these steps to solve a real problem, perhaps without even knowing it. Real-life examples are illustrated on a poster which visually depicts how each step of the scientific method led to a final conclusion. REFINE Students organize lab data into a lab report. Posters are reviewed for appropriateness of individual examples and illustration of steps. Activity 1)The teacher checks for accuracy in the chromatography experiment. Students write rough drafts of the chromatography lab to be edited by peers. In small groups they will edit and refine each other's lab re p o rt s . Each group member must make at least one suggestion for impro v i n g each re p o rt. 2)Students exchange the first draft of their posters with a p a rt n e r. The teacher informally reviews each student’s work. Edits are made before completion of posters. PERFORM Students share final reports and posters are displayed. Activity The students share their rough drafts and finished drafts with the larger group, and the posters are displayed in a composite assemblage. For final discussion and consideration, the teacher challenges the students to consider the following: " A rethere instances you know of where a scientific p roblem was successfully solved in a non-analytic w a y, via intuition or a ‘hunch’? When is it safe to use this approach, and when is it risky?" SUBJECT Science DURATION 2 weeks AUTHOR(S) James Ross teaches science at McCulloch Middle School, and Alice Chilgreen teaches science and math at Justice Middle School, in Marion Community Schools, Marion, IN. Their 4MAT Project Leaderis Carol Benefiel Secttor. 94 4MAT IN ACTION: MI DDLE SC HOOL SCIENTIFIC METHOD 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Problem-solving OBJECTIVE Students will develop an understanding of the scientific method and its use for problem solving. REQUIRED RESOURCES Array of"mystery boxes," abstract art prints, materials for scientific method experiment (suggestion: pendulum),water color markers for chromatography experiment CONNECT Students hypothesize the possibilities presented by a given situation using only one of their senses, the sense of sight. Activity The teacher places a box containing a mystery object in front of each group of students. They are instructed not to touch the box, but they must list five things that could not be in their box and five things that could possibly be in the box. IMAGINE Students acknowledge differences in perception. Activity The teacher presents students with 3 or 4 abstract works of art. Each student works alone, given time to care f u l l y o b s e rve each piece. Their task is to hypothesize a p robable titlefor each piece. In small group discussions, the students compare their own observations with the o b s e rvations of others, they each share the titles they c reated, and then each group agrees on one titlefor each of the pieces. Finally, each group shares its chosen titles with the other groups. The diversity of titles is acknowledged and explore d . ATTEND Students expand their practice-observation using other senses. Activity Students are instructed to pick up their box and observe it with senses other than sight. They now hypothesize about what object is in the box, and they then open the box to check the veracity of their hypothesis. Each group discusses what is involved in good observation. Students each rate themselves on a scale of 1-5 on their ability to make a good observation. INFORM The teacher illustrates the steps of the scientific method. Activity The teacher conducts an experiment that illustrates the steps of the scientific method. This can be any standard "textbook" experiment that clearly demonstrates the scientific methodology: careful observation, hypothesis f o rmation, experimentation, data collection, analysis and the formation of a conclusion. One example that works well is an experiment to determine the period of a p e n d u l u m . 95

PRACTICE Students complete activities to reinforce information. Activity Students fill out study guide worksheets on the film, "Grapes of Wrath," and edit their class notes. EXTEND Students integrate material by exploring personal interpretations. Activity Students choose one of the following: 1)Keep a personal diary for one month, a diary that would describe the daily life and feelings of a teenager during the Great Depression including photos and/or your own drawings reflecting that teen’s daily experiences. 2) Read and critique a major piece of Depression-era literature. Include in your critique what message benefits us today. 3) Do a stock market analysis as to what controls could have prevented the "crash.” The teacher a p p roves each student’s project choice, and students develop ru b r i c s for assessing completed pro j e c t s . REFINE Students critique and edit first drafts. Activity Students complete approved project according to contract. First drafts are compared to agreed-upon rubrics. Partners pair/share, and critique each other’s work. The teacher provides feedback as necessary. PERFORM Students share insights from final projects. Activity Students share their completed project. Each student shares a personal statement reflecting one important insight that speaks to us today. SUBJECT History DURATION 2 weeks AUTHOR(S) Patricia DiGiacomo teaches at Dodd Junior High School, Cheshire, CT. She is a certified 4MAT System trainer for herschool district. 96 4MAT IN ACTION: MI DDLE SC HOOL THE GREAT DEPRESSION 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Cause and Effect OBJECTIVE Students will "feel"the Depression ifthey understand the impact on individual lives caused by such an economic upheaval. REQUIRED RESOURCES Music, poetry, magazines, and newspapers from the Great Depression era; video of “The Grapes of Wrath”; a version of the song, “Brother Can You spare a Dime?” IMAGINE Students integrate the previous experience and reflections into the concept of economic, social, and political upheaval. Activity Using a guided imagery approach while reading fro m original newspaper and magazine accounts, the teacher engages students in imagining the reality of real people during the Depression. Students listen to the song, " B ro t h e r, Can You Spare a Dime?", and view film clips which show the devastation to individual and family life. Students refer back to their initial thoughts in their p revious "family" scenario - How do their "guesses" of decision-making compare to the real accounts given. ATTEND Students reflect on the previous experience. Activity Each family shares their experience and writes a diary entry. Included in the entry are "feelings" in a young person's life in an economic disaster. INFORM The teacher and students review the specific causes of the Depression and the attempts to remedy the problems. Activity Lectures/readings of text and supplemental materials of the causes of the Depression, with a focus on the administrations of Hoover and FDR and the Domestic Policies enacted in the 1930’s. The class views the film, "Grapes of Wrath." 97 CONNECT Students experience the ramification of a sudden loss of income on their lives and the lives of their whole family. Activity 1) Students work in small groups; each group will be a "family" which is assigned a decent income, appropriate to the community in which they live. Each "family" determ i n e s a household budget for its income using guidelines pro v i d e d by the teacher. Budgets account for basic needs, such as housing expenses, food, transportation, insurance, medical and dental services, entertainment, etc. 2)Once each gro u p ’s budget is complete, the students are informed by the teacher that their income will now end, abru p t l y. Students must discuss what they would do, and each group must review its budget and prioritize decision-making. What goes 1st, 2nd, 3 rd ?

PRACTICE Students analyze how the disregard of usual play conventions and genre format helps convey the characterization and involve the audience to a greater extent. Activity 1)Students take each convention in the play, trace its use through the drama, and show how Bolt's manipulation of it did or did not work with a focus on his manipulation of character. 2)Traditional theme assignment to focus on structure and function, comparing these to the play Hamlet. 3)Students write themes based on an article in which Albert Speer asserts that the Nazis were just following orders. They must relate this stance to the play and the idea of individual choices. In addition, they research one real-life incident in which someone took a stand or did not. EXTEND Students further focus on choices they have made and the revelation of self. Activity 1)Students select one character and show how the outcome of the play would be different if another choice had been made. 2.)Class will watch the Paul Scofield movie of the play, and class discussion concerns whether "seeing" the play alters our opinions. The discussion also refers back to the idea of the metaphor for "self" and analyzes the techniques of metaphor creation and use. 3)Students develop epitaphs for More's tombstone, each of which must be in metaphorical form, e.g., "Here lies the fly from which the little boy tore the wings." REFINE Students transfer understanding of personal choices to real life situations. Activity Students select a living example of someone who lost something by making a choice. This person may be a friend, family member, teacher, acquaintance, or themselves. Their subject must be analyzed in terms of the concepts of guilt and sorrow and the ability to live with the outcome of the choice s/he made. What did they gain through the choice? How did what they gained affect their ability to live with their choice? The analysis will be presented in theme form. PERFORM Students celebrate with an expression of what has been learned. Activity In triads, using pictures and appropriate newspaper/magazine articles and/or headlines, students create collages to symbolically portray how our characters are built by the choices we make. These are shared with the school in a display. SUBJECT English DURATION 4 weeks AUTHOR(S) Lynn P.D iet e r, Ph . D. , is an E n gl ish tea ch e r at M a i n e Eas t H igh Sch ool ,D is trict 2 07, Pa r k Rid ge, I L. She is a ce rti fied 4MAT Tra i n e r. AUTHOR'S NOTE: Forth e E n gl ish tea ch e r who is conce rn ed wi th tea ch i n g ele m e n ts of a ge n re,th e com pa rison ofthe fi l m a nd the book,w h ich are s ign i fica n tl y di ffe re n t, a llows a lesson focus on h owthe ge n re and its ele m e n ts alterthe rea de r s' pe rce ption s. Th is play h as con ti n ua ll y been a favorite of my s tude n ts. One meas u re ofth is is th at as se n iors appl ying to college one yea rlat e r, ma ny ch oose to wri t e a bo u tth is play as th e wor k o f l i t e ratu re th at ma de the mos ti m pa ct u pon th e m . M a ny a l so write abo u t M ore as a h e ro. The play i tself, beca u se it b rea ks so ma ny o fthe conve n tions ofth e ge n re, a llows the tea ch e r to focus upon th ese.Th e wri ting is la den wi th m eta ph ors and com pa rison s, a nd th is a llows ma ny poss i b i l i ties in the IMAGINE step. 98 4MAT IN ACTION: HIG H SC HOOL “A MAN FOR ALL SEASONS”

CONCEPT Choices OBJECTIVE Students will connect to the concept of personal choices and ethical decisions as evidenced in the play, “A Man for All Seasons.” REQUIRED RESOURCES The game, “Scruples®” published by MiltonBradley Co. CONNECT Students explore the idea of making choices: how we make choices, why we feel guilt, and how our values dictate our choices. Activity Students work in groups of three. Each group is given a set of t h ree Scruples® (Milton-Bradley game) questions, with the same set of questions going to at least two groups. After 10-15 minutes of group discussion, each group must reach consensus on action and present their positions to the whole class for discussion. After all groups have presented, for homework students will write a brief discussion of the hardest choice they have made in life, why it was d i fficult, what role guilt and/or other people played in the decision, and what was lost through the choice and what was gained. IMAGINE Students see that in our times we see ourselves by what we do, as opposed to a criterion such as "Renaissance Man" or "Christian Humanist." Activity Each student asks 5 people, "Who are you?" and writes down their responses. The class as a whole reads ahead in the play to the metaphor that More uses to describe himself, “..it is an area no bigger than a tennis court to him.” Students write or sketch a metaphor to express that which is their self: the part of themselves they will not change or alter for anyone. How often is that part of themselves involved in a decision or choice? INFORM Students read and analyze the play with a focus on its genre and the choices made by the characters. Activity Students read the play, keeping track of page numbers of events on which More makes a choice. Class discussion focuses on the genre and thematic ideas ru n n i n g t h roughout the play, particularly the Common Man as antagonist to More and the idea that "No man is an island." Students take notes, and the teacher checks for understanding with a short objective quiz. 99 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed ATTEND Students formulate a concept of how choices are made and how we rank our values. Activity For one weekend, students keep diaries of choices they make. For the next class, they must prioritize their choices in terms of importance, identifying which actions really were choices. In class, again in groups, they share their choices and create a group composite chart, identifying hardest choices, the function of guilt in choices, the influence of our values in the choices we make, and what was lost and gained in each choice. Teacher leads class discussion, helping students recognize that choices are usually "gray" and within each person is that part of the self which determines who and what we are.

PRACTICE Students explore society's role in creating or perpetuating gender stereotypes while practicing close reading skills. Activity Students read the novel, Mr. Bridge or Mrs. Bridge, while keeping a double-entry journal (two entries per 30-40 pages) with a short passage from the novel on left and a personal reaction to or memory evoked by the passage from novel on the right. Student groups present a skit of one episode from the novel showing an understanding of the limits imposed by stereotyping. EXTEND Students evaluate personal understandings of stereotypes and plan a "tolerance campaign.” Activity 1)Students conduct individual research projects in which they explore the origins of stereotypes and what perpetuates these attitudes. They may focus on American culture, or extend their search to another culture, and they may take an historical, sociological, or psychological perspective. 2)Each student uses research findings to create a tolerance campaign poster to raise awareness of other members of the student body. Students and teacher agree upon specific rubrics for the assessment of each final project. REFINE Students evaluate the quality of their work and the work of others. Activity Students gather in teams of four to pair/share research findings and progress on final posters. Suggestions for editing are shared, and projects are evaluated according to the previously agreed-upon rubrics, with input from the teacher as appropriate. PERFORM The class celebrates what has been learned and observed. Activity Students share research findings and display posters for the wider student body to see. SUBJECT English Literature DURATION 6 weeks AUTHOR(S) Lee Huddleston is a High School English teacher at Winston Churchill High School, NortheastISD, San Antonio, Texas. 100 4MAT IN ACTION: HIG H SC HOOL GENDER STEREOTYPES 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Stereotypes OBJECTIVE Students will develop an awareness of common gender stereotypes, from "Submissive Woman to Western Man." REQUIRED RESOURCES •Still Killing Us Softly ( doc u m e n ta ryava i la ble forre n tal or p u rch ase ) ; •Mr. Bridge or Mrs. B r i d g e (pa pe rba ck by Evan Con n ell) or a noth e r novel portraying s t e reotypes- like Ib se n’s, A Doll's House) ; • video clips from movies, Shane a ndHigh Noon, •Pale Rider, video ; • select a rticlesfrom pe riodicals conce rn i n g sex s t e reotyping and when it begi n s CONNECT Students connect stereotypes in a documentary with current advertisements that impact their view of the world and their personal decisions. Activity Students form small discussion groups, and the teacher asks them to brainstorm what advertisements they notice most. Each group leader re c o rds a list of the one’s mentioned. Next, the teacher asks students to identify which (if any) of these ads are offensive. The class views the video, Still Killing Us Softly. The student gro u p s discuss the documentary's re p resentation of stere o t y p i c a l ads, comparing to the list they cre a t e d . IMAGINE Students create individual depictions of the "myth" in the "Mythical Western Man.” Activity Students create re p resentational collages using advertisements from c u rrent magazines, newspapers, etc. that show gender stereotypes. The title of each collage must reflect a known gender stereotype. Students s h a retheir imagines and discussion of personal feelings as students selected these ads. As a pre - l e c t u re experience, the students view video clips from Shane and High Noon, as well as all of Pale Rider f o r understanding of the characteristics of "Mythical We s t e rnMan" as p o rtrayed in these films. Students are invited to role play "Mythical Man" characteristics as they interpret them from the film and video clips. ATTEND Students analyze their reflections on their personal experiences with advertisements as they relate to stereotypes. Activity The teacher debriefs the above by asking students to recall terms or titles of specific gender stereotypes, explaining or clarifying terms and adding definitions, i.e. "Mythical We s t e rn Man has ________ characteristics" INFORM Students learn formal definitions, background, and history of stereotypes and mythical figures. Activity 1)The teacher gives a definition of the "Mythical We s t e rnMan", including all the characteristics normally expected, while students refer to their reflections from the previous activity. The teacher extends learning to definitions of other gender stereotypes, e.g., Superm o m , Macho Man, Dominating Woman, Submissive Woman, etc. Students write a "Siskel & E b e rt" style critique of Pale Rider and Clint Eastwood’s role as a Mythical We s t e rn Man in the film. 2)The football coach speaks to the class about Title IX and equity in sports (a federal law). The Coach should emphasize the reduction of college football scholarships as well as other scholarships for boys' sports in order to provide more money for girls' scholarships in sports, as well as new state rulings that allow girls to play football. 101

