4MAT-in-Action

CONCEPT Twoness OBJECTIVE Students will learn that the property oftwo consists of one and one more and can be represented in words and a numeral symbol. REQUIRED RESOURCES McMillan, B. One, Two, One Pair!, New York: Scholastic Inc, 1991; construction paper, paste,scissors, markers, magazines for cut outs, appropriate background music CONNECT Children use personal experience to show intuitive knowledge of the property of two. Activity Each child draws and colors a picture of self and one friend having fun together. IMAGINE Children find a common interest shared with a classmate. Activity Children work in pairs to think of an activity both enjoy. As they talk, they are to think of a single object that best represents the activity (for example, soccer/soccer ball). Each child uses art scraps to depict the object on a paper plate background. The teacher posts decorated paper plates on classroom bulletin board after discussion of how artwork is similar among different pairs of children. ATTEND The teacher acknowledges each child's experience as important and evaluates the language children use to denote number. Activity Each child talks to a partner about the drawing. Volunteers share drawings with the whole class. Post all drawings on a classroom bulletin board. Informally, the teacher circulates and writes down language children use to talk about the number of people in drawings. INFORM The teacher introduces the numeral symbol "2" and emphasizes the words "two" and "pair" as ways to talk about the idea of two in number. Activity Teacher reads aloud the book, One, Two, One Pair! S/he posts two word cards, "two" and "pair" on the c h a l k b o a rd, emphasizing both words by pointing to them during the reading of the story. Next, s/he writes the numeral "2" on the chalkboard, explaining that 2 is a symbol to show two. S/he also clearly explains that "pair" describes "two" in speech. The children say the w o rds as the teacher points to them, and respond as teacher points to the numeral. 29

PRACTICE Children use readiness skills to explore information about eggs and to work cooperatively. Activity 1)Children sort, match, trace, pattern, and graph eggs; 2)they complete number and alphabet dot-to-dots; 3)they number, fill (with that number of objects), and sequence take-apart plastic eggs to make a dozen; 4)they learn the poem "5 Baby Chicks" from chart; 5)they keep records on hatching project; 6)they sequence themselves (with help) according to candy egg estimation cards; 7)they count candy eggs by 10's and 1's. EXTEND The children use unit information to create multiple application projects. Activity 1)The children make nests or safe places in small groups around the room; 2)they draw any egg and its nest environment; 3)using unit information, they work in the writing center to write their own "egg" books. REFINE The children share and edit their projects. Activity The children share their projects with their 4th grade partners; they make necessary changes to their egg/nest drawings, as well as appropriate edits to their egg books. PERFORM The children celebrate and share their egg projects with a wider audience. Activity The children and their 4th grade partners use colored chalk to replicate the egg/nest drawings outside the school, thereby creating an outdoor art gallery to be enjoyed by parents and other teachers and students. SUBJECT Science/Language Arts DURATION 1-2 weeks AUTHOR(S) Linda Hermanson has been a Kindergarten teacherfor over 25 years.Herfamily lives in Minnesota, and she teaches in Wisconsin. 30 4MAT IN ACTION: PRIMARY EGGS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Fragile Life Cycles OBJECTIVE Children will learn that many animals lay fragile eggs that need to be protected. REQUIRED RESOURCES A copy of the poem/story, “Humpty Dumpty”; assorted audio-visual materials; assorted Kindergarten classroom equipment and supplies; and an incubator. CONNECT Children are introduced to the concept of fragility. Activity The teacher distributes finger puppets and engages the children in lyrical recitation and practice of the nursery rhyme, “Humpty Dumpty.” Using props, children are invited to act out the story. IMAGINE The teacher assists the children in imagining how to keep an egg safe. Activity The teacher conducts a guided fantasy in which children imagine they are chicks hatching from eggs. Then, wearing egg headbands, children pretend they are hatching from eggs. The teacher leads a discussion exploring how they might keep an egg from hatching. ATTEND Children discuss Humpty and attend the fragility of real eggs. Activity 1)The teacher and the children review “Humpty Dumpty” using chart story; 2)the children decorate blown out eggs to look like Humpty Dumpty; 3)the teacher breaks fresh eggs for children to attend; 4)they retell “Humpty Dumpty” using their own Humptys and attend broken shells (save shells); 5)the teacher and children make scrambled eggs using recipe chart. INFORM Children learn important characteristics about eggs and their life cycles. Activity Via multiple methods of instruction (fiction and nonfiction books, video, observation of a chick-hatching project, discussion of photos, posters and charts), the children learn the following: 1)eggs are places for new life, 2)birds and some animals come from eggs, 3)some eggs are protected by shells, 4)eggs need to be safe, 5)the baby from the egg will be the same animal as the mother, 6)eggs can be food, 7)a dozen equals twelve. 31

PRACTICE Students complete guided practice exercises on the concept of adaptation and new vocabulary. Activity 1)Students answer questions from the textbook and complete teacher prepared worksheets. 2)Students go home and find animal hiding places in their own yards and neighborhoods. They make lists of what they find and sketch their findings. 3)They share their findings with the rest of the class. EXTEND Students apply what they have learned in creative ways. Activity Students imagine a fictional creature which could easily be hidden in the classroom. Then they draw their creatures in preparation of creating "life-size" model sketches of their creatures. REFINE Students expand their fictional creature project and use what was learned about natural selection. Activity Students develop written descriptions of their creatures. The description must include the creature's name, size, shape, color, special features, etc. Students work in groups of four to predict how successful each group member's creature would be hiding in the classroom environment. PERFORM Students share, evaluate and celebrate what was learned. Activity Students create paper models of their creatures. They each hide their creatures in the classroom while members of the class try to find them. They discuss why or why not each creature was easy or difficult to find. They then hide the creatures and try again. Finally, they invite another class in to try to find the hidden creatures. SUBJECT Science DURATION 2-3 weeks AUTHOR(S) David Hamakerteaches fourth grade at Riverview Elementary School, Marion Community Schools, Marion, IN.He is a participant in the Marion 4MAT Implementation Project led by Carol Secttor. 32 4MAT IN ACTION: PRIMARY NATURAL SELECTION 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Adaptation OBJECTIVE Students will learn how animals adapt themselves forsafety by creating orselecting appropriate habitats. REQUIRED RESOURCES Illustrations for direct instruction; drawing materials and sculpture materials forstudent projects CONNECT Students discover what they know instinctively about good hiding places. Activity Students are engaged in playing the traditional game, "Hide and Seek", preferably outdoors, although indoors will do if weather and environment prevent outdoor play. Students are selected to "find" hidden students. IMAGINE Students see the connection between what they know from their experience about how animals might instinctively apply the same criteria for survival. Activity Students go outside and work in small teams. Each team uses what they know about good hiding places to find spots which would be good hiding places for specific creatures, including insects, as well as larger animals such as squirrels, rabbits, and other larger animals. Each student visually depicts the best hiding place s/he discovered. Drawings are shared, and student explain their choices. ATTEND The teacher helps the students analyze the elements of successful hiding places. Activity Students work in small groups to answer the following questions: 1)Why were students found last more successful in hiding than the others? 2)What makes a good hiding place? 3)What are common features of good hiding places? 4)How are these features important and beneficial to animals seeking shelter? INFORM The teacher provides direct instruction on animal hiding places and natural selection. Activity The teacher shares illustrations to define and review the concept of adaptation and how it contributes to the process of natural selection, including introduction of necessary vocabulary. Students read appropriate textbook chapter(s). 33

PRACTICE Students explore the function of roots. Activity 1)Put two to three drops of blue food coloring in a clear glass of water. Put a stalk of celery or a white c a rnation in the glass. Have students make pre d i ctions of what will happen. Write the predictions on a c h a rt. Students graph the number of days/hours it took for the flower/celery to change colors. 2)Students make a visual re p resentation (graph) of the time it took for the flower/celery to change colors. Compare the results. 3)Students reflect upon roots and their relationship to this experiment. 4)Each student is given a flower with instructions for carefully dissecting the diff e rent parts. Students then mount the p a rts of the flower on a piece of paper and label. EXTEND Students create plant projects. Activity Using what they have learned about plants, students choose one of the following projects: 1)Collect leaf examples from around the n e i g h b o rhood. Mount and label where they came from. 2)Make a poster by drawing and labeling plants around the neighborh o o d . 3)Using a manila folder, create a pop-up scene of plants in the n e i g h b o rhood. Writea story about the plants in the neighborh o o d . Mount the story on the folder. REFINE Students complete and refine their projects. Activity The teacher reviews each student's progress on his/her project and makes suggestions for enhancing the work already completed. PERFORM Students share what they have learned. Activity Student plant projects are displayed in the classroom. Each student shares and explains his project to a student "buddy" from a lower grade. SUBJECT Science DURATION 3-4 days AUTHOR(S) Marty Kafer and Alisa Kirschenbaum are elementary curriculum specialists with the Cupertino U.S.D., Cupertino, CA. They are members ofthe 4MAT implementation project led by Suzanne Sanders. 34 4MAT IN ACTION: PRIMARY PLANTS IN THE NEIGHBORHOOD HABITAT 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Living Things/Plantlife OBJECTIVE Stude n ts wi ll expe rie nce l iving pla n tsas a pa rt o f th e i r n e ighbor h ood h a b i tat. REQUIRED RESOURCES Blindfolds, visuals of plants, plantrealia (twigs, leaves,flower, etc.), food coloring, celery, carnations, “pop-up” book directions CONNECT Students experience nature through tactile, auditory, and olfactory senses. Activity Students choose partners. To heighten sensory awareness, one person is blindfolded, and the other person takes his/her partner on a "touch" walk outside, experiencing as many diff e rent natural things as possible. ( B e f o re going outside, the teacher reviews appro p r i a t e behavior and expectations.) Students should try and lead their partner to trees, plants, weeds, rocks, etc. After five minutes, they switch roles. When they re t u rn indoors, students create a visual of the experience on poster paper. IMAGINE Students use texture to deepen their view of plant life. Activity Students collect plant samples. Using the side of a crayon, they make rubbings of various types of plants and parts of plants. ATTEND Students each share what was most significant to them during the "touch" walk. Activity Using the Listen, Think, Pair, Share strategy, students answer the following question, “What did you hear? touch? smell?" Students answer each part of the question separately, each time using the Listen, Think, Pair, Share strategy. Students return to the schoolyard to experience the same objects without the blindfold. They reflect on the following: What is different? Which way did you prefer? INFORM The teacher provides background knowledge on plants and seeds. Activity Teacher-led lecture on vocabulary and functions of living plants--roots, tree parts, common flowers, seeds, plants, bush, twig, etc. with accompanying visuals and realia. Students review the labels on their rubbings, and compare and contrast the assemblage. 35

EXTEND The children create art projects using recycling principles. Activity 1)Students create art objects using a variety of trash objects, making products such as a paper mache globe, environmental glasses using egg cartons, and a litter bug using small pieces of trash, etc. They are encouraged to be creative and invent new things. (The teacher should refer to the ideas they all brainstormed in the CONNECT step.) 2)The children write "books" retelling the story of the "Wartville Wizard." 3)Make posters to promote the 3R's: Recycling, Reusing, and Reducing. 4)The teacher and the students set up a recycling center in the room. REFINE The children refine and edit each other’s work in a positive way. Activity In small groups, students revise their books, improve their art objects and polish up their posters. They help each other to come up with the best results possible. PERFORM The children share, celebrate learning, and hopefully integrate what they have learned into their lives. Activity The class displays art and posters for the rest of the school to see. Select children read their books to a kinderg a rten class. The teacher facilitates an E a rth Day celebration in April (or makes "Eart h Day" any day). The children are encouraged to s h a rewith their families what they have learn e d about their environment and the re s p o n s i b i l i t y each person has to help save the Eart h . SUBJECT Science DURATION 1 week AUTHOR(S) At the time this plan was first published, Juanice Hayslip was a first grade teacher at El Jardin Elementary School, Brownsville, TX. She is now an elementary teacherin Irving, TX. She is a certified 4MAT trainer. 36 4MAT IN ACTION: PRIMARY ECOLOGY/OUR ENVIRONMENT 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed PRACTICE The children practice applying what they have learned. Activity 1)The teacher provides an assortment of common everyday objects. In small groups, the children take turns classifying objects as to how they can be recycled or reused. 2)The teacher guides the class in creating a list using the trash from the CONNECT activity. 3)Children complete a "word find" worksheet using vocabulary from the unit. 4)Children draw and color the recycle symbol. 5)Children respond in their journals to the prompt, "What I can do for the Earth?"

C O NCEP T Use and M isus e O BJECTIVE First-g raders wil l increase a warene s s tha tre c ycling , r eusing , and reducing t rash affects their future an d will make the w orld a be tter plac e . R E QUIRED R ESOURCE S Assorted t rash su ch a s emp t y boxe s , contain - ers , aluminum cans , paper, ne wspaper, plast ic items , etc.; an y v isuals su ch as ne wspaper clippings thatrelate to the envir onment ; four containers with gar den s oil (i.e . 3-liter plast ic soft-d rink containers); The Wartville Wizard by Don Mad den; “Save The Animals, Save The Earth," a musi cal casse tte ; any other literature o r magazine s tha t can be found tha t r elate to the envir onment CONNECT Children realize how trash affects their lives. Activity The teacher collects all the trash in the classroom for a couple of days before beginning the unit. On day one of this unit, s/he dumps the trash on the floor and has the students (in small groups) sort through it and decide what may be used again and what may be recycled. She engages the children in a discussion in which they brainstorm innovative ideas on how the various pieces of trash could be reused (box puppets, box cars, etc.). IMAGINE The childre n c o n n e c t t h eir tras h e x p e rie n c e to th e m ateri a l to b e t a u g ht b y u s i n g m u sic a n d a n oth er m e diu m . Activity The teacher takes the students on a guided imaginer y trip to the beach (or any other popular locale). The stu - dents close their eyes and listen to soft music in the background as they use their imaginations. After build - ing up their excitement in spending a day at the beach, they arrive but there is a "Closed" sign at the entrance. Imagine what the world would look like if we keep throwing our trash everywhere. Where would they play? What would happen to the beaches? Children draw their imaginary "trashed" beach scene. In preparation for the lesson to come, they view a video clip of "Letters to the Earth" or any other appropriate video that depicts the shortage and problems of dump sites. ATTEND The children reflect on their experience with trash while they develop listening skills and group discussion techniques. Activity The teacher leads a whole group discussion about how trash looks, smells, and feels. Children respond to the following: Where does trash go? What happens to it? What can we do about the amount of trash? S/he provides several containers with moist garden soil. The children bury different items such as aluminum foil, plastic, paper and food scraps as an experiment to see what is bio-degradable. Results will be checked at the end of the unit. INFORM Students learn how they can make a difference in their environment. Activity The teacher provides direct instruction using flashcards, giving examples using actual trash. Together the class traces the path of a piece of trash. Where does it go? The teacher and students make a flow chart. The children learn important vocabulary related to ecology: recycle, reuse, reduce. The teacher reads The Wartville Wizard, and the children discuss the stor y 37

PRACTICE The children apply the information received in previous activities and extend their understanding of friendship. Activity Students act out with a partner something friends could do together based on either drawings provided by the teacher or their own ideas. EXTEND The children engage in active, hands-on activities to extend what was learned about friendship. Activity Each child makes a square for a friendship quilt by drawing about being with a friend, and they play a game with a friend at learning center time. REFINE The children evaluate work by sharing with others. Activity Students share their picture with a friend and dictate a summary of their game-playing experience to an adult. They each share their game playing experiences with the whole class. PERFORM The class shares what was learned with others in their school. Activity The children each add their friendship square to the quilt. They decide as a class where to display the quilt so that others in the school may enjoy it. SUBJECT Social Studies DURATION 2 days AUTHOR(S) Kristin Nun is a primary teacherin Geneva, NE. 38 4MAT IN ACTION: PRIMARY FRIENDS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Friendship OBJECTIVE The children will explore the concept of friendship and the qualities of friends. REQUIRED RESOURCES Art materials: paint, paper, crayons, etc.; Old Bear by Jane Hissey; the big book, The More We Get Together, by Tom Glazerfrom Harcourt, Brace, Jovanovich CONNECT The children connect with previous experiences with friends and engage in an experience where they work with a friend. Activity Students work in pairs to paint hand prints on a large paper chart to make a "Circle of Friends.” They each make either pink or gray by mixing one hand in either red & white paint or black & white paint. They then draw pictures of each other to share with the class. IMAGINE The children further develop the concept of friendship and qualities of friends by linking their own experiences to those in a book. Activity The teacher engages the children in singing the song, "The More We Get Together," using words/pictures in big book. Together they read Old Bear by Jane Hissey. Teacher leads discussion on friends in story and uses drawings to represent the students’ feelings and perceptions about friendship. ATTEND The children discuss how it feels to work with a friend. Activity The teacher leads a discussion on how students felt when they worked with a friend, using drawings to represent these feelings. INFORM The children explore the qualities of good friends. Activity Teacher and the children create a mindmap with details on who a friend can be, why a person is a friend and what friends can do together, adding additional information when needed. 39

PRACTICE The children practice research skills to learn more about the history of our flag. Activity The children explore the story of our early flags, flag changes, and how we got our present flag. Have books available in the classroom and have the school media specialist assist by having a table of books and re s o u rces for the students in the media center. They find out what the colors, the stripes, and the stars stand for, and how and why the flag has changed over the years. (The teacher works with individual children about how to do independent re s e a rc h . ) EXTEND The students apply what they have learned about symbols on our flag. Activity Working in small groups, each group makes an example of one of the American flags, so that all major examples are represented (i.e. the "Ross" flag up to and including our present flag). Show the children how to make stars by folding paper. REFINE The children discuss and analyze whether our flag is a good symbol for our country. Activity Have the children analyze the Pledge, phrase by phrase, and review each of the example flags. Then discuss the Pledge in relationship to the symbolism of the flag. PERFORM The children enjoy a celebration of our flag and its symbolism. Activity The class makes up a cheer for our country and our flag. The children have a parade in class with each child carrying the flag s/he has made while the teacher plays a recording of Sousa's "The Stars and Stripes Forever." SUBJECT Social Studies DURATION 2 weeks AUTHOR(S) At the time this plan was written, Grace Glaum was a primary teacherin District#163, Park Forest, IL. She commented on this plan:”This unit can be extended by having the children make a flag for planet Earth. They would need to extend their understanding to the concept of universal symbols.” 40 4MAT IN ACTION: PRIMARY THE FLAG 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Symbols OBJECTIVE Using the American Flag as example, students will learn the concept ofsymbols and what they stand for. REQUIRED RESOURCES Materials for class flags; materials for making early flags IMAGINE Students make personal choices about the symbols they like best. Activity The children select the symbols they each like best and make a class flag. All flags are hung up in the classro o m . ATTEND The children share their ideas. Activity Bring the group back together, put all their ideas on the board and discuss them. Hopefully the children appreciate that a synthesis of their ideas provides a rich experience. INFORM The teacher provides facts and information concerning the national flag. Activity The teacher reads the story, "Our Country's Flag," and they discuss it briefly. (A developmentally appropriate video on the flag and its symbolism would be a nice addition here.) The teacher tells the story of Francis Scott Key and how he wrote "The Star Spangled Banner." The children practice the Pledge of Allegiance to the Flag. The children write three sentences on what the words mean to them. 41 CONNECT The teacher engages the children in connecting to symbols they know in everyday life. Activity The children sit in circle groups. The teacher shares pictures of things that they all recognize and know the meaning of without having to define in words. Some good examples can include Smokey the Bear, McDonald’s Golden Arches, etc. The childre n discuss what makes some symbols special. (Possible answers: they help us to feel something in our hearts, a kind of special feeling.) Special symbols stand for something much deeper and m o reimportant than the symbol itself. When we honor these symbols we show our loyalty, our feelings of caring, for what the symbol means. The teacher conducts a brief discussion along these lines, then asks the children to get together and discuss what symbols they might use to re p resent the ways their class is special.

PRACTICE Students reinforce understanding of plant and animal adaptations for various regions via research. Activity Headings are posted on the bulletin board: Polar Regions, Deserts, Rain Forests, Savannas/Grasslands, Woodlands/Forests, Mountains, Oceans/Rivers, and Islands. Students find examples of adaptations that permit plants and animals to survive in these environments and post their information on notecards. Student groups each organize the information from one region in a meaningful way and share its organizational pattern and the information about plant and animal adaptations in their region. SUBJECT Interdisciplinary Science and Social Studies / Geogra phy DURATION 4-6 weeks AUTHOR(S) Sylvia Piperis Coordinator of Gifted Education forthe Wood County Office of Education, Bowling Green, OH. John Piperis an independent consultant and former Associate Professor of Health Education at Bowling Green State University, Bowling Green, OH, with over thirty years ofteaching, coaching, and administrative experience at the secondary and collegiate levels. Both Sylvia and John are members ofthe About Learning Consultants Group. 42 4MAT IN ACTION: PRIMARY ENVIRONMENT AND SURVIVAL, WHEEL 1 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Adaptation OBJECTIVE Stude n tswi ll lea rnth at a da ptations are s tructu ral or be h aviora l res pon sesto the e nvi ron m e n t a nd how pa rtic u la r a da ptation s relate to importa n t ski lls and be h avior s, a nd u l ti mat el y to surviva l . REQUIRED RESOURCES M at e rials fors i m u lati n g h a ndica p s ; a va riety o f class room and libra ry reso u rces w h ich enable s tude n tsto fi nd a da ptations amon g pla n ts and animals l iving in va riousregion s o fthe wor ld ; a p p rop ri ate tra de books dealing wi th “a da ptation” Anno, Mitsumasa. ALL IN ONE DAY. New York: Philomel Books, 1986. CONNECT Students are engaged in a simulation experience requiring them to adapt their behavior in order to meet their physical needs. Activity Half of the students in the class are placed in a physically handicapping condition for half the day. EX A M P L E S: 1)taped fingers and thumb of favored hand, 2 ) p re f e rred arm in a sling, 3)crutches, 4)built up shoe making one leg shorter than the other, 5)blindfold, 6)mouth taped shut, 7)ear plugs, 8)wheelchair. Students have "buddies" to assist them with regular class activities. The roles are then reversed for the rest of the day, with new buddies and diff e rent handicaps. Activity Students play 2 games which illustrate ways animals adapt to their enviro nment: D i ff e rent Beaks. One child is a swallow with a thin, pointed beak (paper clip with one end unwound)and another is a sparrow with a thicker beak (clip clothespin). Their foods are seeds (nuts) and soft cre a t u re s (raisins). The "birds" have 20 seconds to use their "beaks" to "feed" and store the food in front of them. Children see that both birds find plenty to eat when insects are plentiful (summer), but the swallow must make some kind of adaptation as winter appro a c h e s ( m i g r a t i o n ) . P redator and Pre y. Randomly distribute equal numbers of 200 short e n e d red and green pipe cleaners in a gre e n vegetation area and in a brown dirt a rea of about the same size. The pipe cleaners re p resent insect pre y, and the students are insect predators. The p redators have 30 second intervals to collect as many prey as possible in the green area and again in the bro w n d i rt area. Children see that some animals are adapted to pro t e c t i n g themselves by resembling their natural surroundings (camouflage). Note: colorblindness would be a handicapping condition in this activity. ATTEND Students discuss their feelings and behaviors following the "physical disability" simulation. Activity Using "Think-Pair-Share" students discuss their feelings and behaviors both as a handicapped person and as a "buddy. Using a "T" chart, the teacher categorizes "Feelings" and "Behaviors." 43 IMAGINE Students connect the concept of adaptation to how animals manage their environment. INFORM Students learn conditions that make it necessary for plants and animals to adapt. Activity Students attend conditions requiring certain adaptations for plants and animals to survive - climate, habitat, food supply, natural enemies. Students concentrate on physical features of the squirrel, horse, and dandelion that contribute to their survival. The teacher presents material via film, video, books, illustrations, observation of live examples, etc. for student internalization of concept.

PRACTICE Students compare and contrast information about deserts and polar regions. Activity The teacher provides a variety of activities to provide practice using physical and relief maps: 1)Locate various regions on physical maps. 2)Make physical maps using symbols, colors, shading. REFINE Students evaluate, revise, refine, and complete their pro j e c t . Activity Class time is provided for students to work on their projects. Students confer with the teacher as they analyze and evaluate throughout the development of the project. PERFORM Students experience the joy of teaching and learning from one another. Activity Students share their work with classmates and other audiences in a manner appropriate to the type of project completed. SUBJECT Interdisciplinary Science and Social Studies / Geogra phy DURATION 4-6 weeks AUTHOR(S) Sylvia Piperis Coordinator of Gifted Education forthe Wood County Office of Education, Bowling Green, OH. John Piperis an independent consultant and former Associate Professor of Health Education at Bowling Green State University, Bowling Green, OH, with over thirty years ofteaching, coaching, and administrative experience at the secondary and collegiate levels. Both Sylvia and John are members ofthe About Learning Consultants Group. 44 4MAT IN ACTION: PRIMARY ENVIRONMENT AND SURVIVAL, WHEEL 2 Activity Multiple project choices, including: SCIENCE: Select an animal and study its adaptations. Select a bird such as the Arctic tern, swallow, snow goose, or bobolink and research its migration pattern and illustrate. Study the different kinds of bird feet and illustrate them. Beside each illustration, give at least one example of a bird with that type of feet and tell how this adaptation is useful to the bird. Attend clean bird feathers. Find out how birds' feathers assist with flying. Read to find out the difference between the root structures of desert plants and those of woodland plants. Illustrate and explain the differences on a chart. SOCIAL STUDIES: Make a large mural of the ocean and part of a beach showing creatures that would live there. Make a pie plate island with bays, peninsulas, inlets, etc. and a key. Read books about mountains. Make and illustrate a booklet entitled: Things to Do and See in the Mountains. Imagine that you are a travel agent. Prepare travel plans for a trip to Alaska or Australia. Work with the music teacher or librarian to find songs from several different countries. Sing or play one or two of them for the class. EXTEND The teacher guides students toward ideas and projects that are commensurate with their abilityand assists them as necessary in finding appropriate re s o u rces. Students finalize plans for an extended learning pro j e c t . 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Adaptation OBJECTIVE Stude n tswi ll lea rnth at a da ptations are s tructu ral or be h aviora l res pon sesto the e nvi ron m e n t a nd how pa rtic u la r a da ptation s relate to importa n t ski lls and be h avior s, a nd u l ti mat el y to surviva l . REQUIRED RESOURCES M at e rials fors i m u lati n g h a ndica p s ; a va riety o f class room and libra ry reso u rces w h ich wi ll e n a ble stude n ts to fi nd a da ptations amon g pla n ts and animals l iving in va riousregion s o fthe wor ld ; a p p rop ri ate tra de books dealing wi th “a da ptation” Anno, Mitsumasa. ALL IN ONE DAY. New York: Philomel Books, 1986. IMAGINE Students see how humans adapt to their location on the earth, time zones, climate, and seasons. Activity Teacher reads ALL IN ONE DAY and the students study the illustrations. Teacher takes students on a guided fantasy trip through the eight countries in the story, leading them to see how the activities and adaptations of children around the world at the same moment in time are affected by their location on the earth, by time zones, climate, and seasons. INFORM Students learn about two contrasting regions of the world — desert and polar regions. Activity The teacher uses physical maps to teach students how to recognize and locate land formations and regions. 45

PRACTICE Students practice recognizing and identifying themes of the movement. Activity 1)The teacher plays 45 seconds of of a selected classical piece while the students listen for tempo and dynamics. 2)The students listen for themes and identify which instruments play which themes, (i.e. A. strings, B. strings, C. woodwinds, repeated, strings, scalewise). EXTEND Students add their own creative responses to the music heard. Activity 1)The teacher reviews terms: locomotor (change in location) and nonlocomotor (movement in place) movement. Students demonstrate some examples (e.g., walking as locomotor, swaying as nonlocomotor). 2)Volunteers serve as models for movement activity, first listening to music to imagine a movement that fits with it. 3)The class creates a movement activity to demonstrate A B A form, combining locomotor and nonlocomotor movements. They decide how movements can relate to the movement of the themes (e.g., Theme 1--going forward? Theme 3--in place?, etc.). REFINE Students evaluate their movement activity for appropriateness to the music heard. Activity 1)The students analyze whether the movements they have created fit the music that they hear. 2)The teacher asks leading questions: What about the mood? Tempo? Feeling? Melodic movement? Do they fit the style of the music? Students revise, if necessary. PERFORM The students celebrate style with a physical response to music heard. Activity The class divides into smaller groups, each taking turns at performing movements appropriate to the style of the musical pieces they hear. SUBJECT Fine Arts/Music DURATION 2 class periods AUTHOR(S) Nancy Paxcia-Bibbins is the music teacher at Indian Creek Elementary School, Indianapolis, IN. Her previous experiences include middle school and high school choral music. Nancy has also taught music education courses at Ball State University, Muncie, IN and Marian College, Indianapolis, IN. She is a certified 4MAT System trainer. 46 4MAT IN ACTION: INTERMEDIATE BEETHOVEN STYLE 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Style OBJECTIVE Students will become familiar with elements of musical style (especially the Classic period) as well as review the A-B-A musical form. REQUIRED RESOURCES Recording of Beethoven’s Symphony #1; visual of clothing styles in different eras (e.g., Charleston era, big band era,rock and roll, etc., as well as styles of Classic period);taped examples ofsame styles CONNECT Students experience the connection between the representation of cultural style and music of a given period. Activity 1)The teacher shows students visuals of styles in different eras (current styles, 1970's, 1960's, big band of the forties, Charleston era) while they listen to music of the same eras. 2)They listen to a rock version of Beethoven's Fifth (Walter Murphy version). IMAGINE The students relate familiar styles of the twentieth century to styles of the late eighteenth century. Activity 1)The teacher plays Beethoven Symphony #1--Third Movement while showing pictures of people/clothes of that period. The children are led into an imaginary scene of the people and places of that time as they listen to the music. 2)The students share their "imagines" using pantomime movement patterns. ATTEND The students and teacher analyze and compare the visual and aural imagines. Activity 1)The teacher leads a discussion in which the students c o m p a restyles of clothes and music. The students try to match the music with the styles of each era while the teacher plays the examples one at a time. 2)The teacher asks them about Beethoven's Fifth. Who recognizes it? What's the problem with matching styles? (older music, but modern rhythmic accompaniment). 3)The teacher plays a small section of Beethoven's Symphony #1, 3rd movement to re i n f o rce their discussion. INFORM Students learn about the music style of the Classic period and concepts about Beethoven and the Symphony #1-- Third Movement. Activity 1)The teacher provides an overview comparing the musical style of the Classic Period (formality, regularity) with the 20th century (more variety in forms, harmony, etc.). 2)Students read about Beethoven and the quality and characteristics of life in his time period. 3)The teacher plays the themes of the symphony while the students review the musical score. 4) The teacher introduces A B A (ternary form) and draws a diagram of the overall form: A B A. 47

PRACTICE Students complete activities to reinforce the idea of the contribution that many cultures have made to the development of the alphabet. Activity 1)Students create their own timeline, in book form. Each culture should have a picture, a summary of the contribution, and an example of the symbol that culture used. 2)Students research the development of one letter from the alphabet as well as today’s present uses. EXTEND Indepth application of what has been learned. Objective: To personally expand on what has been presented. Activity Using the personal research project list, each student will select a topic they would like to do further research on. Assessment: Quality/enthusiasm of exploring/investigating their project selection. REFINE Students develop, complete and evaluate projects. Activity Each student (or small team) completes a research project plan. This form includes project topic, how it will be researched, materials needed, how it will be displayed/presented and any community trips planned. The project (or its summary) is placed in the book. PERFORM Students share their completed personal projects. Activity Students each present their final projects to the class as a whole. The students take notes on each presentation and add these notes to the book. Note: When all projects have been presented, a reflective question will be asked which will require each student to review his/her book. The question should tap into the heart of the concept and serve as a stepping stone to further integration/lessons, etc. SUBJECT Language Arts DURATION 4-5 weeks AUTHOR(S) Ke i thL.Boehme is a M on t essori tea ch e ri n Ci nc i n n ati ,OH , p ubl ic sch ool s.He also pa rtic i pat ed in a project w h ich creat ed a M on t essori envi ronm e n tforseve rel y b ra i n da ma ged ch i ldre n .He is a ce rti fied 4MAT Sys t e m tra i n e r. 48 4MAT IN ACTION: INTERMEDIATE ENGLISH ALPHABET 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Symbols OBJECTIVE Using the concept of the alphabet as written symbol,students will learn the major cultural contributions thatled to the development of the English alphabet as they know it. REQUIRED RESOURCES 8 X 11 cards; pictographs of Sumerian Cunieform, Egyptian hieroglyphics, Semitic writing,the Phoenician Alphabet, the Roman Tablet, an illuminated tablet written in English CONNECT Students experience the effectiveness of using symbols to communicate. Activity The class is divided into small teams. Each team is given a message encrypted with a teacher-created pictorial "secret code." The teams decode their messages and perform what the message asks. IMAGINE Students build on the decoding experience by experiencing various symbols used throughout history to see how we came to use the symbols which have meaning for us today. Activity The following symbols, representing major contributions to the English alphabet, are placed on large cards: pictographs, Sumerian Cunieform, Egyptian Hieroglyphics, Semetic writing, the Phoenician alphabet, the Greek alphabet, the Roman alphabet and an illuminated tablet, written in English. Eight students are invited from the class and asked to arrange themselves in order (while the class watches) according to which they feel came first in humanities history. Class discussion follows. Next, these labels are placed on the board: Prehistoric, Sumerian, Egyptian, Phoenician, Semetic, Greek, Roman, English. Students are asked which symbol systems represent the listed cultures. ATTEND Students reflect, through discussion, on the decoding experience. Activity The teacher conducts a class discussion on the decoding activity. Points in the discussion should include a) symbols used to convey information ( reflecting directly on the activity), b) the advantage of having symbols to re c o rdevents of the past (note ro l e of the story teller), c) ask "What would the world be like today without written symbols. Would computers be possible?" INFORM The teacher overviews the major cultural contributions that have built the English alphabet. Activity P resent, orally, timeline cards that highlight significant events in the development of the English alphabet. Each card consists of a picture of the cultural contribution on one side and the story on the re v e r s e . Students read a small essay entitled "The Future of Writing." In small teams, the students answer questions which are designed to re f l e c t on the essay. Students begin making suggestions of possible personal re s e a rch projects based on interest from each pre s e n t a t i o n . 49

PRACTICE Students practice various study strategies that reinforce understanding of individual home study habits. Activity Students keep a weekly Study Log noting "Before/After" homework routine, schedules, processes, organization. Teacher incorporates some practice sheets. EXTEND Students apply what they have learned to successful homework projects. Activity Students work in groups to show others (peers, family, friends) ideas for completing homework. Possible cooperative group activities are Before/After Skit; Posters; Class Manual on Homework Hints; Animated Flip Books; Letter to Parents. REFINE Students complete projects and extend what has been learned through self-evaluation. Activity Students work in response groups and share their written thinking plans for their homework projects. Each group writes comments on another group's plan, adding comments in different colors, until each group has commented on all other plans. Each group then completes its own project. PERFORM Projects are presented to class and parents. Activity Group homework projects are shared with classmates. Parents are invited to an "I AM RESPONSIBLE" party where certificates of responsibility will be awarded to students and to the teacher. SUBJECT Language Arts/ Study Skills DURATION Interspersed throughout 4-6 weeks AUTHOR(S) D r. B ruce Fisch ma n t ea ch es fo u rth gra de at He reford Ele m e n ta ry Sch ool ,Up pe r Pe r kiom e n Sch ool Dis trict, Eas t Gree nvi lle, PA.H is expe rie ncesincl ude class room tea ch e r, rea ding supe rvisor a nd rea ding spec i a l is t,a nd s ta ffdevelop m e n t di rect orforwri ti n g.He is a ce rti fied 4MAT System tra i n e rforh is sch ool dis trict. 50 4MAT IN ACTION: INTERMEDIATE HOMEWORK STRATEGIES 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Responsibility OBJECTIVE Stude n ts wi ll unde rs ta nd the purpose of i nde pe nde n tlea rn i n g a nd success ful strat egies th ey may a p pl y to be m ore res pon s i ble lea rn e r s. REQUIRED RESOURCES Two plants to demonstrate responsible care; teacher-prepared guided imaginery on Experiences of Successful and Unsuccessful Homework; Shel Silverstein, A Light in the Attic IMAGINE Students see the personal meaning of homework in the year to come. Activity Teacher shares poems about homework from A Light in the Attic, by Shel Silverstein. The teacher conducts a guided imaginery, in which students visualize themselves completing a homework assignment and not completing an assignment. Teacher and students create a class mind map with "HOMEWORK" in the center and "Advantages," "Disadvantages," "Feelings," "Purpose" forming the spokes of the web. Students brainstorm additions. ATTEND Students share feelings about personal responsibility, especially as related to their own learning. Activity The teacher leads a discussion of personal responsibilities and things we each need to do as learners, both in school and out of school. The teacher focuses on the purpose of homework and the opportunity for practice geared to individual needs. Feelings about completing homework and student experiences re g a rding practice should be s h a red. The teacher should share feelings that most of the time homework helps learning, but some kinds of homework hinder it. The teacher will make a commitment to be responsible about assigning helpful homework. INFORM Students learn the specific study skills strategies. Activity Teacher introduces and discusses different study ideas and methods to help students focus on their own: organization; time management; ways to study both difficult and easy material; study breaks; schedules; routine; materials; assignment books, and their responsibilities. The teacher also describes his/her responsibilities to plan helpful homework varied to meet individual student needs. 51 CONNECT Students experience being responsible and irresponsible. Activity The teacher starts a week with two plants on his/her desk. One will receive responsible care for a week, and one will not. At the end of the week, the teacher will involve the students in a discussion on the noticeable d i ff e rences between the two plants. Questions such as "How is our life of learning like a plant? What makes our l e a rning grow? What hinders our learning?" will be asked of the students. The discussion should also include other areas where students must be re s p o n s i b l e , such as caring for pets and younger siblings, p e rf o rming family chores, etc.

PRACTICE Students practice writing correct sentences, identifying simple subjects and simple predicates, and creating more descriptive sentences. Activity Pairs of students draw a "recipe" (topic) card from a deck of teacher made cards. Each card names a topic and lists several "ingredients" (questions) students are to consider when writing their sentence. They choose various colors of construction paper and markers to build a sentence in the shape of a submarine sandwich. Each part of the sandwich has a word in the sentence written on it. The top bun has the first word and is capitalized, and the bottom bun will have an ending punctuation mark (. or !). Use worksheets, quizzes, and creative writing activities to reinforce learning. EXTEND Students each write a creative story using complete sentences. Activity Students select one of the sandwich sentences displayed in the room as a story starter. Students apply their knowledge of sentence structure while writing their stories. REFINE Students edit their first drafts. Activity Students edit, rewrite, and make a final copy of their story. PERFORM Students share final projects with each other. Activity Students read their stories to the class as classmates listen for correct sentence structure. SUBJECT Language Arts DURATION 2-3 weeks AUTHOR(S) Lucinda Johnson has had experience teaching fourth grade, Chapter1 reading, 6th grade, elementary art and physical education. She is a teacher at Weston Elementary School, Otsego Local Schools, OH. 52 4MAT IN ACTION: INTERMEDIATE PARTS OF SPEECH 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Structure OBJECTIVE Students will recognize the main parts of a sentence and recognize the lesser parts that make a sentence more descriptive. REQUIRED RESOURCES Meat, bread,sandwich toppings, otherfood items, plates and utensils for making and eating lunch in room; “Schoolhouse Rock Grammar” video; construction paper, teacher made "recipe" (topic) cards, markers CONNECT Students "build" a submarine sandwich recognizing the importance of some ingredients over others. Activity Students bring in food items and paper products for submarine sandwiches. (Plan to eat lunch in the room.) The teacher encourages students to build their sandwich using their favorite meats and as many condiments as they like. IMAGINE Students imagine sandwich parts as the parts of a sentence. A c t i v i t y Students relax while the teacher conducts a guided imaginery. (Sentence Builders) Students close their eyes and imagine themselves creating a sentence sandwich. The bottom half of the bun is the period, found at the bottom (end) of the sentence. The top of the bun is the capital l e t t e r, found at the beginning of our sentence. Lift off the top bun to make our sentence. Begin with mustard, catsup or mayonnaise. Take what you chose and write the word "the" on the inside of the top bun. Next choose two slices of meat. The first slice is "class." "Class" is the meat or subject of the sentence. The second slice is "ate" or the predicate. Your sentence is complete if you want to stop here: "The class ate." It conveys a complete thought, but we may add to this sentence to improve it. Choose your favorite item to add to the sandwich (tomato, onion, lettuce). What did the class eat?-Sandwiches. Add this to the bottom of the sentence. It now says: The class ate sandwiches. Add more items to make it more descriptive. Add Submarine to the sentence: "The class ate submarine sandwiches." Choose another item to tell what kind of sandwiches the class ate-Delicious. How did the class eat?- Slowly. "The class ate delicious submarine sandwiches slowly." You could continue to add items if you wanted more on the ATTEND Students discuss the relative importance of the sandwich ingredients. Activity The teacher leads a discussion regarding the items chosen for sandwiches. Which items were most essential and which added flavor and taste? Are there several ways to make a good sandwich? Note that bread and meat was a part of almost everyone's sandwich, and without these ingredients it would not be a submarine sandwich. The other items could have been left out, but they made the sandwich taste better. INFORM Students identify the main ingredients of a good sentence and the lesser ingredients that make a sentence more descriptive. Activity The teacher uses textbook activities, t r a n s p a rencies, and the video, "Schoolhouse Rock Grammar" to teach basic parts of speech and sentence stru c t u re . 53

PRACTICE Students practice fraction skills. Activity The teacher provides guided practice in a variety of activities: worksheets, fraction games and computer programs. EXTEND Students creatively apply and reinforce their mastery of fractions. Activity Cooperative groups create a "Fraction Town" scene (land of Fourths, Thirds, etc.) A class discussion is held on the d i ff e rent areas you might find in a city or town (i.e. courthouse square, shopping area, apartments, etc.). Students a re placed in small cooperative groups, and they each choose an area to illustrate on the class mural. Each student in the group chooses a fraction of their choice to re p resent in the illustration. Before each group begins to draw their section, they determine what items can be drawn in their scene and how it can be divided equally into the fraction they have chosen. Example: If a student chooses 1/2, he must draw objects in the scene that can easily be divided in 1/2. The student can then color 1/2 of the object one color. The students might also choose to have only 1/2 of a section of a building showing in their section of the city. The student must be able to divide the majority of their scene into their fraction, and color the fraction part of each object. REFINE Students organize and synthesize fraction knowledge into written words. Activity In their cooperative groups, the students create a story about their section of the Fraction Land that describes what is in their picture and what might be happening in their town. Groups exchange stories for peer editing and review before the stories are prepared for display. PERFORM Students share their success with others. Activity The Fraction Town Mural is displayed with the accompanying group stories which are shared with reading buddies from a class in a lower grade. SUBJECT Mathematics DURATION 5 days AUTHOR(S) Donine Chesher, Sue Koch, Lisa Hubler, Susan Buising, and Elaine Nick are teachers at Gracemor Elementary School, North Kansas City, MO. 54 4MAT IN ACTION: INTERMEDIATE FRACTIONS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Equivalency OBJECTIVE The students will understand the concept that wholes can be divided into equal parts called fractions, and will be able to add and subtract fractions. REQUIRED RESOURCES Snack foods that can be divided from wholes to parts:saltines, Hershey bars, graham crackers, etc.; paper plates,rulers, markers,scissors for “Fraction Plates”; worksheets, computer games for guided practice; art materials for“Fraction Town” class mural CONNECT Students experience wholes that can be divided into equal parts. Activity The teacher brings in miscellaneous food items for a class snack (cookies, Hershey chocolate bars, saltines, graham crackers). The children are divided into small groups in which they must divide and distribute their snack foods equally. IMAGINE Students make their own math manipulative by making fraction plates. Activity Fractions Made Easy With Fraction Plates Each student makes his own fraction plate pieces. Each student will need a clock face, pencil/pen, ru l e r, scissors, and seven paper plates. The center point of the clock face is lined up with the center point of the paper plate. The students use the numbers on the clock as a guide to know where to divide each paper plate into the p roper sections. Each of the marked points should be lined up with the center point of the paper plate and then using a ru l e r, a line is drawn from the center to that point. The students write the name of each fractional p a rt on the paper plate as it is cut apart, with one plate for each of the following: Whole, Halves,Thirds, Fourt h s , Sixths, Eighths, and Twelfths. Students use the fraction plates as manipulatives as they learn to add and subtract fractions and as they learn about equivalent fractions. ATTEND Students analyze how they shared their snacks. Activity The teacher leads students in a discussion of not only how they divided their snack foods, but also how wholes divided into equal parts are used in their lives. INFORM Students learn the fractions of a region, addition and subtraction of fractions, equivalent fractions. Activity The teacher conducts an interactive lesson using the fraction plates to check for understanding of the concepts presented and practiced. 55

PRACTICE Students engage in guided practice activities. Activity Students are given a variety of appropriate objects and distances to measure throughout the school to enable them to practice using meters, centimeters, and millimeters. They also complete practice worksheets which check for understanding of these three measures of linearity. SUBJECT Mathematics DURATION 3 weeks AUTHOR(S) Doreen Schelkopf teaches intermediate grades in Geneva, NE. She received her 4MAT training in the Doane College, NE, Master's degree program taught by Sue Burch and Sue Rasmussen. 56 4MAT IN ACTION: INTERMEDIATE MEASUREMENT (1 OF 3) 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Standardization OBJECTIVE Students will learn three basic forms of standard measurement: Linear, Liquid, Weight. REQUIRED RESOURCES Pencils, drawing paper, writing paper,tape; meterstick and centimeterruler; Jim and the Beanstalk, by Raymond Briggs CONNECT Students develop an interest in how standard measurement came to be. Activity Students trace and cut out their hands and feet, and compare and contrast the differences in their sizes. Cut-outs are hung up in the classroom, arranged according to size. IMAGINE Students imagine the world with their own hands or feet as the measurement guide. Activity The teacher conducts a guided fantasy in which students imagine their own hands and feet to be used for measuring the world around them. They create visuals depicting how their own room at home would be different. ATTEND Analyze possible uses for hands and feet in relationship to measurement. Activity The teacher leads the students in brainstorming in small groups what the hands and feet could be used for. Students view the assemblage of their own hand/feet cutouts; how would we determine measurements if we could use anyone’s hand or foot size? The teacher reads the story, "Jim and the Beanstalk," and the class discusses why Jim needed to measure the giant's face for glasses, mouth for dentures, etc. INFORM Students learn about standard metric measurement. Activity Using an overhead for demonstration, meter sticks, and rulers with centimeters, students learn to identify meter, centimeter, and millimeter. They also discuss which measures are appropriate for certain tasks (e.g. in measuring the length of a pencil, a centimeter is the best choice). 57

PRACTICE Students practice measuring liquids and applying the use of liters and milliliters. Activity Students are given containers and liquids to practice measurements, with their results recorded on a worksheet. They re-visit the juice exercise from the CONNECT step, and use measuring cups and liter beakers to measure the amounts in each container, and then place the containers in order of most liquid to least liquid. SUBJECT Mathematics DURATION 3 weeks AUTHOR(S) Doreen Schelkopf teaches intermediate grades in Geneva, NE. She received her 4MAT training in the Doane College, NE, Master’s degree program taught by Sue Burch and Sue Rasmussen. 58 4MAT IN ACTION: INTERMEDIATE MEASUREMENT (2 OF 3) 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Standardization OBJECTIVE Students will learn three basic forms of standard measurement: Linear, Liquid, Weight. REQUIRED RESOURCES Pencils, drawing paper, writing paper,tape; overhead; 5 jars (various sizes), liquid, liquid measuring containers CONNECT Students experience difficulty in selecting juices for a snack. Activity Students are placed in small groups of varying numbers. The children are shown a number of very different sized and shaped jars (the same number of jars as there are groups) with varying amounts of juices in them. Before they can serve and drink their juice snack, they are challenged to arrange the containers in an order from the least to the greatest amount of liquid, so they can best decide which container holds the right quantity to serve their group. IMAGINE Students see that container shape and size does not effect standard volume. Activity Using different types of containers, measuring cups, and water, students explore how standard amounts look when placed in different containers. The teacher asks the children to imagine the following: "If you could be a container of any shape or size, what would it be and why? What liquid would you like to hold?” Share your choice with a partner and kinesthetically depict how you might look. ATTEND Students compare predictions and devise a way to figure out how to determine which group should receive which container of juice. Activity The teacher leads a class discussion while making a list of all the ideas on how to figure out which container has the most, least, and so on. INFORM Students learn to define and distinguish liter and milliliter. Activity Using overheads and example beakers, the teacher presents a lesson on liquid measurement. The students discuss circumstances when they would use liters vs. milliliters. 59

PRACTICE Students practice measuring items with balance scales. Activity The teacher sets up a series of "weight" stations around the room. Students practice measuring selected items with balance scales. They re-visit their boats from the CONNECT step. Each student identifies exactly how much weight his/her boat can hold and still remain afloat. This weight is compared to the actual weight of the number of bears the student tried to float in the boat in the first exercise. EXTEND Students are placed in teams to plan an Olympic event which will use linear, liquid, or weight measurement. Activity In groups of four, students will: 1)Plan an event for the Metric Olympics using weight, linear, or liquid measurement. 2)Make a records chart to keep track of the scores for the competitors. 3)Create awards to be presented to the winners. 4)Make a chart to explain the event, delineate the rules, and demonstrate the event. REFINE Students test and refine their events. Activity Each team partners with one other team to try out their events to make sure they are workable prior to Metric Olympic Day. PERFORM The students celebrate and share what they have learned. Activity The class hosts Metric Olympic Day with another class, faculty, and parents participating. Posters are displayed explaining each event, and awards are given to all competitors. SUBJECT Mathematics DURATION 3 weeks AUTHOR(S) Doreen Schelkopf teaches intermediate grades in Geneva, NE. She received her 4MAT training in the Doane College, NE, Master’s degree program taught by Sue Burch and Sue Rasmussen. 60 4MAT IN ACTION: INTERMEDIATE MEASUREMENT (3 OF 3) 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Standardization OBJECTIVE Students will learn three basic forms of standard measurement: Linear, Liquid, Weight. REQUIRED RESOURCES Clay, large containers of tubs, balance scales, and gram weights CONNECT Students are actively involved in an enjoyable experience that fosters predicting using creative design with clay. Activity Students each design a clay boat that will hold the most teddy bears and still float in a large container of water. They each predict how many bears their boat can hold and float before they actually place their boat in the water. IMAGINE Students see how equivalent weights balance with each other. Activity Using the teddy bears and a set of balance scales, students find things in the room that balance, e.g. 5 bears will balance with what? The teacher leads the students in exploring other ways they have seen weight equivalency in their lives (examples like a tug of war game, teeter-totter). Students each draw a picture of something that depicts "equivalency." ATTEND Students analyze the teddy bear/boat experience. Activity The teacher and students discuss and analyze each of the boat designs. They identify which held the most bears and try to conjecture why some boats were more successful than others. INFORM Students learn the definition of gram and kilogram as standards of weight measurement. Activity The teacher uses overheads, the balance scale, and a set of weights to reinforce the students’ understanding of standard weight measurement. 61

PRACTICE Students complete worksheets on the Fibonacci Sequence. Activity 1)Students complete worksheets on the Fibonacci Sequence: The Pinecone Numbers, Coloring Sunflower Spirals, Leonardo's Rabbits, Number Secrets of the Bees. (These correlate with the concepts and vocabulary taught in #1 above.) 2)Students complete worksheets on The Golden Rule: Introducing Ratios, The Greeks and Their Golden Ratio, Golden Faces, The Golden Rectangle, A Golden Rectangle Puzzle, The Fibonacci Numbers Strike Again, The Fibonaccis, The Golden Rule and Some Calculator Tips. (These correlate with the concepts and vocabulary taught in #2 above.) REFINE Students develop their creativity and higher level thinking skills as they refine and complete their pro j e c t s . Activity Students meet with teacher periodically to discuss and evaluate various aspects of the project such as resources, objectives, final project form, sharing method, and completion date. Necessary changes and refinements are made. PERFORM Students celebrate and share their projects. Activity Final projects can be displayed for other classes to e n j o y. Students present their projects to an appropriate audience and share what they have learn e d . SUBJECT Mathematics DURATION 6-8 weeks AUTHOR(S) Rhonda Garvey developed and implemented an elementary and middle school gifted education program at Napoleon City Schools, OH, as well as developed and implemented the G.E.A.R.S. (Gifted Education Advancing Rossford Students) Program, at Rossford Exempted Village Schools. She teaches gifted classes (grades fourthrough six) and coordinates the G.E.A.R.S. Program in Rossford, OH. 62 4MAT IN ACTION: INTERMEDIATE FIBONACCI SEQUENCE 1)A project to correlate with the Fibonacci Sequence: Make and demonstrate an abacus. Research how the Moslem's invented their number system. Complete a detailed design using spirals or helices. Research the spiral and its meaning in ancient art, philosophy, and arc h i t e c t u re. Research and diagram or build the DNA double helix molecule. Create a detailed drawing of fantasy flowers that shows Fibonacci numbers operating on them in diff e re n t ways. Count the clockwise and counterclockwise spirals and petals of diff e rent species of daisies. Record and diagram your findings. Find and display 3 d i ff e rent pine cone species. Paint the scales of each helix a diff e rent color and show the four Fibonacci Numbers each sequence. 2)project to correlate with the Golden Ratio: Measure and diagram the ratios of your family's bodies. M e a s u reand diagram at least five real statues for the Golden Ratio. Draw and color five strange faces for a booklet full of Golden Ratios. Create a new ratio, name it, and write about how you discovered it. Draw a diagram showing how it would be used. Compare and contrast (include diagrams) spirals of five d i ff e rent shells. EXTEND Students select a project and design a plan for its completion. Activity 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Patterns OBJECTIVE Students will become more interested in math and practice meaningful computational skills, develop higherlevel thinking skills, and integrate history, design, geometrical constructions, botany, zoology, astronomy, and philosophy with math as the focus. REQUIRED RESOURCES Video: “Donald Duck in Mathmagicland”; grocery sacks, magnifying glasses; scissors, crayons, colored pens; pinecones; a real sunflower; metric rulers; paper cups, compass, protractor, glue, construction paper, and envelopes; resources needed for students to complete individual projects CONNECT Students find natural patterns in their daily environment. Activity Students each have a grocery sack, paper and a pencil. The teacher takes the group on a nature walk. Students look for items in nature that contain patterns. When students observe an item with a pattern that can be taken with them (example: a leaf), it is placed in their sack. If the item cannot be taken (example: a tree), they are to sketch the item and make notes of the patterns observed. IMAGINE Students depict images of all patterns found. Activity 1)Using sketch pads and colored pencils each student draws three examples of the patterns found in nature, showing how each pattern repeats itself. These images are displayed throughout the room. 2)Teacher and students view a Disney video, "Donald Duck in Mathemagicland" and discuss how the film portrays patterns in nature. ATTEND Students' curiosity about patterns is aroused as they reflect on the patterns observed in nature. Activity Students share the items found on the nature walk and show the patterns exhibited. Magnifying glasses are provided to attend patterns in the smaller specimens. Students discuss why they think nature uses patterns. INFORM Students learn the concepts and vocabulary of the Fibonacci Sequence and The Golden Rule. Activity From this point, the unit is divided into two main topics: Fibonacci Sequence and "The Golden Rule.” Students learn the following concepts and vocabulary: 1)Helices, helix, sequence, Fibonacci Sequence, infinite, finite. Clockwise and counterclockwise curves. 2)"Babies," "youngsters," and "adults" in rabbit life cycles; "ideal" versus "real" answers in science Hexagon, parthenogenesis. 3)Ratio, relative and absolute comparisons. The Golden Ratio, "Classic" Greek, profile of characteristics, trend, sample, random. "Perfect" human face Golden Rectangle, arcs, spiral. Calculus, limit. Commutative. 63

PRACTICE Students practice and demonstrate learning. Activity Students: 1)keep folders of bird drawings with lists of characteristics; 2)complete practice worksheets; 3)participate in an experiment with tweezers, toothpicks, and a strainer to simulate feeding methods in a "pond" of water, using bird seed, raisins, sliced apples, as well as trying to crack peanuts with a pliers. EXTEND Students demonstrate knowledge through creativity. Activity A. Choose one of the following: 1)Students make kaleidoscope art using bird shapes. 2)Student groups make large murals of bird habitat and birds. 3)Students write poems of address. 4)Students participate in a school bake sale to raise money for a local raptor rehabilitation center. 5)Students make a big book of bird habitats or families. B. Students write letters to Senators and Representatives asking for legislation to protect habitat and control pollution and use of pesticides. REFINE Students complete projects and edit letters. Activity Students complete projects. They are invited to read big book and poems to younger students. Letters are checked and edited before mailing. PERFORM Students experience birds of prey, and celebrate new understandings. Activity 1)Student artistic creations are displayed. 2)The class takes a field trip to a local raptor center to see birds of prey, discover why these birds need rehabilitation. SUBJECT Science DURATION 3-4 weeks AUTHOR(S) M oll y M e rry is a classroom tea ch e rin Sch ool D is trict Fre m on t RE 1, C a non Ci ty, CO. In her years oft ea ching expe rie nce she has developed pa rtic u la r expe rtise ati n t egrati n g fine arts activi ties into the fa b ric ofh e r con t e n t a rea instruction .A pas t Colora doTea ch e r o fth e Yea r, M oll y is a ce rti fied 4 M AT tra i n e r. 64 4MAT IN ACTION: INTERMEDIATE BIRDS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Adaptation OBJECTIVE Throughout this unit, students will learn about bird species, habitat, predation, and population status, through the lens of adaptation. REQUIRED RESOURCES Apples and tub of water for bobbing activity; materials for bird collages; any “Field Guide to Birds," "Audubon," or National Geographic "Ranger Rick" magazines; (our State Division of Wildlife has good films on birds of prey and water birds); materials for experiments and art activities CONNECT Students explore the concept of "adaptation" as it applies to humans. Activity Students engage in a traditional "bobbing for apples" game using a large tub filled with water and apples. IMAGINE Students use art forms to represent bird adaptation following a guided fantasy of a Native American tale. Activity 1)In guided fantasy fashion, students listen to an oral story, "The Hermit Thrush", a Native American tale about the beauty and shyness of the Hermit Thrush. 2)Students will create a "bird" of their design using torn paper, arranged in a collage. 3)Teacher leads class in mindmapping "bird adaptation" or "what makes a bird a bird." ATTEND Students discuss and analyze what happened in the apple bobbing activity. Activity The teacher leads a discussion on the process of bobbing for apples. This discussion could be patterned in a mindmap. What makes it so difficult for people to stick their heads under water? What would have to happen in terms of our human characteristics to make this activity easy for us? Introduce idea of "Adaptation." What kinds of activities are we well adapted to, and what kinds are we not? Transition discussion to other living things, including birds. INFORM Students learn information and vocabulary relating to adaptation. Activity The teacher teaches: 1)bird characteristics, types of feathers, migration reproduction, evolution, communication; 2)bird families: shore birds, forest birds, birds of prey, water birds, song birds; 3)habitat and adaptation: camouflage, beaks, feet, legs, flight, and migration; 4)man's impact on birdlife through hunting, pollution, pesticides, and loss of habitat. 65

PRACTICE Students reinforce their understanding of concepts related to waste and how to manage it. Activity 1)Divide the class into small groups. Give each group 10-15 index cards on which you have placed pictures of a variety of municipal solid waste. Ask each group to classify the index cards into the classification categories they learned about. 2)Give each student a Prowl For Plastics sheet. Ask them to go home and "prowl" in their pantry for plastics. They should list the products on their sheet on which they found the appropriate plastics code. Share items found in class. 3)On large chart paper, place a picture of an item that has been over-packaged. Below the picture, write the following: *What function does the packaging serve? * Is the packaging necessary or unnecessary? * Design a new package for this item that uses less packaging. Then, divide the class into small groups; each group will complete a paper chart with its reactions to the pictures. EXTEND Students develop and complete group or individual projects. Activity P roject choices: 1)Develop a questionnaire and conduct a survey to determine attitudes of neighbors, family, and friends toward solid waste management and recycling. 2)Make recycled paper. 3)Form an environmental club at our school to encourage recycling. 4)Vi s i t and interview a local paper, aluminum or glass recycling business in our community. Share your discoveries with the class. 5)Survey local fast food restaurants to determine how many of them recycle the packaging they use. Present your findings. 6)Interview an employee of a g a rden center to find out more about composting. Make a re p o rt on why people should compost and how it is done. 7)Interview a local community leader to discover what the city is doing about the solid waste problem. Video or re c o rd your interview and make a p resentation to your class. 8)Gather trash at home or at school and make something art i s t i c . 9 ) C reate your own pro j e c t . REFINE Students and the teacher look critically and constru c t i v e l y at their own work and the work of their classmates. Activity 3 Plusses and a Wish–Students each share their project with the class. The student presenter(s), other class members, and teacher both orally and in written form evaluate the project using three positive statements and one wish concerning the project. PERFORM Projects are shared with the entire school. Activity Students display their projects during an "A-Way With Waste Fair" which they have organized for their school. SUBJECT Science DURATION 2-3 weeks AUTHOR(S) Jenny Pfau is a teacher in Lawrence Township Schools, Indianapolis, IN, where she works in a full-time,self-contained 5th grade classroom with gifted students. She is a certified 4MAT System trainer. 66 4MAT IN ACTION: INTERMEDIATE WASTE MANAGEMENT 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Responsibility OBJECTIVE Th is unitwi ll introduce s tude n tsto the m u n ic i pal sol id was t e s tream and enco u ra ge them to pa rtic i pate in ma n a ging sol id waste in res pon s i ble ways. REQUIRED RESOURCES Just A Dream, by Chris Van Allsburg, Houghton-Mifflin, 1990; Where Does the Garbage Go? by Paul Showers,Thomas Y. Crowell Company, 1974 CONNECT Students develop an awareness of the need for e n v i ronmental responsibilityand recycling in our society and review strategies for creative problem solving. Activity Students collect one or two items of garbage from home or school. Students work in groups to experience a t h row-away simulation. Students each share with the g roup one throw-away item they have collected. Ask the g roup to generate all the possible responsible altern a t e uses for each item using the SCAMPER technique in their b r a i n s t o rming: S - Substitute this article for something else. C - Combine it with other item(s). A - Adapt or alter the item in some way. M - Modify, minify, or magnify the a rticle. P - Put the article to other uses. E - Elaborate and add details. R - Rearrange or reverse the art i c l e . IMAGINE Students experience another medium to formulate the concept of how our actions do make a difference with the problem of municipal solid waste. Activity Students listen while the teacher reads the Chris Van Allsburg book, Just A Dream."The class discusses the concepts presented. After the discussion, students hear soft background music while they each draw their "dream" for the world in which they live. Drawings are shared and posted for all to enjoy. ATTEND Students heighten their awareness that they, too, can do something to reduce garbage in our society. Activity Discuss the simulation experience with the class. As the class generates ideas of what to do with the garbage that is thrown away, the teacher tries to increase awareness of their role in this reduction process, while listing their ideas on chart paper as they are generated. INFORM Students learn specific information about the classification of waste, plastic wastes, packaging and waste and finally, ideas of ways to manage the waste problem. Activity The teacher presents information using lecture, videos, graphic organizers, and discussion. The teacher reads the book, Where Does The Garbage Go? to the class. 67

PRACTICE The teacher checks for student understanding of concepts and vocabulary. Activity The students complete standard worksheets, chapter reviews, and quizzes. EXTEND Students explore the implications of democracy for themselves. Activity Students explore a series of mock activities to go along with the concepts pre s e n t e d : 1)Majority Rule: Choose a controversial class problem to solve using majority rule in a s e c ret ballot election. 2)Legislative Branch: Divide the class into a House of R e p resentatives and a Senate. Try to make the Senate smaller than the House, but re t a i n small groups that become "committees." Each committee is to pass two bill pro p o s a l s , with at least one legislator sponsoring the bill. Simulate the process of how a bill becomes a law. 3)The students organize a class election with the teacher moderating. Class positions can be modeled after either the federal or state government, and should include all three branches of the government. Students will campaign, register to vote, and have a secret ballot election. REFINE To refine what has been learned by evaluating the quality of each student’s contribution to the class election campaign. Activity The teacher and students collectively assess the class election strategies. Each student writes a journal entry on "What a Class Government Means to Me." PERFORM Students integrate their learning by making certain class decisions for themselves. Activity Allow the student government to meet and make "laws" for the class. Begin with the legislative branch, let the President/Governor sign or veto the bills, and allow the Supreme Court to rule on controversial bills. Post the laws and allow the executive branch to take the responsibility of enacting them. Give all students a voice in the process. SUBJECT Social Studies DURATION 3 weeks AUTHOR(S) John Wolfis a fourth grade classroom teacher and certified 4MAT trainerforthe Northeast ISD in San Antonio, Texas. 68 4MAT IN ACTION: INTERMEDIATE UNITED STATES GOVERNMENT 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Democracy OBJECTIVE Stude n ts wi ll lea rn th at as citi zens of a de m oc ratic re p ubl ic , i tis o u rres pon s i b i l i ty t o u nde r s ta nd and pa rtic i pate in our gove rn m e n tal processes. Ou r gove rn m e n tse rves us by es ta bl ishing orde r a nd j u s tice, p rot ecti n g the rights ofi ndividua l s a nd soc iety, a nd unde rta king la rge publ ic p rojects. REQUIRED RESOURCES 5 dice for a game, candy for prizes *AUTHOR’S PERSONAL NOTE: I have tried this activity with numerous different classes, and it has proven to be effective in showing that a lack of rules is inherently unfair, with the advantage going to the most aggressive. I do allow anything to happen up to the point of someone getting hurt. It is important to emphasize the “freeze” rule. My students showed predictable behaviors and did not let these get “out of hand.” CONNECT Students are engaged in a direct experience in which there is no order and people's rights are not protected. Activity Choose five students to participate in a game. Choose several aggressive and several timid students. These students sit in a circle on the floor and the other students can stand around to watch the action. The object of the game is to have 4 of the 5 dice showing the same number. The prize is a piece of candy. There are no rules, except, when the teacher says "freeze," all action must come to an immediate stop. When the teacher puts the dice down in the middle of the circle, the game begins. The other students are to observe the behaviors of the students chosen to play the game.* ATTEND Students discuss what happened in the game and make adjustments before they play again. Activity Allow each student involved in playing the game a moment to express how s/he felt during the game and afterwards. Ask for observations about specific behaviors from the students not participating in the game. Allow each student who was involved in playing the game a chance to suggest changes in how the game is played. How are they going to decide which changes to make? Play the game with the changes. Discuss how the new "rules" changed the fairness of the game. Allow other students to play and make changes to the rules. INFORM Students learn highlighted vocabulary and concepts of Democracy, Levels and Branches of Government. Activity The teacher uses a variety of instructional methods, including lecture, text, and video, to teach the vocabulary and concepts that need to be presented to the students. Most curriculums and textbooks include standard social studies content: the idea of self-governance, the Constitution, majority/minority rule, re p resentational g o v e rnment, the levels of government, the three branches of government, campaigns and elections. 69 IMAGINE Students consider what life would be like without rules and express it in a visual imagine. Activity Students are asked to draw a picture of what life would be like in a place in their community if there were no laws or rules. Suggestions for the scene of their drawings might include: school, a sports event, mall, gro c e rystore, at an intersection, their neighborhood, or a park. Create a " g a l l e ry" of imagines by taping the drawings to the wall and allow the students to browse and quietly discuss their " g a l l e ry" picture s .

PRACTICE Students reinforce learning about the pioneers and review research skills. Activity Students use a computer software program, Oregon Trail, which deals with some of the problems pioneers encountered. Students select an aspect of pioneer life which interests them, and write a brief paper from materials in the classroom and media center. EXTEND Students personalize their learning by choosing a project related to their report. Activity Student groups choose from the following suggested projects: 1)Produce a skit about pioneer days. 2)Make a model of early Georgetown. 3)Write up a mock newspaper page from the period. 4)Make a model of a silver mine or sluice box. 5)Draw scenes from early Georgetown. 6)Take pictures of buildings, which existed, in early days. 7)A project of their own. REFINE Students implement and evaluate projects. Activity Each group writes out a plan for evaluating its project, including materials needed and time of completion. Students will conference with the teacher for approval of their plan. PERFORM Students share and celebrate completed projects. Activity Students complete projects and share their results with the class through visual and oral presentations. The invite the senior citizens and Historical Society speaker to return to class to share in their Celebration of Georgetown. SUBJECT Social Studies DURATION 2-3 weeks AUTHOR(S) Don a ld Webe ris form e r p ri nc i pal ofGeorget own a nd Empire Sch ool s, Clea r C ree k Sch ool D is trict,Georget own , CO. He has been invol ved in education for ove r th i rty - five years as a class room tea ch e r a nd sch ool adm i n is trat or.He is a ce rti fied 4MAT tra i n e r.He sh a resth is : “Colora do His t ory is a req u i red co u r se in th e Colora do ele m e n ta ry c u rric u l u m . L iving in a National His t oric Dis trict wi th ma ny b u i ldi n gs from the 18 0 0 's provides a wonde rful op portu n i tyto invol ve the stude n tsin th is great h e ri ta ge. M a ny oth e r com m u n i ties in th is co u n try h ave a s i m i la r a d va n ta ge.Th e objective ofth isth ree - wee k u n i tis to help th e s tude n ts relate to not on l y the ea r l y days of Georget own , b u t a l so to u nde r s ta nd and a p p rec i ate the pion ee r way o fl i fe. ” 70 4MAT IN ACTION: INTERMEDIATE LOCAL HISTORY

CONCEPT Heritage OBJECTIVE Students will connect to their place in the history ofthe town where they live as well as see the heritage that made their area whatit is today. REQUIRED RESOURCES Teacher-prepared guided imaginery, “going back in time”; old photographs ofthe area; volunteerlocal senior citizen to share personal history; computersoftware: Oregon Trail CONNECT Students will connect with life in Georgetown, Colorado, in the mid-1800's. Activity The teacher conducts a guided imaginery taking students back in time. The imaginery emphasizes the harsh living conditions of the time and how people of strong character emerged from these conditions. IMAGINE Students compare life of early Coloradoans with those of the students' ancestors. Activity Students bring in photos, family histories, or family trees and discuss similarities and differences between their own ancestors and Georgetown pioneers discussed earlier. They each draw analogs to describe comparisons. ATTEND Students develop empathy for these pioneers and an understanding of their problems. Activity Students review photographs and drawings of early G e o rgetown. (Many of these are available from the local Historical Society.) See how these photographs compare with their own imagines from the guided imaginery. Discuss pro blems of the era and how the students feel about these people. B reak students into small groups to make lists of pioneer pro blems and student feelings. Student teams brainstorm and re c o rdin mindmap form what they already know about their local history. From their mindmap, the students pre p a re questions for interviewing several native senior citizens who will visit the class during this unit and share their experiences about growing up in Georgetown in another time. INFORM Students learn about the lifestyles of early pioneers and the changes in those lifestyles while reinforcing their use of summarizing techniques. Activity Several native senior citizens visit the class to tell about their memories of growing up in Georgetown, and students ask the interview questions developed in the ATTEND activity. In addition, a guest speaker visits from the local Historical Society to share information on local Georgetown history. Students write summaries of these presentations. 71 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

PRACTICE Students reinforce their knowledge of their state boundaries. Activity 1)Students label and color code counties of New Jersey on a blank outline map of the state. Discussion of scale will occur while reviewing students' completed maps. 2)The Home Economics teacher develops and presents a lesson on how to bake a simple square sheet cake. (Cakes will be baked during a visit to the home economics room.) 3)Students are placed in collaborative groups. Each group is assigned a county to research to find specific information requested on a teacher-prepared fact sheet. EXTEND Students collaboratively prepare scale outline maps for the County Cake project. Activity Each group creates an outline and cuts a scale manila outline of their county. They use an appropriate portion of the sheet cake and their manila outline to create a "county cake." They decorate their cake with icing and food coloring to highlight natural and manmade features within the county. REFINE Students evaluate the quality of their project for information represented. Activity Student groups each show their "in progress" county cake to another group for advice and feedback. PERFORM The class brings closure to the unit and share their knowledge with others. Activity Piece together the various county cakes to form a large cake map of New Jersey. Have students share information about their counties as they present their cakes. Invite other classes in to view the completed state cake. Invite parents in to see the state cake and hear presentations. Students and parents may "internalize" learning by eating their county. SUBJECT Social Studies DURATION 2 Weeks AUTHOR(S) Bob Ti rri is Pri nc i pal of Sch ool 21 in Pat e r son ,N J. H is previous expe rie nce i ncl udestea ching 5th th ro u gh 8th gra de.He is a ce rti fied 4MAT Sys t e m tra i n e r. 72 4MAT IN ACTION: INTERMEDIATE STATE COUNTIES 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Boundaries OBJECTIVE Fifth grade students will gain appreciation and knowledge of their state and its counties. REQUIRED RESOURCES Video ofthe movie, “Westside Story”; city, county and state maps (political and outline); materials for baking 21 cakes; contact with AAA representative; video on New Jersey geography CONNECT Students personally experience the concept of boundaries. Activity Role play: after students become settled, have one student move to another student's desk and begin going through it. The second student should react in an aggressive way. The role playing should be scripted to demonstrate a reaction by someone having their personal "boundary" violated by another. IMAGINE Students develop a broader conception of boundaries. Activity Show clips from the musical "Westside Story" which depict gangs’ ownership of turf. Attend the boundaries involved and expand to the idea of man-made versus natural boundaries. Each student will depict a map of his own neighborhood region, showing natural and man-made boundaries. ATTEND Students share reactions to the role play. Activity B r a i n s t o rm reactions to the role playing activity. The teacher creates a class mindmap of the responses, then categorizes responses concerning their feelings and the causes of the reactions of the role players. In discussion, the teacher may draw out the concept of boundary and invaded turf through the brainstorming activity. INFORM Students learn about the various regions and the county boundaries of New Jersey. Activity Expand the concept of boundaries by moving from n e i g h b o rhood boundaries (school district boundaries, etc.) through city and county boundaries. When accomplished, invite a guest speaker in from AAA to discuss New Jersey boundary divisions through the p resentation of a video about New Jersey. Distribute map f rom AAA which shows the state's county boundaries. 73

PRACTICE Students analyze ads to identify intended audiences and apply checklist to written communications. Activity The teacher provides each group with four written a d v e rtisements intended for diff e rent audiences. In pairs, students analyze and evaluate the a d v e rtisements according to the checklist. EXTEND Students develop an advertisement for a specific audience to whom they want to "sell" something. Activity In groups of four, students develop an "advertisement" (a rap, a poster, a letter, or other medium of students' choice) about their school for fifth grade students. REFINE Groups critique and refine the created advertisements for one another. Activity Student groups share advertisements with one another. Using audience checklist, viewing/listening groups critique presentations and make suggestions for i m p rovement. They pre p a rean evaluation form which will be distributed at their pre s e n t a t i o n . PERFORM Students present advertisements to intended audience. Activity Students visit fifth grade classrooms and present advertisements to the students. The fifth graders fill in the evaluation form of the presentation. The teacher and presenters compile the fifth graders’ evaluations to determine the success of the advertising campaign. SUBJECT English DURATION Two weeks AUTHOR(S) Marilyn Dodd was a Reading Instructional Specialistin Pasadena Independent School District, Pasadena, TX, when this plan was first published. She is a certified 4MAT System trainer. 74 4MAT IN ACTION: MI DDLE SC HOOL AUDIENCE ATTRIBUTES 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Communication OBJECTIVE Students will learn that knowing an intended audience and its characteristics can facilitate effective communication. REQUIRED RESOURCES Teacher-prepared guided imaginery; teacher-prepared video clip of popular TV series appealing to teens CONNECT Students are engaged in an experience that raises their awareness of how much they already pay attention to the importance of audience in communication. Activity Teacher conducts guided imaginery. Students remember a time when they wanted a special favor from parents or another significant adult. Students recall which specific person they approached, what time of day it was, where they were, what their tone of voice was, what kinds of words they used, what promises they made. IMAGINE Students extend their concept of audience to a broader context. Activity Students view a teacher- p re p a red video clip exemplifying interpersonal communication from a TV program that appeals to their age group. Students reflect on their feelings and create a visual metaphor to depict the significance of communication connections. ATTEND Students analyze the experience of communication with parents. Activity The teacher leads class discussion of student/pare n t a l communication experience and charts students' responses on the chalkboard. Teacher extends discussion by asking why students selected the particular parent or person, time of day, etc. Teacher guides students to discover that their knowledge influenced their choices. INFORM The teacher delivers direct instruction in critical attributes of audience. Activity Teacher lectures on the importance of re c o g n i z i n g the significant attributes of an intended audience. Working in groups of four, students identify and discuss appealing aspects of the TV program and answer the following questions: 1)What knowledge does the creator of a TV program have about the intended audience? 2)How do you know? Each group of students analyzes and categorizes the findings prior to developing a checklist of what communicators need to know about their audience. Groups compare checklists and revise as appropriate to produce one c o m p rehensive list. 75

PRACTICE Students engage in guided practice to further develop their ability to analyze a poem. Activity 1)One half of the class responds as the narrator: "The fence is used to...”copying from the text lines to complete the statement. The other half of the class responds as the neighbor in the same way. Students share their interpretations with each other, as teacher charts collective responses. 2)Students individually write paragraph essays responding to the questions, "What wall, other than the physical one, exists between the narrator and the neighbor?" and "Why do people create walls?" Give examples. EXTEND Students maintain "wall" journal entries and create drawings or sculptures. Activity Students keep "wall" journals for a week from which creative writing assignments will be generated. They create individual wall drawings or sculptures with expressions of what they themselves wall in or out. Given the question: "Do good fences make good neighbors?" students work in cooperative groups to create collages of pictures and magazine or newspaper articles which are examples of real or symbolic walls. REFINE Students pair and share and make suggestions to strengthen each other’s projects. Activity Each group develops a statement in response to the question to accompany its collage. PERFORM Students share what has been learned. Activity Student groups share final projects with rest of class either orally, in dramatic form, or as an art form. Visuals are displayed to be enjoyed by other classes in the school. SUBJECT English DURATION 1 week AUTHOR(S) Diane Rizzetto is an educational consultant. She previously was chair ofthe English Department at Head-Royce School, Oakland, CA. 76 4MAT IN ACTION: MI DDLE SC HOOL POETRY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed

CONCEPT Symbolism OBJECTIVE Students will see the symbolism of"walls" and of feeling "walled-in and walled-out"to understand and explicate the Robert Frost poem, “The Mending Wall.” REQUIRED RESOURCES Cookies forsome ofthe class; illustrations (ideally slides) of New England countryside IMAGINE Students clarify and deepen the idea of the symbolism portrayed by "fencing" or "walling." Activity Each student creates a visual analog portraying the feeling of being walled in or walled out, with an accompanying completed synectic, "Feeling walled out is like__________ because __________." ATTEND Analysis and discussion of student experience. Activity The teacher leads a class discussion with a focus on how students felt when they did or did not receive the cookies. Hopefully responses will include mention of feeling "closed out" or "closed in." The teacher charts responses on board. Have students had similar real-life experiences where they felt this way? INFORM Students read and analyze the poem, "Mending Wall," by Robert Frost. Activity The teacher and students read the poem together. The teacher leads a discussion on the elements of the poem such as symbolism, point of view, character. 77 CONNECT Students experience being "walled out." Activity Teacher divides class into 4 groups, approximately 4 students per group. She distributes cookies to students in the following ways: "Group One—because you are near the board, you may each have one cookie." "Group Two—because you are near the door, you may each split one cookie." "Group Three—because you are in the middle of the room, you may have one cookie for your whole group." The teacher ignores Group Four. For about five minutes, the teacher simply shows pictures and talks about the New England landscape, with a focus on how hilly, wooded, and full of rocks it is, and on the piled stone walls which keep cows in. Winter scatters the stones; each spring, farmers must rebuild the stone walls.

PRACTICE Students further explore the aspect of separation as a form of change. Activity 1)Whole group lists adjustments people make when separation (change) occurs. 2.)In cooperative learning groups, students create a "T" chart: on right side cite changes Billy made to accept the dogs into his life; on the left side changes when they died. Share "T" charts with whole class. 3)Students discuss how adjustments help them cope and continue with healthy lives when change/separation occurs. Share with whole group. 4)Students will each write a letter to Billy concerning the death of his dogs, and another letter from Billy to them. EXTEND Students explore various additional aspects of separation. Activity 1)Students will identify one person to interview for their personal experiences with separation. 2)Students write a personal separation story of their own giving examples from their own lives as to how the betrayal of loyalty and trust is a form of "separation." Students choose one project to be done alone or with a team: 1)Select a scene from the novel dealing with separation that would be appropriate for dramatic presentation. Pre p a re dialogue and practice for sharing with the class. 2)Role play separation and the changes it causes. Portray adjustments that lead to a level of comf o rt. 3)Create an illustration or collage of separations, adjustment, comfort . 4 ) Write a paper reacting to T.S. Eliot's statement, "To make an end is to make a beginning." REFINE Students share and edit separation projects. Activity Working alone and in peer groups, students critique, edit and refine first drafts of projects. The teacher provides guidance as final drafts are created. PERFORM Students celebrate and share personal insights. Activity Students share final projects with rest of class. Artwork is posted, skits are performed, each student shares a personal statement of their own learning. SUBJECT English DURATION 1 week AUTHOR(S) At the time this plan was first published, Mary Fugate was Principal of Trailridge Middle School, Shawnee Mission School District, Lenexa, KS. In addition she has had experience as an elementary principal, elementary classroom teacher, and math resource teacher. Anita Webb taught English at Trailridge Middle School. She also has had classroom teaching experience at the elementary level. 78 4MAT IN ACTION: MI DDLE SC HOOL LI TERATU R E: “Wh e re the Red Fe rn Grows” 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed