Meaningful+Activities

=MEANINGFUL ACTIVITIES=

Also from page 11 of the course document deal, this page is for our ideas about what activities we might have learners engage in to help us see how they would answer the essential question. As we work here, I think that it makes sense to bear in mind Web 2.0 tools, multimedia stuff, and the like because then the learners can use fancy tools to complete meaningful activities on the topic.

Different content areas, different activities, different 21st Century skills and Marzano biz.

Maybe do an activity to get kids to generate essential questions that center around the overall topic. Set it up for different age levels.

** SOCIAL STUDIES **
Christie and Kimberly

How can we bring the world together? How can we bring different cultures closer together through meeting and learning from one another through skype and other internet sources to make the world a better place? Middle School Social Studies (6th and 7th for other continents, 8th for other areas of NC).

2.1.1 Continue an inquiry-based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

6th grade - Use Big 6 research method to find the GNP of two European countries to learn how to import and export goods and services to help economies around the world.

7th Grade-- Examine the crisis of civil war in African regions and countries such as Darfur, Rwanda, etc. by researching the events, religious and cultural issues, and governmental decisions that led to war and its aftermath. //See below// for essential questions to frame the research. Students work in collaborative groups and use pre-selected web sites, databases, and e-books as resources for their research to develop a group wiki of information.

Humanitarian Crisis: Over 4 million people have died in the DRC since 1996 and the two civil wars. Examine what the US, the UN, and the world are doing to relieve this catastrophe. Is there anything that can be done at   the personal or community level to assist others? How have the rich natural resources of the DRC ironically harmed its residents rather paying for improved health care. (Monuc.org photo)

__**1.1.2 Use prior and background knowledge as context for new learning.**__ For 8th graders: Use **Xtranormal** to make a movie about the presidents who were born in NC. Different characters can be used and research on the presidents can then put into a movie where the presidents actually talk to one another.//(Christie-- I love this idea!!!-- Kimberly)//

This can also work for 6th grade studying WWII (world leaders, Heroes of the Holocaust), Ancient Greece/ Rome and 7th grade studying the Egyptian pyramids.

6th grade- Use **ToonDoo** to create comic strips about the Age of Exploration/Colonialism between Europe and South America, then use them as a springboard for further inquiry study of push-pull forces that lead to immigration, past and present.

7th Grade-- After creating a research wiki on the issues of the humanitarian crisis in Africa, students use **flip videos to tape narration and new footage, copyright-free images and video, and moviemaking software like Windows Movie Maker, Photostory, or iMovie to make a 2 minute PSA** sharing about the causes and effects of these wars. Students then share their PSAs with their classmates at a "Premiere Event." -- could even post them on Moodle or the school web site. Idea adapted from [|http://www.ncpublicschools.org/docs/curriculum/socialstudies/middlegrades/africa/africabridgesbarriersintroandresources.pdf]

Humanitarian Crisis: Over 4 million people have died in the DRC since 1996 and the two civil wars. Examine what the US, the UN, and the world are doing to relieve this catastrophe. Is there anything that can be done at the personal or community level to assist others? How have the rich natural resources of the DRC ironically harmed its residents rather paying for improved health care. (Monuc.org photo)

__**4.1.7 Use social networks and information tools to gather and share information.**__

6th grade: Go to edublogger.com and find a classroom in a European country that wants to skype. If the foreign country is not english speaking, download the skype chat translator from skype.com. Set up a day and time for the skyping session between the two classes. (could also use **E-pals** for this)

7th grade: Do the same as sixth grade but with an African, Middle Eastern, or Asian country.

8th grade: Do the same as 6 and 7, but get another NC school classroom from **skype** in **schools** .pbworks.com/ **North-Carolina** to skype with to learn about other parts of NC. 6th, 7th, 8th grade:

1.) Ongoing dialogues: Use **Voicethread** to create an ongoing dialogue between e-Pals about topics of daily life, school, culture, religion, perceptions students from each country have about the other. Voicethread records the conversations, which can be saved and used as a starting point for further inquiry or research projects . This would be great to do after the initial introductions and meeting are done via **Skype** 2.) Create collages of images, symbols, famous landmarks, geographical areas, cultural objects like food, art, etc. for a selected country (use the 5 themes of geography as a starting point) and create a **Glogster** showcasing these things -- adapt to be NC regions etc. for 8th grade.

** LANGUAGE ARTS **
Allen, Kate, and Tabitha

What is a perfect society? English/High School level Ice Breaker: Students write their answers to the above question on index cards and pass them up. The teacher reads each card aloud, pausing for whole group discussion before moving on to the next card. This may generate individual ideas for research or group projects.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * Use one or more of the following texts: Farenheit 451, Animal Farm, 1984, Gulliver's Travels, The Giver
 * As students are reading novel, make use of an Anticipation Guide, Venn Diagram, or Double Bubble graphic organziers.
 * Have students discuss the elements of uptopia and "dystopia" in small group discussion, noting the challenges each society faces with sticky notes in the text. Then have groups pass their novels to the next group so others will read comments. Could also use one of the "Use Physical Movement" activities on p 111 of the Marzano text to share notes/answers.
 * Group presentations comparing how utopia can mutate into dystopia and the dangers for modern day society could be presented in any one of the following formats: Development of a Blog for class discussion, pictograph, powerpoint of a pictoral essay, original musical performance, skit.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. Chalk Talk: Begin class with essential question on board that relates to one of the above novels. Begin by passing out four markers; students must go to board and write a response, then pass the marker to another student until all have participated. Class will discuss brainstormed answers and copy notes in their notebook.

I would put my class in literary circles. Each group would produce the following products to share: Create a campaign for the perfect society. Your campaign must include a slogan, a tv commericial, speech, debate,and bumper sticker.

Create an abstract painting of a perfect society. Then they will take the groups abstract paintings and put them on voicethread where each student adds an explantion of the painting. Tabitha

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

The students will research a law they feel should be abolished and write letters to the editor as to why and write ammendments to the law that would make it better or have it deleted. They will research a politician that they feel best fits their book and explain why. I think these activities could go with all three goals.

Students would have a choice (or be randomly assigned) //Brave New World// or //1984//. Then, having read the book, students would collaborate on a wiki to discuss these questions:

In the book you read, what elements allegedly comprise the utopian society? What claims does the ruling class make to convince the masses of their benefits?

What elements in the book do you feel prevent the society you read about from truly being ideal? Do you think those elements are a reflection on society, the individual, or both? Defend your answer…

In modern American society, what elements do you feel should be emphasized to make our society more ideal? What elements conspire from keeping our society from becoming more perfect?

Then, in groups, students would then create wiki pages called, “What They Wanted, What They Got” to explore some of the central goals and components of a utopian society and to analyze those influences that contributed to their failure.

Working in small groups, students would first read and summarize the Web page, "4 Utopian Communities That Bombed Miserably." Then, students would analyze the influences and traits that led to the deterioration of each of the page's societies and compose a brochure entitled, "Rules to Avoid in a Successful Utopia."

SCIENCE

Melissa and Cindy

In what ways can we make our school campus more "Green"? Elementary School Science

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.

4th grade - What minerals can we find to use to feed the plants in our flowerbeds/nature trail? 2.1.3     2nd grade - Instead of chemicals, can we use good bugs to get rid of bad bugs in our garden/nature trail? 2.1.3

4th/5th grade - Study of electricity – Students will research electricity and how it is produced and the costs associated with producing electricity. Students will take their findings and discuss why we need to conserve electricity as part of taking care of our environment and discuss alternatives sources of energy. Students will work in groups to identify projects that could use alternative sources of energy, such as a solar hot dog cooker. See if any of the projects could be used on school campus to conserve electricity. 2.1.3. & Marzano’s Focus on deepening students’ understanding of new knowledge – providing opportunities for students to practice strategies and processes.

3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

2nd grade - Study of solids and liquids - Students will research ways that we should be recycling solids (plastic, paper, etc) and liquids (such as grease, oil, etc). Students will share with the class what they have found out about recycling and the class will put together a bulletin board for the school that demonstrates what they learned. 3.1.1. & Marzano’s Focus on Student Engagement

5th grade - What would happen if we went back to using livestock to keep the grass short on our school grounds instead of fuel-powered mowers? 3.1.1 & Marzano’s Projective Investigation. 3rd grade - Relative to the plants and soil we studied, are there any other plants that we might not have identified yet that you can explore and recommend to contribute to our nature trail? 3.1.1 & Marzano’s Focus on Student Exploration.

4.1.8 Use creative and artistic formats to express personal learning.

1st grade - How can we feature water in our nature trail so that is attractive and easy to maintain? 4.1.8    2nd grade - Study of insects and their lifecycles – Begin with the study of the butterfly and its life cycle from caterpillar to butterfly by purchasing some caterpillars and watching them develop. Research butterflies and why they are important to the environment. Take pictures of the process and present pictures and research findings in a creative format. Students can identify types of plants that attract butterflies and add these to the school campus. 4.1.8

K-5th grades - Collect recyclable products and have students use them to create art for the school campus/nature trail. 4.1.8.

** HEALTHFUL LIVING **
Everybody pitch in here...

How can we feed our community? K-12

1.1.9 Collaborate with others to broaden and deepen understanding.

4th/5th grades – Have students research a local crop to find out why it is grown in the local area, other places that the crop grown, why is the crop important, and how is it sold. Arrange a visit (in person or by Skype) from a producer of the crop so students can discuss the crop with someone that makes their living based on that crop and have the opportunity to ask questions they identified through their research. 1.1.9

K-5th grades - How many cans do we need to collect for our school’s Meals on Wheels Food Drive in order to provide meals for a year? 1.1.9 and 3.1.5 9-12 Sponsoring family for thanksgiving.

2nd grade - Are we really what we eat? 1.1.9  Complete a KWL chart before research on Food Groups Pyramid. Then research how certain foods are produced, what chemicals may be used, how organic farming has impacted the farming world.Use information found in research about the basic food groups to "Create Metaphors and Analogies." Sample ideas found on p. 74-75 of Marzano text.

3.1.5 Connect learning to community issues.

K-5th grades – Plant a community garden that can produce vegetables for the community. Study what is needed to make plants grow and what food would be good for the area. Use a flip camera to capture the process and growth of the garden and display pictures and information about growing food on one of the bulletin boards at school. Involve the PTO in helping to find families that could benefit from the produce grown in the garden. 3.1.5. & 3.1.4.   Grades 6-8 Special Olympics organized and staffed by students. Grades 9-12 Community Service Project: organize a school wide canned food drive, providing the winning class with a prize. Food will be donated to the local food pantry or senior services center.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Grades 3 - 5: Develop a short Powerpoint on nutritious meals and why the school cafeteria can only serve certain foods and in certain portions. Interviewing the cafeteria manager would be a prerequisite. 4th grade - What destination boasts the healthiest people in the world? 3.1.4    Grades 6-8: Voicethread of the body systems and how they work. 3.1.4  .   9-12 grades Health fair with the community doing booths for students to get info. Sponsoring family for thanksgiving. Tabitha