PRACTICE Students attend the often painful realization of our place in the scheme of things as well as the beauty of our individuality. Activity Students compile lists of the contrasts and conflicts in the play; analyze the contrast between the universal and the individual in the stage manager's speeches; write a major paper on the statement: Our Town is a play about startling contrasts and excruciatingly quiet conflicts." EXTEND Students extend what they have learned about the individual and the collective in their lives. Activity Based on the speech in which the stage manager describes the time capsule Grover’s Corners’ residents buried in the cornerstone of the bank, students: 1)create individual mini-capsules they are to hide for a period of time, and 2)create a large time capsule which typifies the life of a Ridgewood High School student living in the present time in the state of New Jersey. Students are to include music, literature, art, photographs, objects, etc. REFINE Students evaluate their capsule as a true representation of themselves and their culture. Activity In committees, students create a time capsule ceremony with appropriate contents and protection against the elements, invitations to the present burial as well as the future unearthing, burial site and necessary approval, appropriate speeches and music, town publicity and yearbook notification. PERFORM Students celebrate the individual as well as the collective; the small as well as the large; the present as well as the future. Activity Students conduct the burial ceremony and invite guests to the unearthing to take place in 25 years. SUBJECT English DURATION 2 weeks AUTHOR(S) Lori Barnettis an English teacher and staff development leaderin the Ridgewood, NJ,schools. She is a certified 4MAT Trainer, member ofthe About Learning Consultants Group, and a consultantto About Learning forspecial projects. 102 4MAT IN ACTION: HIG H SC HOOL “OUR TOWN” 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Perspective OBJECTIVE As part of an ongoing study ofthe concept of perspective in junior English,students will attend the contrast between the individual and the universal as depicted in “Our Town” by Thorton Wilder and as it is depicted in the students’ individual lives and the culture of theirtime. REQUIRED RESOURCES Our Town, by Thorton Wilder;Hal Holbrook version of play on video; individual time capsule contents;school burial site CONNECT Students are engaged in identifying the simple things in their lives that reverberate with meaning. Activity In journals, students make an exhaustive list of the small, seemingly insignificant things in their lives that make them smile. Students share lists in groups, noting similarities, if any. IMAGINE Students imagine the difference in perspective one might have if one were to relive a day in one's life. Activity Students are told the following: If you were to relive any day in your life, good or bad, which would it be? Create a representational or non-representational visual depicting the difference in perspective between the two states of "knowing": Each visual must show the day as it was lived the first time, and the day as it was relived the second time. ATTEND Students analyze the significance of the small, everyday events in their lives that have meaning to them individually. Activity After students have shared lists, working in small groups they classify their lists under the headings: House, Family, Town, Nature, Other. Groups report summary of classifications to larger group. INFORM Students develop an understanding of individual and universal perspective as presented in the play, Our Town. Activity Students read and view Our To w n , discussing the role of the stage manager as a character re p resenting multiple states of "knowing.” Students read and discuss various reviews of the play: some critics view it as a tribute to small town life, others see it as a very dark play. The class discusses the contrast between the individual and the universal and how it is depicted in the play through language, character, set design, miming, and overall stru c t u re. They discuss the diff e rence in perspectives between the living and the dead as depicted in the play. 103

PRACTICE Students reinforce their understanding by working with symbols. Activity 1)Symbol worksheet with pictures provided; students label meaning, and check own answers when complete. 2)Students choose either "Brown Baby" or "Johnny" to analyze using system provided by teacher. 3)Students develop a symbol bank, and a glossary of common symbols. EXTEND Students personalize symbolism and use it effectively in original work. Activity Students plan projects in which they use a symbol in Art, Literature, or a music lyric. Their plan should include theme and subject matter as well as what the symbol is and how it will be used REFINE Students analyze the use and appropriateness of symbols. Activity Students form four groups and share their individual plans with their learning partners for analysis of symbol validity in context used. Each student uses group feedback and suggestions as the final plan is refined and completed. PERFORM Students share their understanding of the value of Symbolism in visual art. Activity Final projects are posted in the gallery for viewing and/or published for others to read. The class comes together for a final discussion of symbolism and how it leads to the conceptualizing of our ideas. Students complete a final essay exam on symbolism in which they make their own statement of the "Symbol as a visual re i n f o rc e m e n t which enhances and extends meaning." SUBJECT English DURATION 7 class periods AUTHOR(S) Judith A. McAfee teaches English at Newburgh Free Academy, Newburgh City School District, Newburgh, NY. She is a certified 4MAT Trainer for herschool district. AUTHOR’S NOTE: This unit has been particularly effective with low-achieving high school students. 104 4MAT IN ACTION: HIG H SC HOOL SYMBOLS IN POETRY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Symbolism OBJECTIVE Students will understand that a Symbol enhances the meaning of any art form, especially literature. REQUIRED RESOURCES The poems, “Mother to Son” by Langston Hughes; "Brown Baby" by Oscar Brown, Jr.; and “ J o h n n y " by M. M e rch a n t IMAGINE Students reinforce common insights through commonalities in visual interpretations. Activity Students read the poem, "Mother to Son" by Langston Hughes. Working independently, students draw an interpretive symbol for the poem and write a word or phrase explanation of its meaning. Students next tape their interpretations on tack board as they finish, allowing them to see the similarities in each other’s work. ATTEND Students experience that there are common thought patterns on which Symbolism is based. Activity Divide students into four groups and assign each a drawing from the board. Give each group the submitted papers for what their assigned drawing means to classmates. Group leaders serve as record-keepers and tabulate the answers on the board next to their drawing. Students discuss results, and group spokespersons present conclusions to class. Finally, the class uncovers the teacher’s answers for comparison to the students’. INFORM Students learn how symbols enrich meaning. Activity The teacher lectures on symbolism including definition, purpose, famous examples. "Mother to Son" is used again to show students how to analyze a poem. Next, students read "Brown Baby" by Oscar Brown, Jr. and "Johnny" by M. Merchant. 105 CONNECT Students see that symbols are all around them as part of everyday life. Activity Divide the board into four quadrants, and have students divide and number 4 pieces of paper. Put a drawing of a common Symbol in each quadrant of board (suggestions: heart, scales, skull and crossbones, stork, etc.) and have students write a word or phrase defining each symbol on a paper with same number as the visual symbol. The teacher answers also, and tapes his/her responses face down on board for later use.

PRACTICE Students reinforce their concept of different "truths." Activity Students view brief video or film clips that show diff e rent aspects and points of view of the Civil Wa r. Some possible sources are, "Gone With the Wind," "Red Badge of Courage," "Dances With Wolves," "They Died With Their Boots On," Ken Burns' "The Civil Wa r. " Students write essays on the questions of point of view of each film, drawing their own conclusions as to the " t ruth" about the American Civil Wa r. EXTEND Students create a mode of representation to personalize their learning experience. Activity Students choose a project in which they either write, create a film, orate/perform, etc. an original historical analysis of the Civil War. While the implementation must be "factual" the presentation will have a point of view. Students obtain approval from the teacher for their project upon submission of a written proposal, and the students and teacher agree upon rubrics for the final assessment criteria of each project. REFINE Students are assisted in formulating their opinions and supporting them with relevant details as their projects develop. Activity 1)Teacher guides completion of project. 2)Teacher provides library opportunities. 3)Teacher checks progress of students and provides opportunity for feedback and editing. PERFORM Students come full circle in their personal learning experience. Activity Students share final projects and the class discusses the various points of view presented. All students collaborate on a written consensus history to summarize their experiences. The final projects are graded by the teacher and student, according to the agreed-upon rubrics. SUBJECT History DURATION 2 weeks AUTHOR(S) Patricia DiGiacomo teaches at Dodd Junior High School, Cheshire, CT. She is a certified 4MAT System trainer for herschool district. 106 4MAT IN ACTION: HIG H SC HOOL REVISIONIST HISTORY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Subjectivity/Objectivity OBJECTIVE Students will involve themselves in the writing of history to understand that no historical writing is free from subjectivity. REQUIRED RESOURCES Musical selections, film clips CONNECT Students see that history is not a mathematical science, but rather a constantly changing and vibrant blend of subjectivity and objectivity. Activity 1)The class is divided into four sections with each section facing a different wall. 2)One student is sent out of the room. 3)Teacher goes about the room doing usual and unusual things. 4)The student returns; all students face the front. 5)Each student writes down what he or she witnessed. IMAGINE Students integrate personal reflections with artistic expressions of the 1960's and 1860's. Activity 1)Play 1960's pro-war music selections like, "Ballad of the Green Beret" by Barry Sadler and "Okie from Muskoqee" by Merle Haggard. Next play anti-war selections, such as, "We're All Going to Die Rag" by Country Joe and the Fish and "Eve of Destruction" by Barry Maquire. Ask students to spend 3 minutes free-writing their own emotional reactions to the messages in these pieces. 2)Then play two representative pieces from the 1860’s, such as "Dixie" and "Battle Hymn of the Republic." Ask students to again spend 3 minutes free-writing their own emotional reactions to the messages in these pieces. Compare and contrast the qualities of student feelings as expressed in their reflections. ATTEND Students reflect on the experience. Activity 1)The absent student attempts to piece together what actually happened from student lists. 2)The absent student shares with the class his/her perception of what happened. 3)Class determ i n e s "accuracy" of that moment of history. 4)Students discuss why their n a rrowed viewpoint made getting the "big picture" so difficult and, p e rhaps, then impossible. Students hand in their original list and a rewrite when all of the knowledge has been pooled together. INFORM Students increase their knowledge of various published histories of the Civil War time period. Activity 1)Students read their text. 2)Students read "traditional" Southern historians, William Archibald Dunning and James Ford Rhodes. 3)Students read revisionist historian, W.E.B. DuBois. Teacher conducts class discussion in which students compare and contrast the factual viewpoints as recorded by each historian. 107

PRACTICE Students reinforce concepts and explore opportunities for historical research. Activity 1)Practice the skills of information acquisition, information processing, and historical interpretation. For example: a)visit a plantation site; b)explore life on the Chicora Wood Plantation using primary source documents; etc. 2)history lab with l e a rning stations containing a wide variety of materials, i.e. a)maps depicting the concentration of slave populations from 1820 to 1860 and the areas where various c rops such as rice and cotton were produced. b)statistical data showing the p e rcentage of white, slave, and free black inhabitants. c)diaries and other personal items showing a particular point of view. d)photographs depicting various aspects of slave culture, etc. 3)construct web charts on slavery and antebellum society. Students post and share . EXTEND Students explore ramifications of the concept and related material. Activity 1)Students in small groups or individually select a topic for further investigation. At this point, the "history lab" activities assume greater importance as students focus on specific a reas of inquiry. Teacher and students collaboratively add to the re s o u rces in the "history lab." 2)Students select a mode of project presentation suited to their particular learn i n g p re f e rence and interest. A wide variety of art supplies and other production materials should be available for student use. 3)Hold large group mini-conferences aff o rding students o p p o rtunities to share their "work in pro g ress" and to learn from each other. The teacher facilitates such conferences by diverting student questions to one another whenever possible and linking students with similar interests and needs. REFINE Students edit and revise projects. Activity 1 ) Teacher and students develop a planning/evaluation checklist tailored to this unit of s t u d y. 2)Teachers and students collaboratively evaluate, edit and revise projects as needed. 3 ) Teacher and students collaboratively plan the format and logistics of a public forum that would showcase their learnings. Planning and logistical tasks are divided among small g roups and individuals. The teacher interacts to facilitateand support student initiatives as needed. PERFORM Students share and celebrate learnings. Activity 1)Hold a public forum on slavery in the antebellum era featuring student p rojects for invited guests. 2)Make a videotape of the forum to be included in the school library. 3)Replay and enjoy the video. 4)The teacher and students aff i rmand celebrate their learnings in the unit by summarizing new insights about slavery on "post-it" notes. The notes are then posted on the sheet of newsprint entitled, "What we learned about s l a v e ryand Antebellum Society" as students leave the classroom. These notes provide an excellent source of ideas for the next 4MAT cycle focusing on the American Civil War and the emancipation of slaves. SUBJECT History/Humanities DURATION 2 weeks AUTHOR(S) Joseph E. Webb is a formerInstructional Specialist with the North Carolina Department of Public Instruction, and currently serves as a member ofthe Onslow County, NC, 4MAT Training Cadre. He is a certified 4MAT Trainer. 108 4MAT IN ACTION: HIG H SC HOOL SLAVERY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Injustice OBJECTIVE Stude n ts wi ll inves tigat e the divis ive impa ct o f slave ry on the econom ic , pol i tical and social life of A m e rica du ring th e A n t ebellum Era . REQUIRED RESOURCES Wrapped candies, newsprint, artsupplies, primary source materials, artifacts and reference materials IMAGINE Students imagine the incompatibility between slavery and the political ideals of liberty and equality expressed in the Declaration of Independence. Activity 1)Proclaim the excerpt from the Declaration of Independence: "We hold these truths to be self-evident that all men are created equal and are endowed by the creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness; etc." 2)Have students dramatically or graphically represent the inconsistencies between these words and the inequalities experienced in the simulation. 3)Form reaction groups to brainstorm and record on newsprint a list of feelings and thoughts engendered by the experience. As each group reports out, post their responses. ATTEND Students process/analyze the experience. Activity Form reaction groups to brainstorm and record on newsprint a list of feelings and thoughts engendered by the experience. As each group reports out, post their responses. To foster maximum student involvement and to elicit the broadest possible range of student responses, use the think/pair/share technique. INFORM The teacher defines and characterizes the "peculiar institution of slavery." Activity 1 ) Teacher stru c t u res mini-lectures, leads class discussions, and employs a variety of media in order to provide learning experiences accommodating the need for and interest in specific information generated in the CONNECT experience. 2)To increase student comprehension of how historians approach the study of history, pose questions that enable students to compare divergent views e x p ressed by the experts and the manner in which each supports his/her a rguments. 3)Students maintain an "historian’s log" in which they re c o rd basic factual information presented, answers to questions raised in class, personal reflections and notes to guide individual re s e a rc h / s t u d y, etc. 109 CONNECT Students experience injustice in the classroom. Activity 1 ) B e f o re class, scatter a large quantity of wrapped candy around the ro o m to re p resent the wealth of the society within the classroom. Some candy should be hard to reach imperiling the lives of those who might attempt to h a rvest it. 2)Divide students into three groups of unequal size: one with the majority of students, one much smaller, and a third of about 4 students. 3)Teacher oversees harvesting of candy. Largest group harv e s t s the largest space; medium sized group has small area to harvest; small g roup watches from a place of prestige. 4)After the harvest, put candy into t h ree piles of unequal portion. The largest pile should be before the smallest group (the watchers), the next largest should be before the middle group, and the smallest should be for the largest gro u p . Encourage students to eat the fruits of their labor and enjoy! (At this point t h e rewill be grumbling from the students who harvested the most, but get to eat the least!)

PRACTICE Students complete independent guided practice activities. Activity Students complete standard textbook problems in which they demonstrate their understanding of the material taught by constructing the graphs of the sinusoid functions indicating period and amplitude. EXTEND Students explore evidence of the sinusoid graph in the world. Activity Working in groups, the students select an area of intere s t to them and find an example of a sinusoid graph. Some suggestions are music, tide tables, temperature over a period of time, moon changes, oscillator, or any other a rea the students may notice the sinusoid occurr i n g . REFINE Students complete and evaluate graphs. Activity The students work in their team groups to graph the pattern of their sinusoid function and to label its amplitude and period. They make charts depicting their investigations and results. Each team partners with another team for peer review and critique. PERFORM Student teams share their final project poster with the whole class. Activity The student teams each present their function to the class and discuss its properties. As a final evaluation, the students take an exam on graphing the sine and cosine functions. SUBJECT Math/Algebra II DURATION 4 days AUTHOR(S) Lynn T. Smith is a Mathematics teacher at Academic Magnet High School, Charleston, SC. She is a certified 4MAT Trainer. 110 4MAT IN ACTION: HIG H SC HOOL GRAPHING SINUSOIDS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Patterns OBJECTIVE The students will be able to analyze the pattern in a sinusoid graph and its applications. REQUIRED RESOURCES Visuals ofsinusoid waves which appearin nature; graphing calculators;teacher prepared worksheets CONNECT Students are engaged kinesthetically in a mathematical pattern. Activity 1)The students line up and do the "wave" (the kinesthetic wave that is done by fans at a football game). 2)The students view pictures and physical examples of the waves in nature. 3)Students are given an assignment to find at least three examples of waves they observe before the next class session. IMAGINE Students connect the patterns of the waves they o b s e rved to mathematical algorithms which create them. Activity While individual students use their graphing calculators, the teacher guides them in describing amplitude and period, and the effects they have on the sinusoid graph. The teacher has them construct the sine and cosine graph with the coordinates from the circle graph. Next, the students will work in groups with the graphing calculator and discover patterns in changing the amplitude and period using a teacher-designed worksheet to guide them. In other words, the students discover the visual effect that results from changing the amplitude and period of the graph. ATTEND Students describe the characteristics of the patterns they experienced. Activity The students return to class and review all wave examples. They list descriptions that compare and contrast the different waves and establish the patterns. Working in teams of four, the students construct Venn diagrams comparing and contrasting the different waves. Diagrams are posted on paper charts that are shared with the whole class. INFORM Students learn the specifics of the mathematical functions which create the patterns they experienced. Activity The teacher lectures interactively while students work on determining and graphing the amplitude and period of the sine and cosine functions. 111

PRACTICE Students develop proficiency in setting up and solving a variety of maximum/minimum problems. Activity 1)Students work sample problems in text and teacher- p re p a re d worksheets using a prescribed pro c e d u re. 2)Student pairs use H u n g ry Jack® cylinders they made and seal off the bottom with card b o a rd and tape. Remembering that the two cylinders have the same lateral area, students mathematically predict the volume. Using rice or dried beans, they test and verify their p redictions. 3)Each team brings a sample food can from home. The team task is to design an ideal can to hold a given volume but using the least amount of material for total outer surf a c e a rea. Students take an in-class quiz to check for understanding. EXTEND Students develop projects applying what they have learned. Activity 1 ) Working in teams, students will design a maximum/minimum pro b l e m that exists in their own experience. For example, the Student Govern m e n t Association wants to sell tickets to the faculty talent show to get the most people to attend, and also to make the most money. If they give a discount of 20¢ for each number of tickets sold over 10 tickets with a single ticket price of $5.00, how many must be sold to maximize profit? 2)Students write to a major can company to find out how they do or do not use the "ideal can" and what factors determine the size of the can that they do use. REFINE Students edit and complete project assignments. Activity 1)Students make posters for testing their real-life problems with the rest of the class. 2)The findings of the correspondence with can companies are put into a brief report. PERFORM Students share final projects with each other. Activity Students make a presentation to the class of their self-designed problem, including a visual. The rest of class will set up and solve each team problem presented. The responses from can companies are posted in a composite chart which is shared orally with the rest of the class. SUBJECT Math/Calculus DURATION 1 week AUTHOR(S) At the time this plan was first published, Stephanie Hostetter was Foreign Language chair and Spanish teacher at South Lakes High School, Fairfax County Schools, Reston, VA. Carla Hunt had taught Mathematics at South Lakes High School.This unit plan was developed when Carla and Stephanie were team partners in the Fairfax County 4MAT Course. 112 4MAT IN ACTION: HIG H SC HOOL MAXIMUM/MINIMUM VALUE 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Optimization OBJECTIVE Students will learn concept of optimization and its application in daily life. REQUIRED RESOURCES Boxes and wrapping paper;sample biscuit cans AUTHOR’S NOTE: Th is lesson can be used wi th a pre - ca lculus class when prese n ting and i n troducing maxi m u m / minimum va l ue p roble m s. Itis also a p p rop ri ate for a C a lculus A P or Bas ic class ;h oweve r,th e t ea ch e r maywa n tt o ch a n ge the prese n tation orde r o fthe activi ties"on thew h eel . "I have used th islesson success fu ll y in both Pre - ca lculus and A P C a lc u l u s. CONNECT Students form an imagine of "doing the most with the least.” Activity Working in cooperative learning groups, students are given a sheet or two of wrapping paper and several boxes to wrap. They must get the most "packages" wrapped with the least amount of paper. They must think of the best way to proceed to wrap all packages. IMAGINE Students broaden their understanding of maximum/minimum with an emphasis on conditions set for the problem. Activity Working in pairs, students are given two Hungry Jack® biscuit wrappers or traced copies. Students are to roll wrappers back up to make two diff e rent sizes of cylinders. They tape these two cylinders to hold their shape: one is shorter and fatter, and the other is longer and t h i n n e r. The teacher should have two cylinders of the two diff e re n t sizes pre p a red as discussion models to expedite the student activity. Students are instructed to determine if these two cylinders hold the same amount. ATTEND Students explore what is meant by "maximizing and minimizing." Activity The teacher leads a follow-up discussion eliciting feedback on how the g roups solved the problem, connecting the wrapping paper pro b l e m s to real world. For instance, a department store which provides gift wrap service would want to use the least amount of paper to pro v i d e the service yet maximizetheir profit. Student groups are given another " real world" problem to solve: a soup company wants to make soup cans to hold a given amount with the least amount of manufacturing material. How would soup cans be designed to maximize profit? What factors must be considere d ? INFORM Students learn to set up and work a maximum/ minimum problem. Activity Using overhead transparencies, the teacher pre s e n t s p roblem solving strategies for mathematically determ i ning "maximum and minimum" under given conditions. P roblems are presented for the class to set up and solve together using realistic examples from business and i n d u s t ry. The teacher checks for the students’ ability to solve sample pro b l e m s . 113

PRACTICE Students practice their understanding of enzymes through paper problem analysis and actual lab experimentation. Activity Students work on practice sheets with varied experimental situations involving the use of enzymes. Students try some lab experimentation that indirectly shows the action of an enzyme on a substrate. The students can 1)write a formal lab; 2)do a flow chart of what took place; or 3)draw it in terms of a metaphor or visual like the puzzle pieces. EXTEND Students take what they have learned about enzymes and apply it in a creative way that capitalizes on their understanding. Activity Working in groups of five, the students generate a list of everyday products which they know or suspect use enzymes. Detergents and contact lens cleansers are obvious and excellent examples. One large whole-class list is compiled and diff e rent students volunteer to write to some of the diff e rent manufacturers of the products for information on the enzyme activity, and if possible, the process used to test for it. While waiting for the manufacturing companies to respond, the groups are given one lab period to design a new c o m m e rc i a l / a d v e rtisement for a product of their choice in which the role of the enzymes is emphasized. The commercial should have a brief segment that explains what an enzyme is. This project allows for a variety of talents: writing, drawing, video-making, computer e x p e rtise, acting. REFINE Students evaluate their progress and quality of work with the teacher and each other. Activity The groups check in with each other and the teacher to confirm the accuracy of their commercials/advertisements as far as the enzyme information is concerned and to have any "technical" questions answered. PERFORM Students share their commercials/advertisements. Activity Advertisements are displayed and commercials are shown. An "Emzy Award" is presented for the best in each medium. An award can be given for most creative, most accurate, best layout, best video. SUBJECT Science/Biology DURATION Approximately 2 weeks AUTHOR(S) Karen C. Dietrich has been a classroom teacher of all levels of biology. In 1991 she received the PRESIDENTIAL AWARD FOR EXCELLENCE IN SCIENCE TEACHING representing the state of New Jersey. 114 4MAT IN ACTION: HIG H SC HOOL ENZYMES 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Catalysts OBJECTIVE The students will show an understanding of the purpose and mechanism of the action of enzymes by being able to explain their catalytic effect on chemical reactions. REQUIRED RESOURCES A video-clip from the film, “Crossing Delancy” IMAGINE Teacher demonstration of a process that requires heat. Activity The teacher perf o rms a demonstration of a chemical reaction that re q u i res heat in order to occur. A simple and appropriate example might be Benedict's Test for the p resence of glucose. [This is an indicator reaction that is commonly used in the average biology class. It is also good because it can be used again in a lab experience as a test for the action of an enzyme.] After the demonstration, the students are asked to draw the set up and indicate with color pencils what happened. ATTEND Teacher leads discussion about how a matchmaker works. Activity As a whole class, students participate in a brief analysis of how a matchmaker "works." The teacher may supply some leading questions such as: "What is the job of a matchmaker?" "Does there need to be a meeting place?" "Does the matchmaker stay around after the couple are happy together?" INFORM Students learn the structure and function of enzymes. Activity The students answer some important questions. 1)What is heat? 2)What does heat provide for this reaction? 3)How was heat like a matchmaker? 4)What is the physical color change an indication of? 5)Can a reaction that needs a boost always make use of heat? At this point, the teacher introduces the concept of a catalyst or enzyme, defining the action of bond breaking and forming, activation energy, substrates, end products, specificity and active site. Use visual aids. Usually, enzymes are described as lock and keys or puzzle pieces. Cut out large puzzle pieces from different color poster boards or actually take your key and fit it in the classroom door, then take someone else's house key and try it. What makes a key specific is its shape. Enzymes are proteins that also have a specific shape. If something de-shapes the enzyme, it doesn't fit anymore. Students take a short quiz on enzyme structure and function. 115 CONNECT Students become intrigued with the concept of catalyst through the metaphor of a "matchmaker" in the movies (or real life). Activity The students view a clip from the movie, "Crossing Delancy," featuring an old-fashioned matchmaker who brings a "nice girl" and a "good boy" together at a kitchen table. While the couple interacts, the matchmaker (and the girl's grandmother) leave and go into the kitchen. AUTHOR’S NOTE: The connection with enzymes works well, because two substrates (the girl and boy) are brought together so that they can react. They may have gotten together eventually, but it may have taken seventy years. The kitchen table is the active site and the matchmaker leaves and does not become part of the final reaction.

PRACTICE Students practice the new information. Activity Assign reading from the text and appropriate questions for students to answer. Students complete an objective quiz. EXTEND Students explore the fact that the line between living and non-living is not well defined. Activity Students select a topic from a list that contains the following choices to investigate. They may work in groups of 3 and only one group may report on a given topic. 1)Are viruses considered to be living or non-living? 2)When does life begin for humans? 3)When does human life end? 4)Design and conduct an experiment that will show if radish seeds are alive or non-living according to the defined characteristics of life. 5)What are the issues associated with the use of tissue from aborted human fetuses for research and treatment of human conditions? 6)What are the issues associated with using organs for transplant from infants born with only a brain stem? REFINE Students determine the modes of presentation they will use for their final sharing, to assign tasks, and to complete their projects. Activity Students decide the method(s) to be used when presenting their findings. Some form of visual and oral presentation must be included. The teacher monitors student progress assessing for accuracy of content and recommending refinements as appropriate. PERFORM The class celebrates new understanding of the significance and delicacy of life. Activity Students present their projects to the class. All presentations are video-taped. Appropriate presentations are placed in showcases, others may be presented to health classes or English classes as an example of the controversy in our world today over living vs. nonliving things. SUBJECT Science/Biology DURATION 1 week AUTHOR(S) Leona Killock is the former Principal of Thomas Jefferson Elementary School, Kenmore Town of Tonawanda Union Free School District, Tonawanda, NY.Her previous experience includes twenty-one years as a secondary classroom science teacher. She has also been a staff developmentteam member responsible for developing the program in her districtforsystem-wide implementation of 4MAT. Leona is a member ofthe About Learning Consultants Group. 116 4MAT IN ACTION: HIG H SC HOOL LIVING AND NON-LIVING THINGS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Attributes OBJECTIVE Students will be introduced to the characteristics of living vs. non-living forms. REQUIRED RESOURCES Video equipment AUTHOR'S NOTE: This unitis taught within the first week of school. One incentive to encourage participation is by giving 10 homework points for the living and another 10 points forthe non-living objects. An additional 10 points may be earned ifthe objectis unique,thatis, no otherstudentin the class broughtin the same type of object. CONNECT Students consciously reflect about the similarities and differences between living and non-living objects. Activity Students are assigned to bring to class one living and one non-living object. (Living objects must be contained in a humane environment and returned to their natural environment before the end of the school day!) IMAGINE Students express in color and shape some common phrases associated with living and non-living things. Activity Using chart paper and colored markers, each group of students is i n s t ructed to select one of the following. They must illustrate their choice while incorporating the characteristics that were listed in the ATTEND step: "Teeming with life"; "Living from hand to mouth"; "A b reath of life" ;"Living on the edge"; "Fit for life"; "Living beyond your means"; "Nine Lives"; "Living the good life" "Over my dead body"; "Dead as a door nail"; "In the dead of winter"; "Light of my life." The teacher debriefs with a class discussion while students s h a retheir visual depictions. ATTEND Students observe and determine the attributes of living and non-living objects. Activity 1)Place students in groups of four. 2)Each member of the group places his/her living object in the center of the table. After observing each of the living objects in their group, a list of similarities found in all of the objects is compiled. Repeat this process for the non-living objects. 3)Each group shares their lists with the whole class. 4)One list of common attributes is compiled for the living objects and another list for the non-living objects. INFORM Students learn the “scientific” interpretation of the characteristics of living things. Activity The teacher presents vocabulary and new information using lecture, demonstration, and discussion while assessing the level of student interest and the quality of questions and comments. 117

PRACTICE To practice proper breast self-examination techniques. Activity Working in groups of three or four, participants are given breast models with simulated cancer lumps. The facilitator first demonstrates proper breast self-examination using the prosthesis model and then demonstrates improper BSE techniques. Participants practice proper BSE techniques using the distributed breast models while the facilitator observes and provides feedback. EXTEND Participants explore further BSE practice and assist each other in developing correct technique. Activity P a rticipants continue to work in small groups. They demonstrate proper breast examination techniques to each other, choosing a prosthesis that is about the same size and shape of their own breast. The participants are encouraged to observe and critique each other's technique; the teacher emphasizes the importance of helping each other. After they become adept at examining their own prosthesis, each participant should practice using the other 2 or 3 as well. REFINE Participants analyze what has been learned and clarify any remaining questions. Activity In whole group format, participants evaluate their learning in this program. Using chart paper, the facilitator collates responses from participants in the following areas: "What information was new?" "What information was most interesting?" "What questions now need clarification?" PERFORM Participants commit to use what has been learned in their personal lives. Activity Participants are each asked to make a commitment to the group by: 1)Declaring they will practice BSE skills this month. 2)Identifying the best time for them to personally practice BSE and to write it on their personal calendar. 3)Naming a significant other with whom they will share what they have learned about BSE. SUBJECT Women’s Healthcare DURATION Two-hour workshop AUTHOR(S) Thea Spatz, Ed.D., CHES, Professor of Health Education in the Biology Department of the University of Arkansas at Little Rock, a position she has held since 1987. She has over thirty years teaching and administration experience in the field of Health Education, and has received numerous grants and awards, including The Susan G. Komen Foundation Recognition Award and The Profiles In Progress Award for her contributions to national breast cancer education. Dr. Spatz is a member ofthe About Learning Consultants Group. 118 4MAT IN ACTION: POST- SECON DA RY BREAST SELF-EXAM 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Commitment OBJECTIVE Pa rtic i pa n ts wi ll unde rs ta nd the need for regu la r b reas tself - exa m , the prope rt ech n iq ues u sed , a nd wi llma ke a pe r sonal com m i tm e n t to following a regi m e n to mon i t orth e i r own b reas t h ea l th . REQUIRED RESOURCES Chart paper, markers, breast prostheses, brochures: "Special Touch" American Cancer Society, 9/89-No. 209 5LE; "How to do Breast Self Examination"American Cancer Society, 9/89-2674; and a video: "Breast Self Examination:A Special Touch," American Cancer Society." 8:30 mins., ACS Code: 2361.05. AUTHOR’S NOTE: this workshop was first developed for presentation by Home Extension Agents with the clients in their cachement areas. Most ofthe participants were middle aged or older. A research study indicated that a significantly high percentage of these women followed through responsibly with their monthly BSE. CONNECT P a rticipants recognize what kinds of personal experiences lead them to make serious commitments. Activity Participants sit in groups of four. The facilitator assigns a leader to each group. Participants are asked to share their responses to the following questions: "What are the kinds of activities or behaviors that you are committed to doing on a regular basis? What is the basis for your commitment and follow-through?" Each group leader makes a paper chart list of the examples generated by participants. IMAGINE Participants see the importance of personal commitment in regard to breast care and cancer prevention. Activity The facilitator posts paper charts on which are written the following: "Current statistics indicate the following: a)1 out of every 8 women in the United States will develop breast cancer; this incidence rate has been increasing in the last 10 years. b)90% of breast cancer cases can be cured with early detection and treatment and the earlier the stage of development at detection and treatment, the better the odds for full recovery. c)The earlier the stage of development at detection, the less radical is the treatment. d)For every 5 women with breast cancer symptoms, one will actually have breast cancer." Based on the above-posted statistics, the teacher seats the participants in groups of 8. Each part i c i p a n t receives a "lottery" card. Five participants draw a card that identifies them as having a symptom of bre a s t c a n c e r. Three draw a card which has a relative or close friend identified as having a breast cancer symptom. P a rticipants role-play with each other how they would actually feel and react if their "lottery" card were re a l . Their discussion is followed by a brief guided imaginery in which they are instructed by the facilitator to relax and close their eyes while they imagine going through the process from finding a symptom of bre a s t cancer to imagining pursuing the appropriate diagnostic treatment. As a prelude to the information to be p resented next, participants view a 6-minute film on breast self-exam and the technique involved in a successful exam. INFORM The facilitator presents an overview of facts, techniques of self-examination, and risk factors of breast cancer. Activity The facilitator distributes literature from the American Cancer Society. In a lecture/discussion format, the information is reviewed with participants. 119 ATTEND Group lists are shared and patterned. Activity The facilitator invites each smaller group to share its list. Together the large group looks for patterns in the composite examples, and the facilitator leads the process of identifying and listing possible categories. Generally the same category examples emerge, such as, "Commitment to Physical Health,” i.e. exercise routine, healthy diet management, etc.; "Commitment to Spiritual Health,” i.e. time for daily prayer, meditation, or reflection, and the like; "Commitment to the Well-being of Family,” i.e. keeping communication lines clear, maintaining family rituals, etc. AUTHOR’S NOTE: The purpose of this dialog is for participants to clearly see that they have already made very serious commitments to important personal practices on a regular basis, practices which are good for them and their loved ones.

