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You'll learn much about each student with this activity, and it will create a bond among students. Don't forget our archive of more than icebreaker activities. You might extend the activity by having each student introduce his or her partner to the class. Mason himself though he did not invent this specific closure method Toulouse a. The few jars presented in this section only scratches the surface of the variety of jars that utilized some form of the external continuous threaded "Mason" closure during the period from before the Civil War through the entire 20th century to the present. Bring notetaking supplies and a bag lunch.
Third, an outreach program provides seniors with access to Web-TV. The goals of the program are to provide opportunities for shared experiences between Canada's seniors and youths, to encourage senior citizens to use the Internet, and to provide both seniors and students with greater technology-based skills. Students at Banded Peak School engaged in a number of curriculum-based activities to prepare for their participation in the program. During the program, the seniors had the opportunity to learn technology skills and to help teach students about the world they live in.
Gordon Berry, one of the senior participants said, "I like the idea of playing a role in helping kids learn, since they are the future of the country. The benefits to the students were also more than academic. The project has broken through that by centering on the shared learning that takes place. That is what Travis and Bryce learned about senior David G. We figured he was used to Macintoshes because they have only one button on their mouse.
Online banking was one of the things that Mr. Langford was interested in. He figured out how to do it quite quickly. One of the things he liked best was the way that the banking was so easy to use. He worked with it like a wiz. MacDonald shared with us the message that most Canadian seniors are living very active and full lives," the students said. MacDonald herself speed-skates from her home to her office every day along Ottawa's Rideau Canal. She has recently returned from world travels, which saw her climbing partway up Mount Everest and later helping the people of Central America who were ravaged by Hurricane Mitch!
Harron," the students wrote, "still regularly writes and performs his unique humor to audiences across the country. Indeed, he told us that some people think of seniors as the 'telly-tubby' generation. Voter Empowerment Workshop, Chicago, Illinois Through the "Voter Empowerment Workshops" project, fifth grade students worked in teams of ten with a teacher-mentor to plan workshops on various political, social and economic topics related to elections.
The workshops were presented to adults, which included parents, guardians, community members, etc. Specific workshop themes varied but included: Where are your taxes going? The kindergarten children read the booklets that they had produced to preschool children so that the preschool children could better understand what kindergarten was really like. They then performed a play for other students and their parents dealing with what they had learned about butterflies at the nature center.
This feast was compared to the first Thanksgiving dinner. These mats were laminated and presented to a local soup kitchen to be given to the people with their Holidays meals. The students presented the gifts individually to the residents of the home. The 1st graders wrote Halloween safety tips on the bags and talked with the "younger" children about safe ways to trick or treat.
They eventually expanded the use of their posters to the halls in the school and eventually to store fronts downtown. Each student read the book and wrote a brief summary of the book as well as producing the new cover.
Individual students used their book to help the younger students master the words. This came about as a result of the environmental studies portion of the academic curriculum. Kids wrote letters to children who lived in a rain forest.
They started a recycling program in the school and petitioned the local council to make recycling mandatory in their community. The students interviewed the seniors to learn about their community and then put on a skit for the seniors to show them what they had learned.
They followed up with decorated "Thank You" cards to show their appreciation. Catherine Gistedt, Anne Arundel County, Maryland, Marley Middle School Science Students learn how to determine acceptable water quality of our environment using surveys, observations, and test kits. They then test, analyze and observe wildlife at Marley Creek in our community to determine a plan of action to improve the water quality or the wildlife habitat for this local creek.
Each homeroom had a representative that collected and counted. The community was encouraged to donate also, and students were asked to try to earn money for the collection in some manner.
The collection took place over two weeks. The Hereford School Community learned about the work of the Leukemia Society and how they could help in many activities.
Each content leader contributed to a phase of this activity and linked it to their curriculum. Each homeroom selected a representative who collected the money. The project was advertised by the Olive Garden and the Leukemia Society to the schools. The project was planned jointly with homeroom teachers and the student council. Student Council members trained the homeroom representatives.
Bailey, Calvert County, Maryland, Windy Hill Middle School Science My most memorable experience engaging students in service-learning is my aluminum can recycling drive. The need that we met during this drive was to reduce the amount of aluminum waste in our landfills. We met this need by collecting aluminum cans and recycling them at the local recycling center. We decided that we would hold a contest among the first period classes of my school. The class that brought in the most cans by weight would win a juice and doughnut party to recognize and celebrate their success.
The money that remained after funding the party was given to the local homeless shelter. I prepared the students for this project by informing them that as a class, they were responsible for completing a major activity that would help our community. The first step of this project was to determine the need that we wanted to meet. As a class, we investigated several community problems and evaluated how we could tackle the problems in the classroom. Students reported to the class on the various needs of their community.
The students then choose the theme of recycling for their big project. Next, the students were engaged in designing a plan for the project. We devised multiple solutions and chose the best plan of action. We had to organize the ideas to form a logical plan that would work. We determined what materials were needed and decided how to obtain them. It was decided that it would be best to divide the class into groups to meet the needs of the project. Through brainstorming and voting, we decided that we needed groups to perform the following functions: Overall leadership and direction Communication of the plan through poster advertisements and announcements Education of the student body about the need for recycling through announcements and posters Collection of the cans Measurement and calculation of the results.
A table was made to display the roles and the members of each group. Students then broke into the groups. They worked to reach group agreement and complete their part of the project. Prior to the day of collection, groups made and hung up posters to advertise the contest and to educate the school about recycling.
Students made announcements over the intercom and during the lunch shifts. They distributed collection bags and tags to each teacher.
On the day of the drive, students collected the bags from each first period class, weighed the cans, recorded the results, and placed the cans into the delivery truck for recycling.
The winner of the drive was announced the next day during the morning announcements. Students were completely responsible for the success or failure of this project. My role was mainly a facilitator. They chose the project and listed the requirements as a whole group. Their subgroups were responsible for meeting the goals of their group. They had to decide how to do the work and then complete the work.
Lessons were learned from failures as well as successes. We met several curricular objectives with this project. The students investigated a problem, developed multiple solutions, designed a plan by organizing information and ideas, communicated their plan through writing and public speaking, sequenced events, measured and calculated results, interpreted data, constructed a table, and worked in learning groups to complete a task.
Really inspired by reading it. My organization has a bowling arena. And everyone knows that bowling has many Health Benefits. In addition to securing your […]. Top 10 Health Benefits of Drinking Coffee.
Top 10 Healthy Birthday Activities. Top 10 Tips To Improve Posture. Soon students have created a giant web. After everyone has spoken, you and all the students stand up, continuing to hold the yarn. Start a discussion of how this activity relates to the idea of teamwork -- for example, the students need to work together and not let others down.
To drive home your point about teamwork, have one student drop his or her strand of yarn; that will demonstrate to students how the web weakens if the class isn't working together. Questions might include the following: What is your name? Where were you born? How many brothers or sisters do you have? What are their names? Do you have any pets? Tell students to write those questions on a piece of paper and to add to that paper five more questions they could ask someone they don't know.
Pair students, and have each student interview his or her partner and record the responses. Then have each student use the interview responses to write a "dictionary definition" of his or her partner to include in a Student Dictionary.
You might model this activity by creating a sample dictionary definition about yourself. Born in Riverside, California. No brothers or sisters. Have students bring in small pictures of themselves to paste next to their entries in the Student Dictionary. Bind the definitions into a book, and display it at back-to-school night.
Ask each student to write a brief description of his or her physical characteristics on one index card and his or her name on the other. Physical characteristics usually do not include clothing, but if you teach the primary grades, you might allow students to include clothing in their descriptions.
Put all the physical characteristic index cards in a shoe box, mix them up, and distribute one card to each student, making sure that no student gets his or her own card. Give students ten minutes to search for the person who fits the description on the card they hold. There is no talking during this activity, but students can walk around the room. At the end of the activity, tell students to write on the card the name of the student who best matches the description.
Then have students share their results. How many students guessed correctly? Patricia McHugh, John W. Set up a circle of chairs with one less chair than the number of students in the class. Play music as the students circle around the chairs. When the music stops, the students must sit in a seat. Unlike the traditional game, the person without a seat is not out. Instead, someone must make room for that person.
Then remove another seat and start the music again. The kids end up on one another's laps and sharing chairs! You can play this game outside, and you can end it whenever you wish. Afterward, stress the teamwork and cooperation the game took, and how students needed to accept one another to be successful. Reinforce that idea by repeating this game throughout the year. Danielle Weston, Willard School, Sanford, Maine Hands-On Activity Have students begin this activity by listing at least 25 words that describe them and the things they like.
No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart.
Provide another sheet of paper that the student can place on top of the tracing. Because the tracing was done with a dark pen, the outline should be visible on the sheet below. Direct students to use the outlines as guides and to write their words around it.
Provide students a variety of different colored pencils or markers to use as they write. Then invite students to share their work with the class.
They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. Challenge each parent to identify his or her child's hand. Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together.
As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain.
Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Your school librarian might have a discard pile you can draw from. Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them. Then use an overhead projector or another source of bright light to create a silhouette of each student's profile; have each student sit in front of the light source as you or another student traces the outline of the silhouette on a sheet of by inch paper taped to the wall.
Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity. Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage.
Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home. As a final bit of information, ask the student to write a headline that best describes him or her!
This headline might be a quote, a familiar expression, or anything else. When students finish filling out the cards, give a little quiz. Then read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes.
Who got the highest score? It seems as if parents are contacted only if there is a problem with students. At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing. This might take a little time, but it is greatly appreciated! Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip.
You can repeat some of the questions. Then fold up the slips, and tuck each slip inside a different balloon. Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside. Contributor Unknown Fact or Fib? This is a good activity for determining your students' note-taking abilities. Tell students that you are going to share some information about yourself. They'll learn about some of your background, hobbies, and interests from the second oral "biography" that you will present.
Suggest that students take notes; as you speak, they should record what they think are the most important facts you share. When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.
This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib.