Teaching Theme of the Week

from Education World®

"On the first day of Christmas my teacher gave to me..." plus more "Twelve Days of Christmas" activities.

Subjects: Language Arts, Dance & Music, Visual Arts, Educational Technology, Social Studies

Grade Levels: PreK-2, 3-5, 6-8, 9-12

Objectives
Students will:

• listen to a recording of "The Twelve Days of Christmas";
• work on their own, in small groups, or as a class to write their own version of the song that begins with the words "On the first day of Christmas, my teacher gave to me...";
• share their work with classmates;
• publish their versions of "The Twelve Days of Christmas" in book form; and,
• do some other lessons based on the song (optional, links to lessons provided).

Keywords
Christmas, song, music

Materials Needed

• recording of "The Twelve Days of Christmas" (Internet sources provided)
• art supplies for creating books of students' versions of the song

Procedure
Begin the lesson by playing a recording of "The Twelve Days of Christmas."  If you do not have a recording available, download the song from the Web at 12days.com.

When you have students' full attention, introduce this lesson, in which students rewrite the popular "The Twelve Days of Christmas" beginning with the line, "On the first day of Christmas, my teacher gave to me..."

Students might work on their own, in small groups, or the entire class might brainstorm new lyrics.

• If students work on their own, bring them together to share their work. Invite students to vote for the best "gifts" to include in a class version of the song. Or, if you have about 24 students, write two versions of the song! Then have each child illustrate one page and create two books based on the students' lyrics.
• If students work in small groups, each group can use their lyrics to create a book.

More "Twelve Days" Lessons and Resources

LESSON PLANS

• Twelve Days of Math: A Christmas Song
• Twelve Days of Christmas Break: A Physical Fitness Assignment
• Twelve Days of Chemistry
• Total Cost of the Twelve Days of Christmas
• The Twelve Days of Christmas and Pascal's Triangle

Assessment
Students perform the version(s) of the song that they created!

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Who was the real author of "The Night Before Christmas"? Students take a look at the facts and then decide.

Subjects: Language Arts, Educational Technology, Social Studies

Grade Levels: 6-8, 9-12

Objectives
Students will:

• research an author and gather information that seems to support that person as author of "The Night Before Christmas';
• work in groups to gather the most solid evidence to support that author as the creator of the poem;
• decide which author has the strongest case; and,
• write a persuasive essay presenting strong evidence in support of Moore or Livingston as the author of the classic poem.

Keywords
Moore, Livingston, Christmas, Santa, poem, debate, persuasive, essay

Materials Needed

• Internet access for research (or printed information from the Web; resources provided)

Procedure
'Twas the Night Before Christmas and all through the house ... History has it that Clement Clark Moore penned the words of that classic rhyme for his own children. But in 2000, in Author Unknown: On the Trail of Anonymous, Don Foster, a professor of English at Vassar College, presented what he felt was airtight proof that the famous words were instead written by Major Henry Livingston, Jr. A detailed review of previous works of playful rhyme by Livingston helped Foster make his case.

In this lesson, students take a look at the evidence and decide for themselves who wrote the poem they all know so well.

Start the lesson by arranging students into groups of four. Within the groups, pair students so that two of them research the facts surrounding Moore and the other two focus their research on Livingston. (Idea for creating student pairs: Place in a hat or bowl two index cards labeled Moore and two index cards labeled Livingston. Have students in each group draw a card to determine which author they will research.) Give students a class period or two to gather information and make notes that prove their assigned author was the actual creator of "The Night Before Christmas."

The next time students meet, gather them in their original groups of four and ask them to share the results of their research. Have each group create two columns on a piece of paper; in one column have them list the best evidence that Moore is the author and, in the other column, list the points that support Livingston's authorship of the poem.

During the next session, the groups share their findings and the entire class creates a record of the strongest arguments for each man's authorship.

By this time, students should have an idea of which man they think was the author of the classic poem. Provide one more day in the library or computer lab for detailed research to gather last-minute support for the man they believe is the true author.

Finally, each student uses his or her notes to write an essay in support of one of the two men as author of "The Night Before Christmas."

Some Internet Resources
Provide the following Internet resources as a starting point for students and encourage them to search out other sources as they dig for information.

• A Mouse in Henry Livingston's House This document makes the case for Henry Livingston as author of "The Night Before Christmas."
• There Arose Such a Clatter: Who Really Wrote "The Night Before Christmas"? (And Why Does It Matter?) This article by Stephen Nissenbaum makes a case for Moore as the author.
• Selected Poetry of Clement Clark Moore
• Literary Sleuth Casts Doubt on the Authorship of an Iconic Christmas Poem (NY Times article)
• Clement Moore Biography and Manuscript
• The Night Before Christmas: A Descriptive Bibliography of Clement Clarke Moore's Immortal Poem by Nancy H. Marshall

Assessment
Did students' essays provide a strong point of view backed by solid facts? Were they clearly written? Was grammar and punctuation carefully edited?  Following are a few rubrics that might be used or adapted for grading this persuasive essay:

• Mr. Brody's Essay Grading Rubric
• Persuasive Essay Grading Rubric ( PDF, 5k)
• Persuasive Essay Rubric

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Turn students into copye ditors as they write headlines expressing the main idea of some de-headed news stories.

Subjects: Language Arts, Social Studies, Journalism

Grade Levels: preK-2, 3-5, 6-8, 9-12

Objectives
Students will:

• read "de-headed" news stories,
• consider the main idea of each news story, and
• write a headline that reflects the main idea of the news story.

Keywords
current events, news, newspaper, headline, main idea

Materials Needed

• newspaper articles without headlines (See detailed instructions in Lesson Plan section.)

Procedure
(Students can work on this activity individually, in pairs, or in small groups.) Collect from your local newspaper, or from some of the online resources listed at the end of this section, a wide variety of news articles that will be of interest to your students. Photocopy the articles and cut off the headlines.

Distribute the photocopies of the de-headed articles, and have students write a headline reflecting the main idea of the assigned article. Provide time for students to share their news stories and headlines with their classmates.

Post all the original headlines in an accessible place; have students select that headline that goes with the article they read. Explore the following questions with students: Do the students' headlines match the actual headline? Do they express the same idea as the newspaper headlines? Are the student-written headlines an improvement on the actual headlines?

Variations

• When doing this activity with younger students, read aloud the news stories.
• Elementary students might benefit from practicing headline writing as an entire class before writing headlines for assigned news stories.
• Older students can work in groups, writing headlines for a group of articles. They can then critique the headlines their peers write and choose the best headline for each article.
• Discuss with students what makes a good headline. For example, a good headline tells the main idea of the story, has a subject and a verb, and entices the reader to read the article.

Assessment
Provide five news stories without headlines, and challenge each student to write headlines for all five stories. At least four of five headlines should correctly identify the main idea of the news story.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Current events journals allow students to record and reflect on the week's news.

Subjects: Language Arts, Math, Health, Science, Social Studies, Journalism

Grade Levels: preK-2, 3-5, 6-8, 9-12

Objectives
Students will:

• skim newspapers for news articles that fit defined guidelines,
• cut out two articles each week and write a brief description of the main idea for each,
• reflect on the importance of the news story and write a statement demonstrating that reflection, and
• develop time management skills by planning work on this project so it is completed in full at the end of each quarter.

Keywords
current events, newspaper, reflect, writing, journal, time management, main idea, critical thinking

Materials Needed

• access to the daily newspaper (Alternative: access to online news sources or news magazines)
• a notebook to hold news clippings and reflections

Procedure
Explain to students that, in this activity, they are responsible for keeping a Current Events Journal. On a weekly basis, they will collect two articles of interest from newspapers and keep a notebook of the articles they find. For each article, tell students they also will provide a reflection of 25-50 words that includes a statement of the main idea of the news story and the student's reaction to the importance of the news story.

Notes About This Project

• The project makes a great homework assignment because it provides opportunities for parents to work with students and to discuss news events with them. The project equates to 30 minutes of homework twice a week.
• If students do not have access to a daily newspaper, they can use news magazines or online newspapers as their sources of information.
• Students should have complete freedom to select news stories, however articles may focus on a specific subject area.

Having students hand in their Current Events Journals at the end of each quarter will help them learn the importance of keeping up with long-term assignments.

Assessment
Each entry will be scored equally. If there are nine weeks in a quarter, for example, students should have 18 news clippings in their Current Events Journals. Assign each entry a value of 5.5 points -- for a total possible score of 100.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Inspire students to create a newspaper reporting on some of the top 100 news stories of the 20th century.

Subjects: Language Arts, Visual Arts, Educational Technology, Science, Social Studies, Journalism

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• study current news stories,
• select one of the top 100 news stories of the 20th century, and
• create a news story and/or related features as they might have been reported at the time of the actual event.

Keywords
newspaper, edit, current events, news, writing, 20th century, history, time line

Materials Needed

• current newspapers
• library or Internet access

Procedure
Have students collect a variety of major news stories from local papers. Share those stories with in class. Talk about how major news stories often begin on page 1 of a newspaper and conclude on an inside page. Discuss features and other elements that expand on the story. Explain that those features might include one or more of the following:

• a sidebar of facts and figures (statistics)
• a map
• callout quotes from people who have opinions about the news story
• a chart that provides information in an easy-to-digest format
• a shorter story sharing one person's perspective on the news
• a shorter story sharing one person's personal experiences related to the news
• additional resources readers can go to for more information about the news

After the discussion, invite each student to choose one past news event. Have them write a news story about that event, as well as provide a continuation of the story that includes at least two of the related features mentioned above. Students can complete this activity individually or in pairs. Tell students to use online and print resources to research the news event they select. Explain that their news stories should include photographs, illustrations, and other informative graphics in addition to text. A great starting point for this activity is the Stories of the Century Web page that's part of the Newseum Web site. This page shows the results of a poll to determine the top 100 news stories of the 20th century.

Variations
Have students focus on a narrower or wider time frame than the 20th century, or have them focus on news events related to a particular subject area.

Extension Activities

• This activity offers excellent opportunities for integrating technology. Encourage students to use publishing programs, photo-editing software, or Web page creation software to bring their news reports to life.
• Display students' newspapers along a time line of the 20th century.

Assessment
Students rate each other's news stories for (1) content accuracy and relevance, (2) design, (3) creativity, (4) effort. Encourage students to rate each element on a scale of 1 to 5, such as:

5 = Pulitzer Prize-winning material!
4 = No Pulitzer but still top-notch reporting
3 = Solid reporting
2 = Needs a good editor
1 = Where's the shredder?

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Students compare how different newspapers handle the news of the day. Work sheet included.

Subjects: Language Arts, Math, Social Studies, Journalism

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• write a business letter,
• use a graphic organizer to compare how different newspapers cover the news stories on a given day, and
• collect comparative data/statistics about the newspapers they read.

Keywords
newspaper, business letter, current events, Venn diagram, compare, contrast, point of view, editorial, classified, consumer, cost of living, letter writing

Materials Needed

• daily newspapers from around the country for a specific date (See instructions below for obtaining those newspapers)
• Comparing Newspapers work sheet

Procedure
Complete this activity in two parts. First, help your students determine the date for which they would like to collect newspapers from around the country. That date might coincide with a recent national or international event -- for example, the president's State of the Union address, a violent earthquake, a meeting of world leaders, or a decisive battle in a war. (Remind students to order the paper for the date following the actual event if that's when the event would be reported.) Have each student write a simple business letter to the circulation manager of a different newspaper requesting a copy of that newspaper for the specified date. The following Web sites provide resources for locating newspaper addresses:

• United States Newspaper List
• Helpful Addresses: U.S. Newspaper Addresses

Be sure to send a few extra letters in addition to the letters written by the students, so extra newspapers will be available for students who do not receive responses to their letters.

Complete the second part of the lesson when all the newspapers have arrived. Students can work in pairs, in small groups, or as a class.

Begin by having students study the front page of the paper. Ask: How much of the front page relates to the main news story? Are photos included? Is the article from a wire service or was it written by a local reporter? Does the article include unique local or national quote sources? What other news stories appear on the front page? Are those stories covered on the front page of other papers as well? How much of the front page covers stories of local, national, and international importance?

Discuss similarities and differences between the day's news coverage. Encourage students to dig deeper into the newspapers to determine how much total space is devoted to different news stories (students could use rulers to measure "inches" of copy); to discover what topics are discussed on editorial pages; to find out how many front page news articles include photographs; and so on.

Extension activities:

• Students can create a Venn Diagram comparing the way in which two newspapers handle the same news story. Older students might use a Triple Venn Diagram to compare three newspapers' treatments of the story.
• Invite students to create charts comparing the number of comic strips on each newspaper's "funnies" page, the cost of a three-line classified ad, the number of reporters with bylines, the number of help-wanted ads, the number of pages devoted to sports coverage, the number of out-of-state datelines, the average cost of a home shown in the real estate section, and so on. A sample Comparing Newspapers work sheet is included.
• Students can select one piece of data recorded on their charts (see above) to create a graph illustrating that data.
• Have students clip news stories related to a given topic or event. Create a bulletin board showing at a glance how different newspapers handled the story.
• Collect mastheads from newspapers around the United States. Arrange them around a U.S. map. Use yarn to connect each masthead to the city on the map where the newspaper is published.

Assessment
Students will be evaluated based on a Venn diagram illustrating at least three similarities and differences in the way two newspapers handled a major news story and on an essay summarizing those similarities and differences.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Turn a corner of your classroom into a Weekly Math Challenge center. Students earn special rewards for solving math challenges.

Subjects: Math

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• apply their math knowledge to solve puzzles that require math skill and/or logic.

Keywords
puzzle, challenge, math, center, logic

Materials Needed

• N/A

Procedure
Turn a corner of your classroom or part of a bulletin board over to a Weekly Math Challenge. Each week, post a new challenge or puzzle in that space. Give students a week to solve the challenge.

Before introducing this activity, have each student create a Math Challenge notebook or a booklet by stapling together pages of writing paper. When students solve the Weekly Math Challenge puzzle, they write the solution and a description of the math or thought process that helped them solve the problem in their notebooks. Students hand in the notebook when they are satisfied with their solution.

Keep a record of students who solve the weekly challenges. Following are a few ways in which correct responses might be rewarded:

• Keep a class chart on the Weekly Math Challenge wall. Add a star next to a person's name each time that person provides a correct solution.
• Award 5 bonus points toward the next quiz score.
• Award a certificate for one homework-free night.
• Invite students who correctly solve five or more puzzles to take part in a special pizza luncheon at the end of the semester.
• Award a special prize to the student who correctly solves the most challenges in a semester. (Examples: A gift certificate for a record store, a video game, a coveted T-shirt.)

Notes: If it appears that a particular Math Challenge is giving students a hard time, offer an additional clue to help out.

You may elect not to return notebooks to students until the next Weekly Challenge is posted. That will cut down the possibility that students will share correct answers with their peers.

Assessment
Students turn in their Weekly Math Challenge notebooks if they have a solution to offer. Correct responses make students eligible for established rewards.

Copyright © 2008, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

A kid-friendly online graph-making tool allows students to create colorful bar, line, or pie graphs. This lesson can be easily adapted for use with any teaching unit.

Subjects: Language Arts, Educational Technology, Math

Grade Levels: preK-2, 3-5, 6-8, 9-12

Objectives
Students will:

• decide on a survey question to ask or a type of data to gather (they might also use a teacher-provided idea or one of the ideas listed in the Lesson Plan section of this lesson);
• collect information and data;
• display the data in bar, line, or pie graphs they create with a free online tool; and,
• describe orally and in writing what they learned from the activity.

Keywords
graph, chart, online, software, technology, compare, temperature, population, reading, pets, family, price, inflation, book, video

Materials Needed

• computer access
• a free online create-a-graph tool or software provided by the school

Procedure

Before the Lesson: Familiarize yourself with the free online Create a Graph tool. A kindergarten student can learn to use this tool with ease. (Note: Any graph-making software your school might have can be substituted for this online tool.) This tool can be adapted to many teaching units.

Decide what kinds of information students will graph, or help students create their own survey questions; they can use the graphing tool to display the results of their surveys.

Project and Lesson Ideas: This lesson can be adapted to almost any curriculum unit. Following are just a handful of projects and lessons that students can do using the online graphing tool:

• Students studying state history can create a graph to show state population growth over the years.
• Students can monitor the amount of leisure reading they do each day, then create graphs to show how many minutes they read each day for a week.
• Students might survey other students about the kinds of pets they have and create graphs to show the most popular pets.
• Students could research the rising cost of certain consumer goods (e.g. the average car, a loaf of bread) over the years and graph the results. They might figure the average cost of an item today and use the online inflation calculator to determine what that item might have cost 10, 20, 30, 40, and 50 years ago.
• Students might choose a U.S. or world city and use online or newspaper sources to monitor the high temperature in that city each day for a week. (Every student could track the weather in a different city.) Variation: Students could calculate the average high temperature for the week, then create a graph to compare the average high temperatures in a group of cities.
• Students might survey other students to learn how many people are in each of their families. The could create graphs to show how many families have two, three, four, five, or six or more members.
• Provide students with the store ad supplements that come in your daily newspaper. Have them use the ads from two stores to find the same items in both ads and compare the prices for those items in the two stores. Students can create graphs showing the items in both stores. (If available, students might print one of their graphs on a transparency sheet so they could lay it over the other graph to make a very visual comparison of prices.)
• Have students estimate the number of words on a dictionary page by counting the actual number of entries on ten different pages and finding the average. Then ask them to estimate the number of words in the dictionary that begin with specific letters by multiplying the average number of words on a page by the number of pages devoted to each of those letters. Finally, students can graph the results to create a visual comparison of the number of words beginning with different letters of the alphabet.
• Students can create their own survey questions, conduct surveys, and graph the results. Questions might relate to areas of study, hobbies, favorite books, TV shows, video movies, or video games. The possibilities are endless!

When students have completed the graphs, provide time for each student to present his or her findings to the class. Students should explain how they collected information, what the graphs show, and what they learned from the activity. Some might share ideas for follow-up surveys or graphs that would help them learn more or clarify data they collected. Ask students to write paragraphs summarizing what they learned.

Extension Activity
Students can use their visual and art skills to turn the graphs they've created into art that truly represents the subject of the graph. For example, if the bar graph compares the cost of an item over the years, each bar might be cut from a photocopied dollar bill; if the pie chart shows the results of a class pet census, the circle of the chart might appear as the face of a cat.

Assessment
Grade students on their ability to collect data and plug that data into the online graph-creation tool in order to create a graphic representation of the information they collected and on their presentations to the class.

Copyright © 2008, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Students impress others with their ability as they figure out a person's age with some simple math calculations. Included: Two math puzzles to exercise math computation skills!

Subjects: Math

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• reinforce math computation skills by doing fun activities with their peers or adult acquaintances.

Keywords
age, arithmetic, birthday, calculate, math, puzzle, year

Materials Needed

• pencil and paper

Procedure
This lesson includes two puzzle activities students can do to exercise their math skills and impress their parents, neighbors, and relatives. In both activities, kids provide adults with directions that require simple math computations in order to help the kids -- magically! -- figure out the ages of the other people. Following are the directions students will provide as they work these two puzzles on their peers or adult acquaintances.

Puzzle 1 (for students who can do simple addition and subtraction and multiply by 5)

• Ask an adult whether he or she would be willing to do a math puzzle that will enable you to figure out how old he or she is without even asking his or her age!
• If the adult agrees, ask him or her to think of the first number in his or her age. (For example, if the person is 36 years old, she or he will think the number 3.)
• Tell the person to multiply that number by 5.
• Then tell the person to add 3 to that number.
• Next, ask the adult to double the latest number.
• Finally, ask the adult to add the second number of his or her age to the total. For example, if the person is 36 years old, he or she will add 6 to the number in the previous step.
• Ask the adult to tell you the number that resulted from the calculations.
• Now, simply subtract 6 from that number. Announce the answer as that person's age!

Encourage students to try this puzzle in advance a few times -- using random numbers (ages) -- to see whether it works. That will provide math practice for students. For this activity, you might provide, or students might create, a simple chart with the following headings:

• Person's Age
• First Number of the Person's Age
• Multiply x 5
• Add 3
• Double the Number
• Add the Second Number of the Person's Age
• Subtract 6 (To Get the Person's Age)

Challenge Question: See whether students can figure out why the puzzle works!

Puzzle 2 (for students who can add larger numbers and multiply by 50)

• Ask an adult whether she or he would be willing to do a math puzzle that will enable you to figure out how old he or she is without even asking her or his age!
• If the adult agrees, ask him or her to think of a number -- any number.
• Ask the person to double that number.
• Then tell the person to add 5 to the number.
• Now tell the adult to multiply the number by 50.
• Ask the adult whether she or he has had a birthday so far this year. If so, tell the adult to add 1752* to the number. If the person has not celebrated a birthday yet this year, tell the person to add 1751.*
• Finally, ask the person to subtract the year (for example, 1952 or 1979) of birth.
• The number the adult has now should tell you two things: The first digit or digits will be the original number that the adult started with; the last two digits will be the person's age!
• Encourage students to try this puzzle on their peers to verify that it works. Doing this will provide math practice.

Challenge Question: See if students can figure out why the puzzle works!

Note: The numbers 1752 and 1751 will work only in the year 2002. If you are doing this puzzle activity in 2003, add 1 to each of those numbers (use 1753 and 1752); if you are doing the puzzle in 2004, add 2 to each of those numbers (use 1754 and 1753) and so on.

Assessment
Students do a series of calculations to help them see that these puzzles work. If they come across an example that does not work, they redo the calculation to find their error(s).

Copyright © 2008, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

The Fact-O game combines math fact practice with a game of chance and skill. Game sheet included.

Subjects: Math

Grade Levels: preK-2, 3-5, 6-8, 9-12

Objectives
Students will:

• follow directions as they play the Fact-O game;
• correctly create and calculate mathematical equations, using the numbers rolled on three dice; and,
• earn points for marking adjacent numbers on the game sheet.

Keywords
add, addition, bingo, calculate, dice, equation, facts, game, math, multiply, multiplication, solve, subtract, subtraction

Materials Needed

• three dice for each pair or group of students
• Fact-O Game Card

Procedure

Adapt the Game for any Grade: The Fact-O Game Card is designed to be used with students in grades 4 and up who have a grasp of addition, subtraction, and multiplication facts and processes. However, Fact-O can be adapted for any grade. A game sheet with fewer squares and a limited number of mathematical facts or responses could be created for use in lower grades. For example, a sheet with twelve squares numbered to follow the pattern below might be used with first graders who have learned their addition facts to 10:

The rules below relate to the version of the game that can be played with students in grades 4 and up. The rules can be easily adapted by:

• using a different game sheet, such as one for addition facts up to 10 (shown above),
• using two dice instead of three,
• providing practice only in addition, only in subtraction, or in a combination of addition and subtraction,
• playing the game the way Bingo is played (first player to X a complete row of numbers is the winner) rather than awarding points for adjacent marked squares, and
• any other variation a teacher might conjure up and introduce.

The Rules

• Students can play the game with a partner or in small groups with up to five players.
• Students roll the three dice to determine who will play the game first. The person who rolls the highest total goes first.
• The first player rolls the three dice. He or she uses the numbers rolled to create a mathematical problem that employs at least two operations (addition and subtraction, addition and multiplication, or subtraction and multiplication). For example, if the player rolls a 2, a 5, and a 6, she or he could use those numbers to create a mathematical equation such as 2 x 5 + 6 = 16 or 5 x 6 - 2 = 28. In those cases, the student would write the mathematical equation and the answer, then put an X on the answer (16 or 28) on the Fact-O Game Card.
• The first player passes the dice to the next player in the group; play moves in a clockwise direction.
• As the game progresses, students check one another's math. If the first player writes an incorrect equation, then passes the dice, any of the other players can call out the error. (Note: An answer is not wrong until the player ends his or her turn by passing the dice to the next person.) The player who made the error must erase the X on his or her game sheet and forfeit the next turn; the player who was first to call out the error is allowed to put an X on his or her game card if that number is open. If a player calls out an error that later proves to be correct, the player who mistakenly called out the error loses his or her next turn.
• Play resumes. The next player in the circle rolls the dice. (If the next player is a player who properly called out an error in the previous roll of the dice, then that player still gets his or her regular turn in rotation.)
• When the first player gets a second turn, she or he should roll the dice and try to create a mathematical problem with an answer that appears on the game sheet adjacent to the answer on which she drew an X in the first round. For example, if the player put an X on the number 16 in the first round, he or she should try to create an equation that has an answer of 7, 8, 15, 23, or 24. (Those are the numbers adjacent to the number 16 on the game sheet.) If the player is able to X a number adjacent to 16, he or she earns a point. If the player is unable to mark a square adjacent to 16, she or he is free to create an equation with any other answer and to X the square that includes that answer, but no point is earned. Points accumulate as the game continues.
• When a player rolls the dice but is not able to create a mathematical problem that enables her or him to X a number that has not yet been X'd on the game sheet, the player marks no X and passes the dice to the next player.
• If a player is unable to X any numbered box on the game sheet for three consecutive turns, that player is eliminated from play.
• Score is kept throughout the game. When time is called, the person with the most points earned is declared the winner of the game. (Remember: The person with the most X'd squares might not be the winner because the winner is determined by points earned for X'ing the most adjacent squares on the game sheet.)

Assessment
Check students' mathematical problems and equations.

Copyright © 2008, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

A chart comparing the cost of a gallon of gasoline to the cost of gallons of other liquids -- mouthwash, house paint, fruit juice, and white-out, for example -- might make the cost of gas seem manageable after all!

Subjects: Math, Educational Technology, Economics

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• research the cost of a gallon of gasoline;
• calculate the costs of gallons of a variety of liquids;
• create charts showing the data they collect;
• discuss the data; and,
• use software or a free online tool to create graphs comparing the costs of a gallon of gasoline with that of five other liquids.

Keywords
calculate, COLA, cost of living, economics, equation, gallon, gasoline, inflation, liquid, measure, measurement, pint

Materials Needed

• ads from food, drug, auto parts, and/or home building supply stores
• graph creation software or access to the online Create a Graph tool

Procedure

Set Up the Activity: Have your students considered that gasoline might be a bargain when compared with the price of other liquids they consume. Take bottled water, for example. A 16-ounce bottle of water costing $1.09 works out to $4.36 a gallon. That makes gasoline look like a real bargain!

Of course, buying a gallon of water is usually cheaper than buying four 16-ounce bottles of water; but for the purpose of illustration, the bottled water example puts the cost of gasoline in perspective.

The Heart of the Lesson: Students can do this activity individually or in small groups, in class or for homework. For an in-class activity, you might do the following.

• Provide students with newspaper ads from food, drug, auto parts and/or home supply stores so they can price a gallon of a variety of liquids, such as fruit drinks, house paint, mouthwash, auto engine oil, perfume, white-out, and so on.
• Have students create charts with four columns: Liquid Product, Cost of Item, Size (Volume) of Item, Price per Gallon.
• In the first row of the charts, students record the cost of a gallon of gasoline. In the remaining rows, students enter the information gleaned from the ads for a variety of other liquids.
• Next have students use the cost of each of the other products on the chart to calculate the cost for a gallon of the product. (With younger students, these calculations could be done as a whole-class activity.)

When they complete the activity, students should share the information they collected and discuss the cost of a gallon of gasoline relative to the cost of some other things they might purchase.

Extension Activity: Students can use the data they collect to create bar graphs providing a visual representation of the data. They can use art supplies, available software programs, or the free online Create a Graph tool to create the graph.

Assessment
Grade students' chart calculations on mathematical accuracy.

Copyright © 2008, EducationWorld.com, used by permission

Teaching Theme of the Week #19

from EducationWorld.com

No names on papers? No titles on compositions? No answers rounded to the nearest tenth? If you find yourself confronting such problems while grading papers, your students may not be paying attention to directions. Although most successful students recognize the importance of reading instructions thoroughly and following them, some students may master the skill slowly.

Surprised to see a number of students suddenly leave the room only halfway through an exam, the professor followed them into the corridor. He discovered the students completing the balance of the questions while leaning against the walls. When he asked for an explanation, one student pointed to the third question, which asked "Describe Hemingway's The Old Man and the Sea. You may supply a drawing but please leave room to answer."

Sadly, this joke about kids following directions with excessive zeal may not ring very true for many teachers today. Unfortunately, in the rush to complete assignments, students often race past directions to get to the "meat" of their work. In desperation, some teachers have hidden the answer to a simple question, or a hint to a tougher one, within the directions of an exam, just to encourage students to read the directions.

There are ways to help students recognize the value of reading instructions before beginning an assignment and following them throughout. Elementary teachers may hold a "bear hunt." Students bring in teddy bears, hide them within the classroom or school, and then create lists of directions for others to follow to locate the bears. Teachers of older students may craft a page of instructions that students must read in their entirety before beginning to work and include as the last one, "Ignore all of the directions above and turn in your paper." The Internet provides even more opportunities to emphasize directions with lesson plans, how-to's, and recipes!

THREE LESSONS FOR TEACHING STUDENTS TO FOLLOW DIRECTIONS

Brief descriptions of three lesson plans follow, with approximate grade levels in parentheses. Scroll down to find the complete lessons.

Lesson One: Phil's Fish Shop
Taking on the roles of new employees in a pet shop, students offer advice to customers, answer questions, and create a handbook of instructions for new fish owners. (Grades 3-8)

Lesson Two: Critics of Cuisine
As food critics, students follow directions to create culinary delights and then critique the recipes and the flavor of their products. (Grades 3-12)

Lesson Three: The Magician's Apprentice
Teaching the skill of following directions requires a little hocus-pocus in this lesson. Students re-create magic tricks, evaluate the clarity of the instructions, and teach an apprentice how to perform a trick. (Grades 3-8)

Additional Resources

• Monster Exchange
  In this project, classes of students draw monsters of their own creation and then describe them in writing. The compositions are exchanged, and students attempt to re-create the monsters, using the descriptions as their guides. Then they share the drawings and compare them to the originals.
• How Well Can You Follow Directions?
  This test is an example of an assessment designed to illustrate the value of following instructions to students. They are told to read the entire test first; those who do not read end up doing extra work!
• Free Following Directions Worksheets
  For young students, Teach-nology provides several adorable coloring sheets with simple instructions to follow.

Lesson One: Phil's Fish Shop

Subjects

• Arts & Humanities
• Language Arts
• Science

Grades

• 3-5
• 6-8

Objectives
Students will

• investigate procedures for establishing a new fish aquarium,
• respond in writing to situations with imaginary "customers," and
• summarize information discovered and record it in a handbook of directions for new fish owners.

Keywords
following directions, instructions, writing, aquarium, fish

Materials Needed

• Phil's Fish Shop work sheet
• Internet access (optional)

Procedure
Mention beforehand that an activity will focus on "following directions," and you are likely to hear groans from students. What could be more important, but potentially less interesting? In this lesson, students find relevance -- and, we hope, enjoyment -- in the skill of following directions by simulating its use in the workplace.

To start this activity, poll your students to find out how many, and what kid of, pets they have. Briefly discuss some of the tasks the students perform for their pets and how they learned about pet care.

New pet owners look to shopkeepers for guidance in selecting appropriate pets, gathering the needed supplies, and learning to care for pets. They are eager to follow the advice of experienced staff, but not every employee is ready to offer such advice. New staff members must depend on research to assist them as they guide customers.

Ask the students to imagine that they are new employees of a pet store that sells fish. What do they need to know in order to do their jobs well? Explain that you have a copy of the first page of the employee handbook, and read the following statements. A Web site is cited in the text, but if Internet access is not available, any resource that includes information about how to set up an aquarium may be appropriate.

Phil's Fish Shop Employee Handbook

Welcome to Phil's Fish Shop, "Where Fish Would Go if They Could Shop!"

We invite you to ask questions and get to know our products, our customers, and our staff. Customers turn to us as guides to help them create safe and pleasant environments for their fish. Whether they are beginners or experienced fish owners, we serve as an invaluable resource for our customers. Our support for pet owners keeps them coming back to Phil's to purchase supplies and additional aquarium pets!

Your first task as a new employee is to become familiar with how to set up an aquarium. Many of our customers are novice fish owners who have never had any aquarium pets. They rely on our staff to help identify the equipment they will need and explain how to set it up. Then we help the customers choose the right fish to fill their tanks.

Visit How to Set Up a Home Aquarium, from the National Aquarium in Baltimore. Then pretend that you are working at the shop, and tell us how you would handle the situations described on the Phil's Fish Shop Employee Exam work sheet. Use the information you have gathered to design a set of instructions for new aquarium enthusiasts.

Give the students time to visit the Web site or peruse research materials of your choice and pass out the Phil's Fish Shop Employee Exam work sheet. If you prefer, students may share their instruction sheets with partners and make suggestions and improvements. Collect the work sheets for evaluation.

Assessment
All answers should be presented in complete sentences.

Work Sheet Answer Key:

1. Mr. Jones should place a tank cover on his aquarium to reduce the rate of evaporation and keep fish from jumping out of the tank.

2. New tanks need to be conditioned before fish are added. Only crabs and damselfish should be placed in a tank for the first six weeks. Other fish, and especially large fish, can be included later.

3. The rule of thumb is 1 inch of fish per 1 gallon of water. Mrs. McCleary already has three fish, and ten guppies (regardless of size) are likely to be more than her 5-gallon tank can efficiently and effectively handle.

4. Algae can be beneficial in an aquarium, especially when allowed to grow on only one side of the tank where fish can graze on it.

EXTRA! Answers will vary but should be consistent with the material read.

Lesson Two:  Critics of Cuisine

Subjects

• Arts & Humanities
• Language Arts
• Educational Technology
• Mathematics
• Health

Grades

• 3-5
• 6-8
• 9-12

Objectives
Students will

• select appealing and nutritious recipes to make at home,
• follow directions to create the dishes, and
• write reviews of the recipes and their products.

Keywords
following directions, cooking, measuring, review, food, writing

Materials Needed

• selection of recipes, online or in print

Procedure
Is the way to a student's heart through the stomach? This lesson seeks to capitalize on the healthy appetites of kids and their love of cooking to improve their skill in following directions. To get started, have your students talk about their cooking experiences, good and bad. What are the characteristics of a "good" recipe? What role does nutrition play? What is a nutritious food? For more information on nutritious foods, you may visit Making Healthy Food Choices. Explain that the students are about to begin a three-part activity that involves food, following directions, and writing.

Have each student choose a recipe, either online or in print, that is both appealing and nutritious. For younger students, you may use the resources Recipes Kids Can Help Make and FamilyFun Recipes. Older students may prefer All Recipes. Other recipe sources are available online, but students should be aware that all selections must be appropriate and easily made in a home kitchen. You may steer children toward recipes that require ingredients commonly found in the kitchen and those that do not demand expensive or exotic materials and tools. Instruct the students to print or copy their recipes so that they may make them at home, with parental assistance as required. Finding a recipe is the first part of the student work, and making it at home is the second.

When students select their recipes, and you have approved them, discuss the third part of the assignment -- the review. In a written composition, the students should evaluate the effectiveness of a recipe's instructions and its taste. Questions to be considered may include the following.

• Was the recipe clear and easy to follow?
• Were all needed ingredients and cooking tools identified?
• What additional information should cooks be given within the recipe?
• Is the recipe truly designed for a beginner?
• What is the most complicated part of the recipe?
• How nutritious is this recipe?
• Is it possible to calculate the approximate calories in each serving, or is the information provided?
• Does the recipe offer variations for specific dietary needs?
• How can the taste of the recipe be described? Was it good? Disappointing? Surprisingly better than expected?
• Would you choose to make this recipe again?
• Is this recipe one you would recommend?
• Based on your experience, how would you rate the resource from which this recipe comes?

Reviews may feature the following elements, according to teacher preference.

• a title
• the student's name
• the recipe's source
• the title of the recipe
• the author of the recipe, if provided
• a rating of some type for the recipe, for example, one to five stars or a letter grade
• an explanation of the rating
• a critique of the directions and how they might be improved
• a description of the taste of the dish
• a general overview of the recipe resource
• an overall opinion of the recipe, positive or negative

Teachers may establish a reasonable due date for the assignment, which can be completed as homework. The writing portion might be done in class.

Assessment
A composition that meets requirements in this assignment will contain all aspects of the review (as selected by the teacher), will be based on an appropriate recipe, and will be presented in a manner consistent with student writing expectations.

Lesson Three: The Magician's Apprentice

Subjects

• Arts & Humanities
• Language Arts

Grades

• 3-5
• 6-8

Objectives
Students will

• follow directions to perform a magic trick,
• assess the quality of the instructions with a rubric, and
• teach a partner how to perform the magic trick.

Keywords
following directions, magic, trick, rubric

Materials Needed

• index cards
• paper
• pencils
• Internet access (optional)

If using the online magic tricks cited, the following materials will be needed:

• coins
• handkerchiefs
• straws
• decks of cards
• clear plastic tumblers
• construction paper
• pencils
• scissors
• glue
• carrots
• toothpicks

Procedure
Magic is a topic that naturally interests and amazes students. In this lesson, students follow instructions to perform a magic trick, critique its directions, and teach another student what they have learned.

To begin, ask your students to define "magic." What kinds of tricks do magicians perform? How do the students believe that magicians get their training? Explain that in this activity, the students will pretend to be the apprentices of Melmoe the Magnificent, an experienced, but aging, entertainer who is looking for new material. Read the following scenario to set the stage for the activity.

"I know that you are hoping to appear on stage with me, whippersnapper, but there is plenty of time," Melmoe said as he threw his cape over his shoulder. "I'm getting older, but I have lots of magic left in me!" With that, he threw up his hands, and a flash came from each, followed by puffs of smoke that rose in the air. "I want you to prove that you are an able apprentice who is willing to learn before I share my secrets," he said.

"My wife gave me this doggone contraption months ago," Melmoe continued, pointing to a computer in the corner of the room. "But I prefer my library of books over there. Find a new and amazing trick, practice it, evaluate it, bring it back to me with some cue cards, and I'll give it a go. If you do well, I'll put the illusion in my act, and I'll make you my assistant!"

With that, Melmoe laughed and then coughed loudly. He took a deep breath, wrapped himself with his cape and, in the blink of an eye, disappeared.

Click here to obtain a printable version of a rubric you can share with students. Discuss the rubric and how it rates the directions provided within a magic trick. What other measures or aspects might be added to evaluate the quality of the directions for a magic trick?

Now direct your students to MysteryNet's Kids Mysteries or other resources of your choice that contain magic tricks. The materials noted in the Materials Needed section of this lesson (above) are required for MysteryNet tricks numbered 22, 23, 24, 25, 26, and 28. Students may work individually, in pairs, or in groups.

Instruct the students to read and follow the directions given to perform one magic trick. On a sheet of paper, the students should use the rubric above to assess the quality of the trick's directions. They must give the directions a poor, an average, or an excellent rating in each category and list ways that the directions could be improved.

Distribute index cards to the students or groups. As a culminating activity and practice, students should create cue cards for the trick. Those cue cards should include a few steps as well as dialogue prompts. Students should use the cue cards as they teach another student to perform the trick. Remind students to select a learner who is new to the trick.

Extension Activities
MysteryNet Kids Mysteries offers three Magician's Rules.

• Keep the secret a secret.
• Do the trick only once.
• Practice before you perform.

Based on their experience, ask the students to explain why magicians often follow these rules.

Assume the role of Melmoe the Magnificent and choose three outstanding sets of instructions created by students. Use the instructions and cue cards to perform the magic tricks for your class. Afterward, explain each trick with the students' directions, and have the students tell why these directions work so well.

Assessment
Collect the students' sheets and index cards for evaluation. Acceptable responses will include the name of the student, title of the trick, the resource from which it comes, ratings of the directions based on the rubric, and suggested improvements to the directions. Cue cards should contain pertinent notes and quotes to be used in teaching or performing the magic trick.

© Copyright EducationWorld.com 2002, used by permission

Teaching Theme of the Week

from Education World®

Build memory and attention-to-detail skills as students play this seasonal adaptation of the classic Concentration game.

Subjects: Visual Arts, Educational Technology, Social Studies

Grade Levels: 3-5, 6-8

Objectives
Students will:

• build memory and attention skills as they play the classic game of Concentration using cards with December holiday and weather pictures on them.

Keywords
concentration, memory, detail, game, Christmas, December, Chanukah, Hanukkah, Kwanzaa

Materials Needed

• holiday and/or winter clip art from books or online resources (provided)
• 3- x 5-inch index cards (30 per game)

Procedure
Adapt the classic TV game show Concentration in this seasonal activity. Trim 30 3" x 5" index cards to 3" x 3" squares. Then create 15 pairs of cards; each pair should have the same seasonal image on the card. See the December Clip Art links below for some great image resources. Following are several ideas for using those resources and other holiday materials:

For younger students, keep the images simple and distinct. You might even limit the number of cards to 12 or 16 instead of 30. Christmas clip art sites are great sources of printable images. Cut out and then paste the pairs of images onto the cards.

Some sites listed below offer images that can create extra challenges in the game of Concentration. For example, see the Christmas Clip Art page, where you will find several different-colored bows, sprigs of holly, snow people, and so on.

Cut small square samples (1-1/2" square is a good size) of different kinds of holiday wrapping paper and mount them on different cards. Student will have to concentrate to match the locations of the matching wrapping papers.

Concentration Rules

You know how the game is played. Turn the cards of matching pictures upside down, mix them up, and set them up in six rows of five cards. Students work in pairs to play the game. The first student turns over any two cards. If the pictures on the cards match, the student takes the two cards and continues playing. If the two cards do not have matching pictures, the next play goes to the other student. Play continues until all matches have been made. The student with the most cards at the end of the game is the winner.

December Clip Art
Following are some excellent sources of December clip art. Some art is Christmas-related while some is simply winter-themed.

• KidsDomain Christmas Clip Art
• KidsDomain Santa Clip Art
• KidsDomain Winter Clip Art
• KidsDomain Kwanzaa Clip Art
• KidsDomain Chanukah Clip Art
• Christmas Clip Art
• The Clip Art of Christmas
• Winter Leisure Clip Art

Assessment
Students have fun and build skills of memory, attention to detail, and cooperation while playing the game.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

This "Happy Holidays from a Class Full of Angels" bulletin board is sure to generate smiles!

Subjects: Visual Arts, Educational Technology

Grade Levels: PreK-2, 3-5, 6-8

Objectives
Students will:

• pose for a photo and take photos of one another;
• superimpose the photos on an outline of an angel (angel coloring pages provided);
• post the class "angels" on a bulletin board headlined "Happy Holidays from a Class Full of Angels";
• use the angels to create a special greeting card for parents of guardian; and,
• use technology including a digital camera and drawing programs (optional).

Keywords
angel, bulletin board, holiday, Christmas

Materials Needed

• camera
• white construction paper
• computer access (optional)

Procedure
In this activity, students superimpose a photo of themselves on an angel form. Then they will combine those images and some clouds made out of cotton to create a "Happy Holidays from a Class Full of Angels" bulletin board. This bulletin board is sure to get a few smiles from those who see it!

If you have access to computers and a digital camera, this activity can make use of those technologies. Students can use a drawing program to create their own simple angel outline, or they can download an angel coloring page from one of the resources listed below. Then the digital image of their face can be downloaded, sized, and superimposed on the angel outline.

If you do not have access to the technology, take a photograph of each child. Children will cut out around their heads in the photos and glue their heads on an angel outline. Note: You will want to plan how far from the child to stand when you take the pictures in order to end up with an image that is not too big or small for the angel outline. If the angel outline shows a whole body, then a photo that includes the student from head to toe should work out pretty well.

Angel Outlines
Students can draw their own angel outlines or download one of the following coloring pages:

• Angel Coloring Pages
• Christmas-Activities.com Angel
• Angels to Print and Color

Extension Activities
Have students write stories about one school day in a perfect class of "angels."

• On the day before holiday vacation, take down the bulletin board and give each child his or her angel to create a special "Holiday Greetings from Your Little Angel" card for parents or loved ones.
• Purchase or collect empty plastic CD holders and insert the angel into the holder. The holder serves as a permanent picture frame, or it can be used as an ornament to be hung from the Christmas tree.

Assessment
Students practice and demonstrate skills in writing, technology use, and other areas as they complete different parts of this activity.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Students answer questions about a simple line graph that shows total Christmas tree sales from 1993 to 2000.

Subjects: Science, Educational Technology, Math, Social Studies

Grade Levels: K-2, 3-5, 6-8

Objectives
Students will:

• study a graph showing total Christmas tree sales between 1993 and 2000;
• correctly answer at least 75 percent of questions about the graph;
• study a second graph showing the percent of people who have real and artificial Christmas trees;
• take their own survey to learn how many of their classmates' families have real trees and how many have artificial trees; nd,
• compare the data they collect to national data.

Keywords
data, graph, Christmas, tree, sales, survey, math, percent

Materials Needed

• U.S. Christmas Tree Sales work sheet
• computer with Internet Access (optional)
• National Christmas Tree Association (NCTA), Industry Statistics Web site (optional)
• Create a Graph tool (optional)

Procedure
Provide students with the U.S. Christmas Tree Sales work sheet. The work sheet provides a line graph showing Christmas tree sales from 1993 to 2000. Students study the work sheet and answer the questions on it. This work sheet can be used as a homework assignment to be corrected in class, or as a classroom activity. (See Answer Key in the Assessment section below.)

More Challenging Questions
The questions on the work sheet are targeted at students in grades 2-4. If your students are older, you might want to post on a board or chart additional questions for students to answer. Following are five possible questions:

• How many trees were sold between 1995 and 2000? (201 million)
• In how many years on the graph did sales decline from the previous year? (3 times; sales declined between 1993 and 1994, 1995 and 1996, and 1999 and 2000)
• If the average Christmas tree sold for $35 in 2000, how much total income did Christmas tree sales produce that year? ($1,120,000,000 or $1.12 billion)
• By how many million did Christmas tree sales decline between 1995 and 1996? (37 million - 31 million = 6 million) By what percent did sales drop? (rounded to16 percent)
• Between which two years on the graph did the biggest gain in sales of Christmas trees occur? (1994 and 1995) What percent increase was that? (rounded to 11 percent)

Extend the Lesson
Have students create a bar graph showing the following information about household use of Christmas trees. The information shows the percent of homes that had real, artificial, and no tree in 2000.

Real Tree ... 31 percent

Artificial Tree ... 49 percent

No Tree  ... 21 percent

Source: National Christmas Tree Association (NCTA), Industry Statistics. Note: Numbers total 101 percent because some respondents said they had both a real and artificial tree.

After creating the graph, conduct a survey of students to learn which of their families have real, artificial, and no trees. How do students' personal data compare to data collected nationally by the NCTA? Students might use the free online Create a Graph tool to make a graph that illustrates the results of their own survey.

Assessment
Have students write a paragraph or a brief essay comparing Students will score at least 80 percent on the U.S. Christmas Tree Sales work sheet. In addition, you might have students write a paragraph in their journals explaining how the data they collected compares to national data collected in 2000 by the National Christmas Tree Association.

Answer Key: 1. 32 million; 2. 1993; 3. 1998; 4. 4 million (sales grew from 33 million to 37 million); 5. up; 6. 67 million (35 million + 32 million).

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

A fun grouping activity teaches about databases. Then students test kid-friendly search engines to find the best one.

Subjects: Educational Technology

Grade Levels: 3-5, 6-8

Objectives
Students will:

• learn what a database is.
• learn what a search engine does.
• learn how to formulate search criteria for a search engine.

Keywords
technology, computer, search engine, database

Materials Needed

• computer with Internet access
• Kids' Click: Worlds of Web Searching (optional)
• Search Engine work sheet

Procedure
Explain to students that a database is a name given to a collection of items. Point out that a telephone book is a database of phone numbers; a zoo is a database of animals; a library is a database of books; a classroom is a database of students. Brainstorm other databases with students. They might mention, for example, an encyclopedia or dictionary, a sports team, a video rental store, or a restaurant menu.

On the chalkboard, write a list of categories, such as age, eye color, hair color, and favorite ice cream flavor.

• Call out the first category (age) and have students form groups based on that category. Write the number of groups beneath the category name. You might have two groups of students based on age -- for example, eight-year-olds and nine-year-olds.
• Call out the second category (eye color) and ask students to regroup based on both age and eye color. Write the number of groups beneath that category name. (You might now have six groups - for example, blue-eyed 8 year-olds and blue-eyed 9 year-olds; green-eyed 8 year-olds and green-eyed 9 year-olds; brown-eyed 8 year-olds and brown-eyed 9 year-olds.)
• Repeat with one or more additional categories.

Ask students what they noticed as they participated in the activity. They should point out that the groups got smaller and smaller, that a database contains many smaller groups within the large group, and that those groups can be arranged in a number of ways depending on the criteria used.

Tell students that the World Wide Web is a database of Web sites. Within that database are billions of Web sites on millions of different topics. Ask: How can you find information you need on the World Wide Web without looking through each of those billions of Web sites? Most students will know that the answer is "by using a search engine." Explain that search engines sort the information on the WWW into smaller groups of information based on criteria the user specifies -- just as the categories on the chalkboard were used to create smaller and smaller groups of students. Ask: Why is it important to enter the most specific information possible when using a search engine?

Instead of the whole class activity above, you might invite students to read Kids' Click: Worlds of Web Searching to find information about search techniques and search engines. Or students can explore the World of Web Searching site as an extension activity.

Invite students to explore various criteria and learn about some search engines for kids by completing the Search Engine work sheet.

Assessment
ANSWER KEY: (The following are the results of my search. Answers may vary.)

1. 0
2. 0
3. 5
4. 0
5. 0
6. 5
7. 7
8. 19
9. X
10. X

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

A fun poem activity helps reinforce basic word processing skills.

Subjects: Educational Technology

Grade Levels: 3-5, 6-8

Objectives
Students will:

• explore some of the basic functions of word processing programs.
• practice using those functions.
• complete a work sheet about what they learn.

Keywords
technology, computer, word processing, format, text, formatting text

Materials Needed

• Basic Computer and Word Processing Functions Web site
• What Font! work sheet

Procedure
Brainstorm with students a list of functions their word processing program can perform. They should include on the list typing, saving, and printing text; deleting, inserting, and changing text; copying and pasting text; and so on. Invite students to explore Basic Computer and Word Processing Functions to learn the functions of various tools in their word processing program and to learn the keys and menus they should use to access those functions.

Note: The part of this lesson described above might be completed with students gathered around a single classroom computer, with a projected image of the Web site as the whole class explores it together, with students working at individual computers in a lab setting, or with students working individually at a learning center computer.

Next, introduce a poem to students. If you are a frequent Internet surfer an e-mailer, you have probably seen this poem before. You might have seen it under the title "Ode to a Spellchecker." The poem begins like this:

I have a spelling checker.
It came with my PC.
It plane lee marks four my revue
Miss steaks aye can knot see.

You can share the entire poem with students by clicking here. (With luck, you should see in their faces the recognition that this poem was written with tongue in cheek!) Talk with students about a handful of the obvious errors.

Next, hand out the What Font! work sheet and have students follow the directions on it. The activity involves students in practicing many of the word processing skills they have learned.

Assessment
Students will correctly complete all the steps on the What Font! work sheet.

ANSWER KEY:
Note: Directions may vary slightly for Mac users.

1. To find the poem, type the URL into the browser window and hit Enter.
2. To copy the poem, click Edit > Select All; Edit > Copy. To paste the poem into a blank word document, open a blank document and click Edit > Paste.
3. To save the document, click File > Save As, choose a folder, type Spell Checker Poem in the box next to File name, and click Save.
4. To change the Font type from Web to Normal, go to View > Toolbars and click Formatting. Click the down arrow next to Normal(Web) and click Normal in the drop down menu.
5. To change the color of all misspelled words to red, highlight each word, click Format > Font and click the color red in the drop down menu beneath Font color. To change the color of all the words at once, hold down the Ctrl or Apple button while highlighting. Then follow the directions for changing font color.
6. To change the last line of every stanza to italics, follow the directions for step 5, but choose Italic beneath Font style instead of Font color.
7. To correct the spelling, highlight each word and type the correct spelling.
8. To delete the author's name, highlight it and type your own name.
9. To insert a suggested grade, highlight your name, go to View > Toolbars and click Reviewing. Click Insert > Comment and type the grade you think you deserve. Click Alt+Shift+C to close the reviewing window. To read the suggested grade, place the mouse over the area where the comment was inserted.
10. To save the poem, go to File and click Save. To close the document, click the X in the upper right corner of the document window.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Practice using a mouse and complete a "mouserobics" scavenger hunt.

Subjects: Educational Technology

Grade Levels: PreK-2, 3-5

Objectives
Students will:

• explore how to use a mouse.
• learn about some of the tools used to move around and between computer windows.
• complete a scavenger hunt about what they learn.

Keywords
technology, computer, mouse

Materials Needed

• Mouserobics Web site
• Mouserobics Scavenger Hunt

Procedure
Explain to students that a computer is both an input and an output device. Some parts of the computer, such as the mouse and the keyboard, are used to put information into the computer. Other parts, such as the monitor and the speakers are used to get information from the computer. Point out that computer users need to put in information correctly in order to get out the information they need. Tell students they are going to learn how to use the mouse to input information by exploring the Mouserobics tutorial. Then provide them with the Mouserobics Scavenger Hunt to complete when they are done with the tutorial.

Note: The part of this lesson described above might be completed with students gathered around a single classroom computer, with a projected image of the Web site as the whole class explores it together, with students working at individual computers in a lab setting, or with students working individually at a learning center computer.

Assessment
Students will answer correctly at least 6 of the 8 questions on the Mouserobics Scavenger Hunt.

Copyright © 2002, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Students draw a picture of what they think a computer looks like inside, and then they explore more. (Adaptable for grades 3-12.)

Subjects: Language Arts, Educational Technology

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• explore the inside of a computer,
• learn the function of each part of a computer,
• learn the definitions of unfamiliar computer terms, and
• complete a worksheet of definitions of computer parts.

Keywords
technology, computer, vocabulary

Materials Needed

• computer with Internet access
• Click-N-Learn Web site Whatis.com Web site

Procedure
Invite students to draw a picture of what they think the inside of their computer looks like. Encourage them to show what they think makes the computer work.

Then have students explore the grade-level appropriate computer at Click-N-Learn. As they read, encourage students to make a list of any words or terms they do not understand. Have them to go to Whatis.com to look up the words on their lists.

Note: The part of this lesson described above might be completed with students gathered around a single classroom computer, with a projected image of the Web site as the whole class explores it together, with students working at individual computers in a lab setting, or with students working individually at a learning center computer.

Next, write a list of words on a board or chart and have students write a one-sentence definition for each word. You might use the words below, or create your own list of grade-appropriate terms:

• motherboard
• chipset
• BIOS
• operating system
• memory

Then ask each student to create his or her own personal dictionary of computer terms. The five terms you provided for the activity can be the start of that dictionary. Encourage students to add to their lists of terms and definitions throughout the year as they learn more about computers and other technology.

Assessment
Students will provide correct definitions for each of five words in the activity.

Answer Key: (Definitions from Whatis.com.)

1. A motherboard is the physical arrangement in a computer that contains the computer's basic circuitry and components.
2. A chipset is a group of microchips designed to work as a unit in performing one or more related functions.

3. BIOS (Basic Input/Output System) is the program a computer's microprocessor uses to get the computer system started after it's turned on.
4. An operating system (sometimes abbreviated as "OS") is the program that manages all the other programs in a computer.
5. Memory is the name for the electronic holding place for instructions and data that a computer's microprocessor can reach quickly.

Copyright © 2002, EducationWorld.com, used by permission

It's Frightening How Many Great Ideas You Can Find Here

from EducationWorld.com

1. My Pumpkin Story
   Grades K-5 use an online tool to "carve" a pumpkin and write a story about it.
    
2. Predicting Pumpkins
   In this interdisciplinary lesson idea for all grade levels, students make and test predictions about pumpkins.
    
3. Graphing Names in a Historic Cemetery
   Get ready for Halloween! Students visit a cemetery, where they tally and graph common names.
    
4. Silly Pumpkins: Just for Fun (or Fund-Raising)
   Have fun -- and raise funds -- with pumpkins. Get decorating ideas too!
    
5. Guess Who's Coming to Our Classroom
   In lieu of traditional Halloween parties, many schools celebrate the season with other types of dress-up affairs. In this lesson, students help a new teacher who has designed such an activity but left out an important step.
    
6. Literary Bash
   Design a classroom celebration that revolves around the literary work of your students' choice -- Harry Potter, for example!
    
7. Monster Mash
   Kids play inventor/entrepreneur and create a "monster mash" in this open-ended, creative activity.
    
8. BIG Pumpkins!
   Read a chart and solve word problems about big pumpkins. (Grades 3-8)
    
9. Hang a Jack-O'Lantern Mobile
   Follow directions to create pumpkin mobiles. (Grades K-12)
    
10. Pumpkin Puzzler
    Put math thinking in writing with this pumpkin puzzler. (Grades 3-12)
     

Online Resources

Add excitement to the seasonal fun and frolic in your classroom:

• BrainPop's Halloween Movie
• Ben and Jerry's Halloween
• Halloween Fun at Kids Domain

Do you know where pumpkins were first grown? Which family of growing things pumpkins belong to? What people in colonial times used pumpkins for? You might start your pumpkin lessons by sharing with students the CNN Pumpkin Quiz.

Follow up that lesson in pumpkin trivia by sharing the History of the Pumpkin.

Now that you've piqued student interest, why not "pick" from our patch of activities below.

Don't miss a special page of additional pumpkin lessons that Education World editors have harvested from the Internet!

Halloween Safety

Don't forget to review Halloween safety rules with students. You might even have them create posters to illustrate some of the safety rules found on the following Web sites:

• Halloween Safety Rules
• Halloween Safety Tips for Trick-or-Treaters
• Halloween Safety Tips for Kids

Copyright © 2007, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Exercise research skills to help the teacher figure out what famous person is being portrayed by each student in Miss Terie's class. Student work sheet included.

Subjects: Language Arts, Educational Technology, Social Studies

Grade Levels: 3-5, 6-8

Objectives
Students will:

• identify key facts and important terms within descriptions, and
• use facts and terms as the basis for research.

Keywords
Halloween, biography, role-play

Materials Needed

• Guess Who's Coming to Our Classroom Work Sheet
• Internet access or encyclopedias and historical reference books

Procedure
In lieu of traditional Halloween parties, many schools celebrate the season with other types of dress-up affairs. In this lesson, students help a new teacher who has designed such an activity but left out an important step.

Think of a character or individual who has recently been discussed in your classroom. Ask the students to describe how they could create a costume that would suit this character. What aspects of the costume would be easily recognized and associated with the character to "give away" his identity? What if the students could also add a few sentences of dialogue? What would they say that would provide enough information without mentioning the name of the character?

Then share this story of Miss Terie (Mys-tery, get it?), a teacher who has developed a neat Halloween activity for her class:

Miss Terie is a new language arts teacher who hasn't had much experience with planning class celebrations. She took her students to the library weeks ago and asked them to select a biography or autobiography of a well-known figure. To cap off their reading, the students were told come to school on Halloween day dressed as the figure they have read about.

Because she has never organized such an activity, Miss Terie did not have the students record the names of their chosen biographies or their subjects. Now she has no guideline to help her recognize the characters the students are portraying. The only clue to the students' identity is the brief statement each will make as he or she enters the classroom.

Distribute copies of the Guess Who's Coming to Our Classroom Work Sheet. Read the instructions and identify the materials your students should use for their research. These may include encyclopedias and other historical reference books and/or online resources. If Internet resources are used, you may refer students to the Web site Biography.com. Give students appropriate time to work. Collect their work sheets when complete. If you teach younger students, you might simply provide four of the character sketches from this activity for students to research.

Assessment
Collect student papers and grade with the following answer key:

1. Napoleon Bonaparte; 2. Clara Barton; 3. Martin Luther King, Jr.; 4. George W. Bush; 5. Queen Elizabeth II; 6. Franklin Delano Roosevelt. Bonus: Answers will vary.

Copyright © 2007, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Design a classroom celebration that revolves around the literary work of your students' choice -- Harry Potter, for example!

Subjects: Language Arts, Math, Physical Educaiton

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will

• read a grade-appropriate literary selection;
• design a complete classroom party with costumes, games, refreshment selections, and more around that piece of literature;
• correlate all party plans clearly to aspects of the book; and,
• create a proposal for the implementation of the celebration.

Keywords
Halloween, party, celebration, literature, proposal, budget, Harry Potter

Materials Needed

• literature selections
• paper
• pencils
• Internet access (optional)

Procedure
Students frequently request time for a class "party" or event that allows them to share conversation, good food, and fun activities. This lesson invites the students to do the planning and attempt to persuade their teacher to celebrate in literary style. It may be used in conjunction with independent or group reading assignments and can be performed with students working individually or in small groups.

Discuss the meaning of "theme" and how it is used in planning celebrations. For example, have they ever attended a birthday party that had a theme? What are some holiday themes? How are the themes reflected in the activities and items enjoyed during holiday celebrations? What are some common objects and activities associated with Halloween?

Have students work individually or in small groups to identify their choice of an acceptable book as an independent reading assignment, or the entire class can focus this activity on a story/book they have read. Instruct students to outline plans for a classroom party that revolves around the chosen book. Aspects of the plan should/may include a unique title for their themed celebration and theme-related decorations, invitations, refreshments, activities, games, favors, and prizes. If you choose, you may refer to A Harry Potter Halloween Party as an example. (Older students may read this information on their own, while teachers may prefer to borrow and share ideas from it with younger students.)

Once students have outlined their party plan, ask them to turn their thoughts into a proposal and submit it to you in writing. The proposal should

• list the student's name(s), title of the book, and author's name.
• explain the rationale behind the party theme.
• address decorations and music required.
• identify each item needed for the party.
• explain the games and activities that will be part of the event.
• describe appropriate attire for the party.

Advanced or upper-level students might also

• identify the approximate cost for party items and the number of each needed.
• give the ideal time to hold the party (date and time of day).
• include recipes for snacks related to the theme of the event.
• summarize the anticipated total cost for the party.
• explain why the event is worthwhile and is preferable to other party themes.

Every aspect of the party as described in the proposal must be linked to the book. Costumes should be explained as they relate to characters in the story, and party foods, games, decorations, must also correspond to the book and its setting. Titles should be appropriate and have meaning in the context of the literary work. When complete, have students share their proposals. If time is plentiful, students may vote on the theme that has the most appealing foods and activities.

Assessment
Collect all student proposals. All satisfactory submissions will contain the parts of the celebration assigned by the teacher and will relate each to an aspect of the selected book. Evaluate writing technique according to classroom guidelines.

Copyright © 2007, EducationWorld.com, used by permission

Teaching Theme of the Week

from Education World®

Kids play inventor/entrepreneur and create a "monster mash" in this open-ended, creative activity.

Subjects: Language Arts, Social Studies

Grade Levels: 3-5, 6-8, 9-12

Objectives
Students will:

• explain why the event is worthwhile and is preferable to other party themes,
• explain how the product is used,
• identify the product's goals and target audience, and
• write a commercial.

Keywords
Halloween, monster, writing, commercial

Materials Needed

• paper
• pencils
• assorted art supplies as required

Procedure
Since 1962, "The Monster Mash," as performed by Bobby "Boris" Pickett, has been a perennial Halloween favorite. In this activity, students strive to create an original product with the same name and to find a unique way to market their invention.

Describe a brand name product that you choose to buy regularly in lieu of a generic one. What do you find most effective and appealing about it? Did advertising lead you to your first purchase? If so, describe it. Discuss some of the students' favorite products and how they are packaged and marketed. What separates those products from the rest to make them more popular with consumers?

Tell the students that in observance of the Halloween holiday, they will create a product that is called "monster mash." The product may be a food, a tool, or any other type of invention (within reason). Give the students time to brainstorm and gather ideas. They may work in pairs or small groups if you choose. Once preliminary thoughts have been considered, have the students write a description of their product and its benefits, goals, and target audience. Who will buy "monster mash," and why?

Next have the students create a prototype of the package in which their product could be sold. A food may be offered in a bottle, jar, bag, can, or some other container; a tool might be placed in a box. Encourage the students to draw from their experience with real products to create a unique package. The container should include text that highlights the contents and benefits of "monster mash." It should also be appealing to the consumer.

Now ask the students to think about how their products can be marketed. Instruct them to design short commercials for their products. Would the ideal commercial feature animation or a spokesperson? Animation may be drawn in a series of small boxes on a page. If a spokesperson, students should explain who and why. Have the students share their ideas in brief presentations in front of the class that include a description of the product and its benefits, showing of its package, and an overview of the ideal commercial to send it flying off the shelves.

Assessment
All satisfactory presentations should feature a description of the product and its benefits, an original package, and an ideal commercial. The products must be appropriate for the classroom and show adequate effort and development given the age level of the group.

It's Frightening How Many Great Ideas You Can Find on NEA.org

My Pumpkin Story
Grades K-5 use an online tool to "carve" a pumpkin and write a story about it.

Predicting Pumpkins
In this interdisciplinary lesson idea for all grade levels, students make and test predictions about pumpkins.

Copyright © 2007, EducationWorld.com, used by permission

Teaching Theme of the Week 12

from EducationWorld.com

Students learn about historical figures in a variety of ways.

Historical Figure Day, a celebration held at a middle school in Moorpark, California, serves as an alternative to the traditional Halloween hoopla. Bringing together a unique collection of such personalities as Socrates, King Tut, Napoleon, Sacagawea, and Levi Strauss, this school-wide event takes on epic proportions! Find out how Mesa Verde middle schoolers get into character and bring the past to life! Included: Teacher Mike Winters shares project details, and students voice their reactions to a great learning experience!

(Below: Ten Ideas for Historical Figure Day Projects!)

"So many times in history classes, great emphasis is put on learning dates and places of important events, but many times we lose the personal side of what happened," teacher Mike Winters explains. "The goal of Historical Figure Day is to show students that the people who have changed the world throughout history were just normal people like you and me."

During the Halloween season, students and staff at Mesa Verde Middle School in Moorpark, California, dress up as significant figures from the past. Historical Figure Day is the culmination of nearly two months of research for the students, who choose or are assigned a figure for study. The characters are historically significant and representative of the time frame that each grade level covers during the school year. Sixth-grade students study ancient civilizations, seventh graders examine European history, and eighth graders investigate United States history to 1945.

As Winters, who teaches eighth-grade history, explains: "We hope that by participating in past events, students will learn not only about their historical figures' lives and achievements but also about the times when those people lived. Although it sometimes is a lot of work for the students and parents -- and teachers too -- I think that it is a really fun time for all!"

UP CLOSE WITH AN ICON

In preparation for Historical Figure Day, students have a few weeks to research their chosen individuals and find sources of information, such as books, encyclopedias, and approved Internet sites. Students take on two to four assignments, depending on grade level, that help them develop a deeper understanding of the significance of their historical figures. Assignments may include

• Design an illustrated time line that lists ten important events in the life of the historical figure.
• Develop a map that shows dates and locations where the historical figure accomplished important events in his or her life.
• Create a day that celebrates the importance of the historical figure; include a catchy name for the day, a date to celebrate it (selected because of its significance in the figure's life), a slogan for the day, a logo, and the events to celebrate on that day.
• Write a biographical sketch that describes the life and achievements of the historical figure.
• Give a first-person speech in costume; the speech should describe the character's life and achievements.

All students are required to dress as their characters on Historical Figure Day and remain in costume for the entire day. Some of the figures students have portrayed include Socrates, King Tut, Napoléon, Sacagawea, King Henry VIII, Elizabeth I, Leonardo da Vinci, Christopher Columbus, George Washington, Levi Strauss, the Wright Brothers, and Franklin D. Roosevelt.

HISTORY IS HAPPENIN'

As with any assignment, Winters says, some students simply view the day and the assignments as "more work." Many rise to the challenge, however, and really get into the learning experience, finding out as much as they can about their chosen historical figures.

"It is really neat to see when a student goes above and beyond and does his or her best job on all aspects of the day," Winters stated. "A large amount of credit also goes to the parents of our students. Many times, they are one of the motivating factors behind getting the assignments completed and the costumes made. Without them, Historical Figure Day would not be as successful as it is."

According to Winters, there have been many memorable moments during Historical Figure Day. "One event that really stands out in my head is the story of one of our eighth-grade students, whose historical figure was Abraham Lincoln," Winters said. "He was a good student, but he didn't have the resources to get an awesome costume. He, therefore, asked if he could borrow some black construction paper, of which he meticulously fashioned a stovepipe hat. He used an o