PRACTICE Staff practices these skills with each other. Activity 1)The supervisor presents several sample scenarios. Staff works with partners to devise strategies they would use in each situation. 2)Staff takes turns practicing new vocal skills with each other. The supervisor challenges them to handle interruptions and background noise without losing their poise. 3)Staff completes a brief objective quiz to check for understanding of the principles presented and practiced. EXTEND The staff explores how they will use what they have learned. Activity 1)Staff works with a partner to create three phone calls scenarios in which they give the callers only a portion of the call. These are written on index cards. 2)The supervisor collects all notecard sample scenarios. Staff arranges their seats in a circle so that they can all see each other. The supervisor tosses a "koosh" ball into the group. The first person to catch it draws a card and responds quickly to the scenario, speaking into a large, funny play telephone. The "game" continues until all staff have participated at least twice and all notecards are used. REFINE Staff reviews what was learned from the "koosh" ball toss experience. Activity The supervisor debriefs the game and reviews the key points learned. Staff work in smaller teams to write a mission statement defining our commitment to our customers. Each team’s statement is written on poster board for the whole staff to review. PERFORM The staff celebrates learning and adopts a mission statement for their program. Activity Each team shares its mission statement poster. The group discusses what they like and don’t like about each example. As a total staff, they agree upon one statement that will be printed, framed, and hung in the Center for all customers to see. SUBJECT Customer Service DURATION 4 hours AUTHOR(S) Susan Caldwell is Coordinator of Enrollment Management Services at Palm Beach Community College, Lake Worth, FL. She supervises one full-time and nine part-time staff members who are also students at the college. She is a certified 4MAT Trainerforthe Palm Beach County 4MAT Project. 120 4MAT IN ACTION: POST- SECON DA RY TELEPHONE SKILLS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Quality OBJECTIVE Student employees in the Customer Service Department of a community college will fine-tune their telephone skills. REQUIRED RESOURCES Phone skills video; statistical data; Powerpoint presentation equipment; craft supplies; large toy telephones; “koosh” ball; notecards; poster board CONNECT Student workers develop a personal sense of what "quality" means and connect this concept to themselves. Activity The supervisor begins with an open invitation for staff to share their own perceptions and opinions about the following question: "What do we know about quality?" Set up certain items beforehand: paper towels (brand name and generic), food items (chips, colas, etc. of different quality), music on CD and tape, etc. Groups experience each set of items and share personal opinions as to the relative quality of each item. IMAGINE Staff shift their focus from a personal view of "quality" to what form quality takes in the arena of "customer service." Activity Staff members each select and cut-out numerous pictures from an array of magazines to create a group collage depicting "quality customer service." Small teams work together to create a jingle for an imaginary company that wants to advertise its excellent customer service. ATTEND Staff members further attend the concept of quality in respect to customer service. Activity 1)Working in smaller groups, staff members make lists of the reasons why we consider one product a higher quality than another similar product of the same type. 2)Groups create their own definitions of quality using some of the above generated reasons. 3)Each group shares its definitions and individual staff share additional stories of quality customer service experiences. INFORM S u p e rvisor provides direct instruction on quality customer service telephone skills. Narrow the concept down to the topic - phone skills. Teach the class what the experts say on phone skills. What have surv e y s told us? inform it. How is it done? Give information from the expert s . Activity 1)Supervisor presents Powerpoint presentation/lecture on phone skills including how to handle the angry caller, transferring calls, how to say "no," etc. What do surveys by colleges say students look for in regards to customer service? Staff watches a humorous video on phone skills. 2)Supervisor gives a short lecture on use of voice and shows a short film on how the vocal cords work. A handout summary of the important telephone skills is distributed. 121

PRACTICE Students work through traditional guided practice activities for mastery. Activity Students complete traditional text problems, mathematical problems, and teacher-prepared word problems. EXTEND Students apply knowledge learned in the classroom to real world scenarios. Activity 1)Students conduct a field-based study where the concept of elasticity applies. Their task is to go to a store and choose one product to analyze. They must ask 15 customers how many units of their product they would buy at the actual price, as well as how many they would buy at each of 3 alternative prices (within 5% of the actual price). Students sum the customers' quantities to create a market demand curve using the 4 prices. Students use their intuition and hypothesize what degree of elasticity their product exhibits. Then they calculate elasticity of demand between each of the points on the demand curve and interpret the results. Finally, using these results they also determine the effect on customers' total expenditures and what effect an increase in an excise tax would have. 2)Students write a description of where else the concept of elasticity can be applied, i.e. the brakes in an automobile--What happens to your speed as you depress the brake pedal by a certain percent of pressure? The car slows down, but by how much? If the applied pressure is more than 1%, the result is elastic; if the pressure is less than 1%, the result is inelastic. REFINE Students share and critique projects. Activity Students form learning partner teams of four. Each student in turn shares his/her projects with team members for critiquing and suggestions for editing. PERFORM Students share findings and examples with the whole class. Activity Students briefly report their research findings to the class. Each example product is reviewed for elasticity and inelasticity. SUBJECT Economics DURATION 2 weeks AUTHOR(S) Scott Hunt, Ph.D., is Assistant Professor of Economics at Columbus State College in Columbus, OH.He is a certified 4MAT Trainer. 122 4MAT IN ACTION: POST- SECON DA RY ELASTICITY IN ECONOMICS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Elasticity OBJECTIVE Students will gain an understanding of the concept of elasticity in economics and be able to apply it to various circumstances. REQUIRED RESOURCES Two sample announcements on school letterhead; sketch paper and drawing materials CONNECT The teacher engages students in two different experiences that have the potential for opposite emotional impact. Activity The teacher begins class with two announcements each of which is posted on official school letterhead: 1)there is a new Latin course being offered next quarter. The teacher sincerely encourages students, if they are interested, to sign up for this course; and 2)parking passes have become more expensive and will rise $15 per quarter to fee of $100. Generally, the second announcement will bring forth a range of emotional responses from the students. IMAGINE Students create depictions of elasticity. Activity Without previous definition, students are assigned to draw objects that they feel are "elastic" and "inelastic," as preparation for delving into the technical side of the concept. Students post their visuals and explain why the pictures are elastic or inelastic. ATTEND Students analyze the differences in their emotions as the two announcements were made. Activity The teacher conducts a class discussion to debrief the "announcements" experience, with a focus on the quality and range of student emotions. INFORM Students acquire knowledge and skills to apply elasticity in economic situations. Activity Lecture: The lecture provides definition of the following: elasticity of demand; supply elasticity; cross price elasticity; income elasticity; degrees of elasticity; elasticity along a straight line demand curve; total revenue and expenditures and the elasticity of demand; determinants of elasticity of demand; incidence of a tax. Students take notes and hand in summary papers in either linear or concept-map form indicating mastery of concepts and terms presented. 123

PRACTICE Students practice the different graphing techniques and equations. Activity After each new topic or technique is explained and demonstrated, students are assigned appropriate problems for practice and reinforcement. For some problems, students work collaboratively with learning partners or learning teams. Selected problems from homework are edited and critiqued by peer editing and returned after review by the instructor. Students take a short quiz after each topic is covered and practiced. EXTEND Students connect the topics covered to the real world. Activity 1)Students gather data that interests them, create a graph or picture using the data, look for patterns in the data, and try to make a prediction about a new event based on the data. 2)Students explore a profession which interests them, and identify how that pro f e s s i o n utilizes data gathering for decision-making, concluding or predicting. Students write a s h o rt paper on the findings, and create a visual display of the various types of graphs for data display produced for use within their chosen profession. They must make pre d i c t i o n s and draw conclusions about that profession from their data display REFINE Student teams critique and edit each other’s projects. Activity Students work in teams of four. In turn, each student shares preliminary project findings with the rest of the team. Peers explore clarifying edits before projects are put in final form. The instructor moves from group to group, making additional suggestions as appropriate. PERFORM Students share their findings with the class. Activity Students form teams of 3 or 4 participants who have each chosen similar professions. They pool their composite knowledge and share what they have learned with the class as a whole. SUBJECT Math/Basic Algebra DURATION 6 hours AUTHOR(S) Cindee Davis taught High School Math and Art for10 years in Reno, NV. She has been a Math professor at Truckee Meadows Community College in Reno since 1985. Initially she saw 4MAT as a vehicle to enable herto make better use of cooperative learning strategies. She was honored as an Outstanding Faculty memberin 1991 and was the 1997 Truckee Meadows Community College nominee forthe University of Nevada System Regents' Outstanding Teacher Award. She is a certified 4MAT Trainer. 124 4MAT IN ACTION: POST- SECON DA RY GRAPHING FUNCTIONS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Relationships OBJECTIVE Students will understand graphing as a way to visually demonstrate relationships and changes. REQUIRED RESOURCES Lecture instructorprepared presentation materials on linear, quadratic, power, exponential, logarithmic functions or whateverfunctions are being studied AUTHOR’S NOTE: Th is is a “wa rped w h eel , ” w h e re the CON N ECT / ATTEN D / I M AGINE a ctivi ties begin the unit followed by i n s truction on di ffe re n tfu nction s, one at a ti m e,wi th gu ided pra ctice on ea ch o fth e i r gra phs (INFORM / P RACTIC E ) .Thew h eel concl udes (EXTEN D / R EFI N E / P ER FORM)w h e n the appl ications and p ro fess ions are sh a red atthe end ofthe las t class. CONNECT Student partners demonstrate how they measure a "high" in their lives. Activity The teacher engages the entire class in an energizing, stretch/kinesthetic movement activity with music. When the music stops, students are instructed to shake hands with the person nearest them and demonstrate with their hand the distance from the floor that shows the best feeling they have ever experienced. Then, they each quickly show where they are today relative to that high feeling. Both partners demonstrate simultaneously. IMAGINE Students depict the changes in their lives. Activity Students draw a picture or create a song, poem or slogan to depict the major changes in their lives during the previous week. In groups of four, students share and explain their depictions to each other. The teacher debriefs in class discussion showing how life's "upsand-downs" can be illustrated by pictorial graphs. Students look for patterns in their own pictorial representations. ATTEND Students take an interval of time and see relative differences in their experience in that time interval in terms of feeling good or bad. Activity Individually students reflect on a personal time interval and assess their good or bad feelings in that time interval, with an emphasis on their high or low points. Each student records a list of personal events, marking the high/low quality of each event along a timecontinuum, resulting in a pictorial representation of the relative relationship between events. INFORM Students learn various graphing functions. Activity Direct instruction addresses the following: linear, quadratic, power, and rational functions and how to graph each one. Included is a discussion of intercepts, asymptotes, vertices, slope, and symmetry. 125

PRACTICE Students apply lecture information via guided practice and reinforcement activities. Activity Each chapter has accompanying workbook activities which provide various reinforcement of the content presented. Students are encouraged to make "flash cards" to provide hands-on practice for memorizing critical terminology. They create visual representations of the parts and functioning of each of the systems covered in the lectures. EXTEND After each topic studied, students develop various creative representations of content to reinforce retention of terminology. Activity Each topic is expanded by students doing the following: 1 ) C reating re p resentational models of diff e rent words, i.e., cardia- could be re p resented with a clay model of a valentine heart, -stasia could be re p resented with a picture of a stop sign. 2 ) C o n s t ructing own models of the anatomy of the skin and the lungs in action. 3)Writing jingles for the urinary and male re p roductive systems, using as many medical terms as possible. 4)Constructing and labeling a model of the female re p roductive system with one of the conditions described in the text, i.e., endometriosis. Students present models to class for other students to determine the condition. 5)Playing charades using words from the c a rdiovascular chapter. 6)Creating audionyms for word parts associated with the digestive system. 7)Drawing cartoons of the musculoskeletal system by choosing one disorder and incorporating in their cartoon as many words that would be associated with the disord e r. 8 ) Writing lyrics using familiar tunes, i.e., "Jingle Bells," using the medical terms of nerv o u s and endocrine systems. REFINE Students evaluate their own ability to use and apply appropriate terminology to a clinical setting. Activity After each topic is studied, students write a case history in their journal using at least 10 terms from that topic. Students work in learning teams of four persons to debrief and edit their journal entries as each topic is concluded. Students take a quiz on the content as each topic is covered. PERFORM Students celebrate their newly gained ability to communicate using correct medical terminology. Activity Celebration Project: each student bakes a small cake and decorates it with a symbol that represents a word part, i.e., cardiovascular represented with a heart-shaped cake. Arrange cakes into as many words as possible. Then the class eats and enjoys! SUBJECT Medical Technology DURATION 1 quarter AUTHOR(S) Robin McCree is the Science Department Head and in-house 4-MAT trainer at Stanly Community College, Albemarle, NC. AUTHOR’S NOTE: This is an adapted 4MAT wheel. The CONNECT, ATTEND, IMAGINE steps are experienced in the order presented here. The INFORM, PRACTICE, EXTEND, and REFINE steps are experienced for each ofthe topics studied, and then repeated forthe next topic. 126 4MAT IN ACTION: POST- SECON DA RY MEDICAL TERMINOLOGY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Communication OBJECTIVE Students will enhance their ability to understand,remember and correctly use specific and necessary medical terminology. REQUIRED RESOURCES Artsupplies IMAGINE Students imagine what it is like to not be able to communicate. Activity Divide students into groups of four. Each group receives a medical case history. Assign one or two students to role play the health care provider and the other student(s) are the patient(s). The health care provider will read the case history as if it was the patient's. The patient will ask lots of questions about the case history, while the health care provider will respond using medical terminology and then layman's terms. After the role play, ask, "How does it feel not to be able to communicate?" and "Has it ever happened to you?" Each student creates a personal visual analog depicting what their personal feelings have "looked like" when they have not understood something important, or when they have experienced the frustration of not being able to explain something important to someone else. ATTEND Students discuss why different types of communication are necessary. Activity The teacher conducts a brainstorming session to identify different types of communications, i.e. verbal, visual, action, language, etc. Students evaluate each one and determine why each type is necessary, and how it is best used. INFORM The instructor conducts traditional lectures on pertinent content information. Activity Lectures followed by guided practice on the following: the respiratory system; the urinary and male reproductive systems; the female reproductive system; the cardiovascular system; the digestive system; the musculoskeletal system; and the nervous and endocrine systems. 127 CONNECT Students experience the need for proper communication, both oral and written. Activity First, the instructor enters the classroom carrying on a foreign language conversation with another person Students are then asked to define in one word, "What was the instructor doing?.” Hopefully, they respond with "communicating." Next, each student is assigned a learning partner. Each team is given a sentence written in a different language. One person per group is instructed to read the sentence, while the other tries to figure out what the meaning is. Students then answer the following questions: 1)How do you feel when you don't understand what is being said? 2)How do you feel when you are practicing to explain or give information to someone who does not understand you? 3)How do you feel when you are not comfortable speaking the language? 4)What mistakes did both the speaker and interpreter make? 5)Why is it so important to be able to communicate?

PRACTICE Students practice memo writing skills. Activity 1)Students complete activities at the end of the text chapter. 2)Students bring to class memos they have either received or written to someone themselves. They critique these memos accord i n g to what they have learned and rewrite them as n e c e s s a ry. EXTEND Students apply what they have learned. Activity The students each write a memorandum to a member of the next technical writing class informing him/her of the following information: date and time of class meeting, location of class, personal perceptions of course content, effectiveness of instruction (they are to be free to be honest). Students and the instructor develop a rubric that will be applied to assess and grade the final drafts. REFINE Students pair/share for peer editing of memos. Activity Students complete the written assignment. They exchange their work with a partner and analyze their memos for form and content, editing as necessary. They agree upon written grades for their finished products, using an established rubric. PERFORM Students appreciate what they have learned about precision and form in communication. Activity In teams of four, class members exchange final draft memos in ro u n d - robin fashion. Each student completes the following synectic: "Precision and F o rm in written communication is like __________ because _________. Individual examples are posted on a composite class paper c h a rt for all to enjoy. SUBJECT Technical Writing DURATION Several class periods AUTHOR(S) At the time this plan was written, Dr. Mary Bess Dunn was Assistant Professor of Reading and Special Education at Tennessee State University, Nashville, TN. 128 4MAT IN ACTION: POST- SECON DA RY MEMORANDUMS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed