Lesson Plan 1: Nine Men’s Morris
Historical/Cultural Perspective: Nine Men’s Morris (known as Mill in the U.S., Mérelles in France, Shax in Somali, Achi in Ghana, and Mühle in Germany) is one of the world’s oldest board games. The game tic-tac-toe is based upon Nine Men’s Morris. The Vikings, who lived from 700 – 1000 C.E., played this game during their long sea voyages. It was extremely popular in Europe during the Middle Ages. When English noblemen, during the fourteenth century, played this game outside using children and servants as game pieces. The grid was often marked in the turf. Shakespeare may have referred to this game in A Midsummer Night’s Dream (II, I, 96-8): 

Starting position.

Position after first move.

“The folds stand empty in the drowned field,
And crows are fatter with the murrion flock
The nine men’s morris is filled up with mud.”

Objective: SWBAT measure and draw 3 square boxes, one inside the next, linked with two horizontal and two vertical lines as shown. SW use good strategy to play game.

Materials: Square game board of wood or oak tag, eighteen round game pieces (nine black and nine white), ruler, pencil, and colored markers to color game pieces.

Procedure: Each player begins with nine pieces. Players take turns putting each piece on a vacant intersection on the game board. A player who gets three pieces in a row (horizontally or vertically) has a “mill.” This player can 
remove an opponent’s piece, so long as it is not in a mill 
(unless there are no free-standing pieces left). Pieces 
removed from the board are considered “dead.” Once all 
the pieces are on the board, players continue to alternate turns by moving a piece to an adjacent vacant position on a line, attempting to create a mill. A mill can be made/broken many times as enemy pieces are removed each a mill is formed. A player can set up a double mill with one piece moving back and forth between the two mills, capturing an opponent’s piece on each turn. The winner is the player who leaves an opponent with only two pieces (men) or who has blocked an opponent’s 
pieces so they cannot be moved. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Position after two moves each.

Position after Black’s third move (forming a mill and capturing the opponent’s white piece).

Lesson Plan 2: To-pe-di

Historical/Cultural Perspective: To-pe-di is a Native American counting game played at the turn of the 20th century by the Shoshoni-Bannock Native American nation of Fort Hall, Idaho. This game involves chance mixed with strategy. The object of the game is to win by acquiring all of the opponent’s dice sticks or to win enough objects to reach a previously agreed upon amount. To keep score, players collect counters like sticks, pebbles, or they tally points on a square representing four rows of ten.

Objective: SWBAT accurately measure sticks and to measure and mark the lines and “x’s.” Students will accurately count, sum and keep score. SW play to-pe-di cooperatively. SW then modifies game and creates their own rules.

Materials: Students can gather sticks, counting twigs or pebbles from the playground or their own homes. Traditionally, 4 – 8-1/2 inch long dice sticks traditionally made from painted and carved willow branches (one can substitute wooden dowels cut in half lengthwise). These sticks have been split in half, with the flat side painted red. Two of the sticks have parallel lines carved about two inches apart across the center of each stick. One of these sticks has an “x” drawn between the two lines. This stick is called Pi-au (female), the other stick with only the two lines is called A-ku-a (male). The other two sticks have plain tops. Additional materials include ruler, red paint, sandpaper, and marking pens for lines.

Procedure: Have students collect their sticks and counters. Discuss measurement with students. How can we measure our sticks? Different cultures used different standard units of measurement. The Shoshoni traditionally considered the distance across their outstretched hand from thumb to little finger to be a standard unit of measurement. Have students compare and contrast their outstretched hands and observe differences in length. Is this a problem when different people want to make the same thing in the same size?
SW measure and cut 4 – 8-1/2” long sticks, sand them, paint the flat bottom red, and make the appropriate lines on the tops of 2 sticks. TW model how to play the game, how to earn points, how to keep score. Students can be encouraged to cooperate by combining individual scores to foster cooperation and non-competition. Students may agree upon a predetermined accumulated team score, for instance 20 points. Then have students play, recording their cumulative scores using their counters. SW throw their to-pe-di sticks, record scores. TW observe methods used by students to count their counters (some may just pile them up, others may stack them by 5’s or ten’s, etc.). When initial games are played and completed, TW have students create new rules of play and explain them to class. SW vote on new rules they like best, then play using new rules.

Traditional scoring is as follows: 
1) All top sides up = 1 point    OR     All red bottom sides up = 1 point.

2) A-ku-a (male) and Pi-au (female) top side up, the other two sticks with red bottom side up = 2 points   OR   The two plain top sides up with two red bottom sides up = 2 points.

	

3) Three sides the same = 1 point.

Modification: Instead of just using addition facts, the game can be extended by using subtraction, multiplication, and division. Students at other levels can use fractions, decimals, and integers to increase the type and number of applied mathematical concepts.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 3: Senet

Historical/Cultural Perspective: Senet is an ancient board game popular in Egypt from about 3000 B.C.E. to 400 C.E. It is considered to be one of the racing board games like Mancala, which originated over 7,000 years ago in Africa. Mancala, in Arabic, means, “to transfer.” Archeologists have discovered game boards in Egyptian tombs as well as paintings of Senet games on tomb walls. Ancient Egyptians used triangular shaped pawns for one player and flat, circular pieces for the other player.  Instead of counting with dice, Egyptians used painted sticks. One side painted black, the other white. The object of the game is for players to move/race/ transfer game pieces from one shallow bin (or box) in the game board to another, until all pieces have either exited the game or get to the winning space. Senet is the ancestor of today’s backgammon. Related games include Mu-Torere - from New Zealand and Pachisi (Parcheesi or Twenty-Five) – from India.

Objective: 2 students will vie to be the first player to move all of his/her game pieces off the board. SWBAT measure, draw and color to create the game board. SW predict, count and use higher-level cognitive skills to develop strategies of play.

Materials: 1 6x20 inch piece of cardboard or oak tag, pencils, ruler, scissors, permanent marker, 4 craft sticks, 14 pawns (7 of one small object, 7 of another small object – these can be buttons, paperclips, pennies, bottle caps, or any other small object).

Procedure: Draw a 6” x 20” rectangle on cardboard. Divide it in half, drawing a horizontal line. Draw 9 vertical lines spaced 2” apart. You have made your Senet board. Draw the five Egyptian symbols shown here on the Senet board (or photocopy this board, using my mediocre artwork). 

House of Rebirth

House of
Re-Atoun

House of Happiness

House of Water

House of Truths

Using the black marker, color one side of each craft stick. Set these aside until the ink dries. The uncolored side is “white.” Divide the pawns between the two players, each should have seven objects all alike. Place the pawns on the Senet board starting on the top left and alternating between different pawns (as shown below). 

The craft sticks are the dice. They are read as follows:
a.	One white side up = 1 move
b.	Two white sides up = 2 moves
c.	Three white sides up = 3 moves
d.	Four white sides up = 4 moves
e.	Four black sides up = 6 moves
You begin by tossing down the sticks. The first player rolling a one goes first.

RULES:
1.	Players toss or drop the sticks to determine who goes first.
2.	Pawns are moved around the board in the following order: top row, from left to right: middle row, from right to left: and bottom row, from left to right, until all pawns exit the board at the bottom right.
3.	When a player tosses a 1, 4, or 6, that player gets another turn.
4.	A player cannot land on a space already occupied by one of his/her pawns. Choose a different pawn to move, or skip a turn.
5.	If a player lands on an opponent’s space, the opponent’s pawn gets bumped back to its original space. Players cannot bump an opponent’s pawn if the opponent has two or more pawns lined up in a row. The player must then choose a to move a different pawn.
6.	A player is blocked from passing the opponent if the opponent has three or more pawns in a row. This alignment is called a block. The player must move a different pawn. A player is allowed to pass his/her own pawns or the opponents, so long as the player doesn’t pass a block.
7.	A player can’t move pawns off the board unless all his/her pawns are off the first row.
8.	The House of Rebirth is considered to be a safe place. Players cannot bump or be bumped when on this space.
9.	The House of Water is considered to be a bad space. When a player lands here, he/she must return to the House of Rebirth. If that space is occupied, the player must go back to the first starting square, top left.
10.	The house of Happiness is considered to be a safe space. Players must stop here, no matter what has been rolled on the “dice.”
11.	The House of Truths is also considered to be a safe space. If a player lands here, he/she must roll a 3 to exit the board.
12.	The House of Re-Atoun is considered to be a safe space where, any player who lands here, must roll a 2 to exit the board.
13.	To exit from the last space you must roll a 1.
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 4: El Reloj

Historical/Cultural Perspective: El Reloj, “the clock,” is a jump-rope game from Argentina, the second largest country in South America. Argentina’s children have their summer vacation from the second week in December to the first week in March. El Reloj (el REL-lo) is a game that many players can join. 

Objective: 4 – 10 students will play the game. SWBAT jump over the rope while reciting the hours on a clock in Spanish. SW play by rules.

Materials: 1 – long jump rope. 

Procedure: TW introduce Spanish terms for time on the clock. SW repeats with proper pronunciation. Two players hold each end of the jump rope. The other players wait in line. The first player jumps over the rope once and says “one o’clock.” The second player jumps over the rope twice and says “two o’clock” and so on, until a player reaches twelve o’clock. This player must jump the rope twelve times without missing. Modifications: use other languages or mathematical concepts (multiplication tables, addition facts, etc.).

English			Spanish			Pronunciation
one o’clock			es la uno			ehs la OO-no
two o’clock			son las dos			sone lahs doce
three o’clock			son las tres			sone lahs trace
four o’clock			son las quatro			sone lahs KWA-tro
five o’clock			son las cinco			sone lahs SING-ko
six o’clock			son las seis			sone lahs sace
seven o’clock			son las siete			sone lahs see-EH-tay
eight o’clock			son las	ocho			sone lahs O-cho
nine o’clock			son las nueve			sone lahs noo-EH-vay
ten o’clock			son las diez			sone lahs DEE-es
eleven o’clock			son las once			sone lahs OHN-say
twelve o’clock			son las doce			sone lahs DOE-say	

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 5: T’Yow Fang Zi

Historical/Cultural Perspective: T’yow fang zi (tyow fahng zih), which means hopping house, is a Chinese form of hopscotch. Chinese children love playing games after school and on weekends. Many Chinese children do not have sisters or brothers, as families are encouraged to have only one child (great for discussion on family relationships). Children are considered to be very special because of this. In fact, the one billion Chinese people make up about one fifth of the world’s population. China is the third-largest country on Earth.

Objective: At least 2 students will play the game. SWBAT accurately draw and color a 2 x 4 grid on the ground. SW plays cooperatively, compare/contrast Chinese families having one child with American families having more than one child.

Materials: White and colored chalk, and a small stone for each player.

Procedure: Draw a large rectangle on the sidewalk or yard/playground. Divide it into 2 rows of 4 squares in each, for a total of eight squares. Write “Public House” in the upper left square, than number the rest from 7-1 going from left-to-right on the top row and going right to left on the bottom.

Patrice’s
House

5

7

6

Public House

1

2

3

4

Public House is a free space where players can rest from hopping. The first player drops a stone into space 1. Hop in and pick up the stone. If the player completes the hop without touching a line, he/she may drop the stone into space 2, then hop into space 2. The player keeps going until he/she moves through spaces 1-7 without stepping on a line. Once this player has finished, he/she may mark off half of a space in colored chalk. This space is that player’s Private House. When he/she plays again, this space can be used for resting. The player who marks the most Private Houses wins. The game can end at a specified time or when all the free spaces become Private Houses.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 6: Bottle Cap Checkers

Historical/Cultural Perspective: Children in Kenya play Bottle cap checkers. It is a war game that was first played by the ancient Egyptians beginning around 200 B.C.E. The Egyptians used circular playing pieces made of ivory and jade and used carved roof tiles as game boards. Egyptians loved this game so much that some painted their walls with checkerboard designs. In Spain and France, during the twelfth century, people played this game, calling it Draughts (drafts). Checkers is now played throughout the world. Some countries, such as Belgium, France, Russia, Canada, Australia, and the Netherlands, use a 100-square board. Other countries, such as the United States, Great Britain and Ireland, use a 64-square board. Children in Kenya draw the 64-square board on the ground, using a stick, and collect bottle caps to use as playing pieces.

Objective: 2 students will play the game. SWBAT accurately measure, draw and color to create the game board. SW predict, count, and use higher level cognitive/strategy skills to block opponent’s bottle caps from reaching his/her side of the game board, or to capture all of the opponent’s caps.

Materials: 1 - 16” x 16” piece of cardboard or oak tag, ruler, pencil, ruler, one dark-colored permanent marker, and 24 bottle caps (12 of one style and/or color (e.g., metal), 12 of another (e.g., plastic)).

Procedure: Draw seven vertical lines 2” apart and 7 horizontal lines 2” apart on the cardboard. Color every other square a dark color starting at the second, bottom-right square. Leave the alternating squares uncolored. Each player takes 12 of the same kind/color bottle caps. Put the board in between both players and have each player start putting their caps on the colored squares on their side of the board, starting on the bottom row.
Rules:
a.)	Bottle caps can move only on colored squares.
b.)	Bottle caps can only move diagonally.
c.)	Bottle caps can only be moved one space at a time.
d.)	If a player can capture his/her opponent’s cap, he must do this by jumping over it before making any other move. 
e.)	Remove the captured caps from the board.
f.)	If a player’s cap gets to the other side of the board, that player can retrieve one of his/her captured caps, and place it on top of his cap on the opponent’s side. This cap is now considered to be a king and can freely move any number of spaces around the board either forward or backward diagonally.
g.)	The player who either captures all of the opponent’s caps or has successfully blocked the opponent’s caps from making it to the other side, is the winner.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 7: La Thunkuña

Historical/Cultural Perspective: La Thunkuña is a hopscotch game played by children in Bolivia. There are two versions of this game, the Old World version described below and the contemporary version, where the spaces for the days of the week are numbered. Today, children may use orange or tangerine peels instead of stones as their pucks. Some children turn the peel into something that resembles a daisy chain.

Objective: 2 students will play the game. SWBAT draw geometric shapes (squares and semi-circles), read/write the days of the week and the words for “the world” and “heaven” in Spanish. 

sábado

el mundo

el cielo

miércoles

domingo

jueves

viernes

martes

lunes

Materials: Chalk and two stones. 

Procedure: Draw the diagram shown here on the ground with chalk. Write the names of the days of the week, heaven, and the world in Spanish in the boxes of the diagram. 
1)	Throw the puck on Monday – lunes. Hop over that space onto Tuesday – martes.
2)	Using the same hopping foot, kick the puck out of lunes and back behind the baseline. Now hop out of the diagram. (Players can agree to stand on their hopping foot while kicking with other foot.)
3)	Toss the puck into Tuesday – martes. Hop into lunes, then Wednesday - miércoles. Kick the puck out of the diagram and hop out.
4)	Repeat this for miércoles, then Thursday - jueves. When the puck is thrown into jueves, hop into miércoles, then jump into both Friday – viernes and Saturday – sábado, with one foot in each box. Then hop on one foot into Sunday – domingo, kick out the puck to behind the baseline as before.
5)	Don’t throw the puck into either viernes or sábado. Continue the pattern by throwing the puck into domingo, then el cielo. Jump into el mundo with both feet, turn with a leap, and then kick the puck back past the baseline.
6)	Always hop over the box where the puck lands. If you toss or kick the puck onto the wrong space, you lose your turn. When you get your next turn, start where you left off. The player who gets through the entire diagram first wins.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 8: Chi-Chiao

Historical/Cultural Perspective: The Chinese name for tangram is Chi-Chiao, “the seven clever pieces.” Traditionally, Chi-Chiao pieces are cut at angles and rearranged into different figures. The circle tangram is made up of two circles dissected with arcs and lines. Archimedes, the Greek mathematician and inventor who lived during the third century B.C.E., created the “Loculus of Archimedes,” a puzzle of 14 pieces. Over the years, tangram puzzles have been created using many different materials: ivory, bone and wood. Some puzzles even had delicate carvings on the front.

Objective: Students will create puzzle solutions 
utilizing creative visualization and problem-solving strategies. SWBAT identify basic geometric shapes: circle, semi-circle, as well as arcs.

Materials: Scissors, crayons and 8 x 12 white poster paper.

Procedure: Enlarge these two tangrams so they 
fit on one piece of 8 x 12 poster paper. Make 
enough copies for each student. Each student is 
to color, then cut out each tangram, following 
along all lines to get a total of seven different 
pieces. Students should then create different 
designs with their pieces.
Extension: Have students create their own
tangrams, create designs, and have classmates 
figure out the puzzle solutions.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 9: Le Lotto

Historical/Cultural Perspective: Le Lotto is a game that has been played throughout Italy since the 1500’s as a state-run lotto game. It moved to France in the early 1700’s and throughout Europe by the 1800’s.  It came to the United States in the 1900’s. This game is now played throughout the world under such different names as Housie Housie in Australia, La Loteria in Mexico, Kuji in Japan, La Loterie in France, and Bingo in the United States. In Italy, this game is played on Saturday nights in meeting halls, fire halls, or Church meeting rooms. 

Objective: SWBAT accurately measure and draw a 1” grid, read and write numbers up to ten in Italian, and play cooperatively. 

Materials: For 5 players and one caller: 1 - 16” x 16” piece of cardboard, poster board or oak tag, ruler, pencil, scissors, colored markers, plastic bowl, and chips (pennies, bottle caps, etc.).

Procedure: Draw five 5 x 7 inch cards on the poster board and cut each of them out. Have each student measure and draw four vertical and 5 horizontal lines on the matte side of each board. The vertical lines should be 1” apart. The top horizontal line should be 2” from the top of the card. The remaining horizontal lines should be drawn 1” apart. Label each square on each card in the 1” grid randomly with numbers 1-10 in Italian and the word free in the center square. The top 2” x 5” square is labeled Le Lotto. With the remaining poster board, make ten 1-1/2’ x 1-1/2” cards, numbered uno through diece. Determine who will be the caller. Each player gets a Le Lotto card and flat chips to place on the numbers as they’re called. The caller randomly selects, then calls out numbers. Players who have this number place a chip on that square. When a player has filled a vertical, horizontal or diagonal row of numbers, he or she calls out “Le Lotto!” and becomes the winner of that game. Students in the group can take turns being the caller.

one	= 	uno (OO-nuh)

Le Lotto

two	= 	due (DOO-eh)
three	=	tre (treh)
four	=	quattro (KWAH-truh)
five	=	cinque (CHEENG-kweh)
six	=	sei (say)
seven	=	sette (SEH-the)
eight	=	otto (AU-tuh)
nine	=	nove (NAW-veh)
ten	=	diece (DEE-a-chee)

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 10: Ishikeri

Historical/Cultural Perspective: Ishikeri (ee-she-KEH-dee) is a traditional hopscotch game that has been played in Japan for over 50 years. In Japanese, ishi means “stones” and keri means “to kick.” Hopping games, which include a diagram and a marker, are played throughout the world. Hopscotch is called Pele in Aruba, Hop-Round in Great Britain, Gat Fei Gei in People’s Republic of China, Klasa in Poland, and La Rayuela in Honduras. Hopscotch was played in ancient Rome. There is an extant hopscotch square etched in a floor of the Roman Forum. The Roman army may have used hopscotch diagrams as part of its training exercises. When Romans invaded Britain, British children learned to play the game from Roman soldiers by copying the diagrams in the dirt on roads being built by the Romans.

Objective: Two teams of five SWBAT complete the course without any errors. SW accurately measure and draw hopscotch diagram.

Materials: Chalk, tape measure, and 10 stones. 

14

11

15

16

12

13

9

10

1

2

3

4

5

6

7

8

Procedure: Draw a diagram that measures 7’6” x 4’8.”  Draw 4 horizontal lines 18” apart within the grid. Draw 1 vertical line straight down the center of the grid (28” in from each side). Draw two more vertical lines 14” in from each side in the first, third and fifth row. Number the diagram as shown (numbers written sideways should actually be upside down – program limitations). Each of the ten players, five on each team, gets a stone. 
Basic Rules: If a space is frozen, players must jump over it. If 2 or more adjacent spaces are frozen, players must jump over all of them. Once a player has retrieved his/her stone, that space becomes unfrozen and free for use by other players. 
A)	Team One stands in front of spaces 1 and 2, while Team Two stands in front of spaces 9 and 10. 
B)	One person from Team One drops his/her stone into space 1. This freezes the space, preventing anyone else from entering it until this player returns to take back the stone. Player one now hops through spaces 2-16 and back through to 2, while hopping on one foot only in the wide spaces. The player may put one foot in each space in adjacent spaces (for instance spaces 4 & 5). At spaces 7 & 8 and 15 & 16, the player has to spin around and continue hopping until reaching space 2. At space 2, the player retrieves the stone in space 1 and exits the diagram. If a player makes an error, they are out and their stone stays in place, with that space frozen, blocking anyone else from hopping on it.
C)	Now, it’s Team Two’s turn. Their first player drops his/her stone in space 9, freezing the space. The player begins hopping in space 10 and follows the diagram until returning to space 10, retrieving the stone in space 9, and exiting the diagram. D) Now the next player in Team One drops his/her stone in space 2, starts hopping in space 1 on up through 16 and back. Then a new player from Team Two goes, dropping a stone in space 10 and starting in space 9, continuing through the diagram until he/she exits. Team members continue alternating and playing until everyone has had a turn. The game ends when both teams have completed the diagram. Whichever team makes it through without making any mistakes wins. If both teams have made errors and have frozen spaces, the team with the least amount wins.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 11: Canada Day

String of Leaves

Historical/Cultural Perspective: Canada Day is celebrated every year on July 1. Canada Day celebrates the formation of the Canadian federal government on July 1, 1867 (the British North America Act). This Canadian holiday was called Dominion Day until October 27, 1982.

Objective: Make a string of leaves to decorate a room. These simple-to-make strings make a great Fall or Thanksgiving decoration. You can drape the strings across rooms, over windows and from the chandeliers.

Materials needed: 
•	Construction paper (orange, red, yellow, brown, and other earth tones) 
•	Crayons or markers 
•	Scissors 
•	Glue, tape, or staples 
•	A long piece of green or brown yarn or string 		
	 Procedure: Draw a leaf on a piece of construction paper. Make sure to draw a thick stem on the top (your leaf will hang from this stem, which will be folded over). 	
	Cut out the leaf. Draw the leaf veins if you wish. 
Fold the leaf's stem in half.	
	Attach the leaf to a long string using tape, glue, or staples. Make more leaves and attach them to the string. Hang your string of leaves across the room for a wonderful Thanksgiving decoration.

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

 Lesson Plan 12: Canada Day

Canadian WindSock Craft
Objective: You can make a Canadian windsock from an oatmeal box, construction paper, string, and crepe paper streamers. 	
Materials needed: 
•	A cylindrical cardboard oatmeal box 
•	Construction paper (red and white) 
•	Red and white crepe paper streamers 
•	Glue 
•	String 
•	Scissors 
•	Hole punch 		
	Procedure: Cut the bottom off a cylindrical cardboard oatmeal box. 
Cover the box with red and white construction paper to look like the background of the Canadian flag. Cut out a small red maple leaf and glue it on the white central part of the windsock.		
	Cut some red and white crepe paper streamers and glue or staple them to one end of the windsock.	
	Punch four holes along the top of the windsock.

Cut two pieces of string about a foot long. Tie the strings to the windsock (tie the opposite ends of a string to holes on opposite sides of the cylinder). 
Tie a longer piece of string to the smaller pieces - you'll hang the windsock from this piece of string. 
Hang your great Canadian wind sock from your window or porch.	
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 13: Chinese New Year
Chinese Lantern

Objective: Make a lantern for Chinese New Year. 
Historical/Cultural Perspective Chinese New Year is a very important holiday in China. It is celebrated in late January to early February (depending on the year - Chinese New Year starts on a New Moon and ends with the lantern festival on the full moon 15 days later). In 2003, Chinese New Year is celebrated on February 1; the year 2003 is the Year of the Goat (or Black Sheep). In the Chinese calendar, it is the year 4700.
[In 2002, Chinese New Year was celebrated on February 12; the year 2002 was the Year of the Horse. In 2001, Chinese New Year was celebrated on January 24; the year 2001 was the Year of the Snake.] These crafts projects are for preschool, kindergarten and elementary school children.
Materials: 
•	Colored paper (construction paper or gift wrapping) 
•	Scissors 
•	Glue, tape, or a stapler 
	Procedure: Fold a rectangular piece of paper in half, making a long, thin rectangle.	
	Make a series of cuts (about a dozen or more) along the fold line. Don't cut all the way to the edge of the paper.	
	Unfold the paper. Glue or staple the short edges of the paper together.	
	Cut a strip of paper 6 inches long and 1/2 inch wide. Glue or staple this strip of paper across one end of the lantern - this will be the handle of the lantern.	
	Optional: Make a lot of lanterns and string them along a length of yarn. Decorate your room!	
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 14: Day of the Dead

Day of the Dead
(El Dia de los Muertos)
Mexican Crafts and Activities
Historical/Cultural Perspective On the Day of the Dead (El Dia de los Muertos), people in Mexico remember and honor their dead relatives. On this day, they decorate their homes with special home altars featuring playful imagery of human skeletons, and leave offerings of food for the spirits of the dead. Also, the graves of the deceased relatives are visited and cared for. The Day of the Dead is celebrated from the evening of October 31 through November 2. These crafts projects are for preschool, kindergarten and elementary school children.		

Glue Ghost Necklace or Decoration 
Objective: Make a scary ghost that you can wear as a necklace or decoration.	
MATERIALS NEEDED: 
•	White glue (like Elmer's glue) 
•	Paper clip 
•	Waxed paper 
•	2 black paper circles cut using a hole punch, or googly eyes (from a craft store) 
•	String or yarn 

	Procedure: Working on waxed paper, spread a blob of white glue in the shape of a ghost. Unfold a paper clip into a V-shape (to use as a hanger). Put the ends of the paper clip into the glue at the top of the ghost. For the ghost's eyes, use black paper circles cut with a hole punch, or use googly eyes. Put two (or more) eyes on the glue ghost.	
	Let the glue dry - it will take a few days. When it dries, the glue will become transparent. When it is completely dry, peel it gently off the waxed paper. String the ghost on some yarn for a scary necklace.	

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 15: Day of the Dead
String of Jack-O'-Lanterns or Ghosts 
Objective: Make a string of jack-o'-lanterns or ghosts to hang around a room. These simple-to-make strings make a great Halloween decoration. You can drape the strings across rooms, over windows and from the chandeliers.		

Materials needed: 
•	Construction paper (orange and black for pumpkins, white and black for ghosts) 
•	Crayons or markers 
•	Scissors 
•	Glue, tape, or staples 
•	A long piece of green or black yarn or string 		
	Procedure: Draw a jack-o'-lantern's face on a piece of orange paper, or a ghost on white paper. Make sure to draw a long stem on the top (your pumpkin or ghost will hang from this stem, which will be folded over).		
	Cut out the pumpkin or ghost. Make eyes, a nose, and a mouth from black paper (or use a black crayon or marker). 
Fold the pumpkin's stem in half. Fold the ghost's "stem" completely behind the ghost.		
	Attach the pumpkin or ghost to a long string. Use green yarn for the pumpkins, black string for the ghosts. Attach them using tape, glue, or staples. Hang your string of jack-o'-lanterns or ghosts across the room for a wonderful Halloween decoration. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 15: Day of the Dead
Paper Bag Monster Piñata Craft 
 Objective: Simple-to-make piñata made from a paper bag and tissue paper. Piñatas are great at children's parties. When you're done making your candy-filled piñata, you can hang the piñata up and have children break it open with a soft bat (like a Nerf bat or a tightly-rolled-up and taped newspaper).	
Materials needed: 
•	A large paper bag 
•	String 
•	Tissue paper 
•	Glue 
•	Scissors 
•	Crepe paper streamers 
•	Optional: Googly eyes, paint 		
	Procedure: Fill a paper bag about half way with goodies (like candies and small toys). 
Roll the top of the bag down, staple the folded top shut, and punch two holes along the top.	
	Cut strips of tissue paper and cut fringes in them.	
	Glue the fringes of tissue paper to the bag (glue along the top of the fringes). Cover the bag with tissue paper.	
	Decorate with paper cut-outs, markers, paint, and/or googly eyes.	
	Tie a long string through the holes. You will eventually hang the piñata up using this string. Glue long crepe paper streamers from the bottom of the piñata. You now have a scary monster piñata. Hang it up and break it open with a soft bat (like a Nerf bat or a tightly-rolled-up and taped newspaper).	
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 16: Kwanzaa

Kwanzaa Crafts	

Historical/Cultural Perspective Kwanzaa is a holiday that celebrates African-American culture. Kwanzaa lasts for seven days; it starts on December 26th, and ends on New Year's Day. The word "Kwanzaa" means "first fruits" in Swahili. Maulena Karenga, an African-American scholar and activist, founded Kwanzaa in 1966. 
Kwanzaa celebrates seven principles ("Nguzo Saba" in Swahili), including: 
•	Unity (umoja), signified by the gathering of family, friends, and community 
•	Faith (imani) 
•	Purpose (nia) 
•	Collective work and responsibility (ujima) - the commitment to the high ideals of the African community 
•	Cooperative economics (ujamaa) 
•	Self-determination (kujichagulia) 
•	Creativity (kuumba) 
Honoring the past (especially the history of Africa) and one's ancestors is central to Kwanzaa. On December 31, a Kwanzaa feast is enjoyed by family and friends. Maulana Karenga designed the feast to include the following: 
•	a straw placemat (mkeka), 
•	a holder for seven candles (kinara), 
•	candles (mishumaa), 
•	a variety of fruit (mazao), 
•	an ear of corn for each child in the home (vibunzi), 
•	a unity cup (kikombe cha umoja), 
•	modest gifts, especially for children (zawadi) 

String of African Flags
 Objective: Make a string of African flags to decorate a room and celebrate Kwanzaa. These simple-to-make strings make a great classroom decoration. You can drape the strings across rooms or over windows.	

Materials needed:
•	Many colors of construction paper or white paper 
•	Crayons or markers 
•	Scissors 
•	Ruler 
•	Glue, tape, or staples 
•	A long piece of green, yellow, or red yarn or string 		
	Procedure: Choose the countries whose flags you want to make. With younger children, choose flags that are relatively simple.	
	To make a simple flag (like Mali's flag) from construction paper, start with construction paper that is the main color of the flag. In the case of Mali's flag, start with a golden yellow piece of paper with the approximate ratio of 2:3 (height to width). Most flags have approximately that ratio. 
To complete Mali's flag, cut a red strip and a green strip about one-third the size of the flag. 	
	Glue the red and green strips to the yellow base.	
	Attach the flag to a long string using tape, glue, or staples. Flags usually have one side that is supposed to be attached to the flag pole (or in this case, the string). On most drawings, it is the left side of the flag (the green side in the case of Mali).	

Make more flags and attach them to the string. 
Hang your string of African flags across the room for a wonderful Kwanzaa decoration.	
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 17: Kwanzaa

Family Tree
Objective:  Make a child's family tree from a small tree branch and construction paper. 
You can acquaint your child with their ancestry by making this simple and pretty family tree. 	
Materials needed: 
•	Sky blue and green construction paper 
•	Crayons or markers 
•	Scissors 
•	Some yarn 
•	A hole punch 
•	Styrofoam or paper cup 
•	A lump of play dough or other clay 
•	Glue stick 		
	Procedure: Find a twig with many branches. 
Put a lump of clay in the bottom of a paper or Styrofoam cup. Insert the twig securely so that it remains upright.	
	Cut out big leaves from the green construction paper. Each leaf will represent a person in the child's family and should be big enough to write that person's name on the leaf. Cut enough leaves for each of the child's siblings, parents, and grandparents (or more!). 
Write the name of each person on their leaf. You might want to include the relative's relationship to the child, like "Grandma Joan Smith." Punch a hole on the end of each leaf. 	
	Tie the leaves to the tree. The child's generation goes at the top of the tree, the parents at the second level, and the grandparents at the bottom. 
For an alternative project, use photos, and paste them on the leaves. Or use cut-outs of leaves, fruit (like apples), and/or flowers to represent the people	
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 18: St. Patrick’s Day

St. Patrick's Day Activities
Historical/Cultural Perspective St. Patrick's Day is celebrated on March 17. It celebrates St. Patrick, the patron saint of Ireland.
These crafts projects are for preschool, kindergarten and elementary school children.

Handprint Rainbow
Objective: In this project, the handprints of many children form a beautiful rainbow. It makes a great classroom decoration or bulletin board. This project is good for a group of children (it is too big a project for one or two children).	
Materials needed: 
•	Red, orange, yellow, green, blue, and purple construction paper 
•	A large piece of neutral-colored paper (about 2 1/2 feet by 1 1/2 ft long), or work directly on a bulletin board 
•	Scissors 
•	A pencil and a marker 
•	Glue 		
	Procedure: Using the colored construction paper, have the children trace their hands. Make about 10 handprints of each of the colors of the rainbow (red, orange, yellow, green, blue, and purple).	
	Cut out the hand prints and put the child's name on his or her print.	
	Glue the handprints onto the paper (or staple on a bulletin board) in a rainbow shape. 
You now have a Handprint Rainbow to help you celebrate St. Patrick's Day.	
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 19: St. Patrick’s Day

Rainbow Streamers
 Objective: Make a handheld rainbow that you can use while putting on your own St. Patrick's Day parade or while dancing a jig. 	
Materials needed: 
•	Red, orange, yellow, green, blue, and purple crepe paper streamers 
•	A paper plate for each child 
•	Scissors 
•	Stapler 		
	Procedure: Cut the center out of a paper plate.	
	Cut long pieces of red, orange, yellow, green, blue, and purple crepe paper streamers. Each streamer should be about two to three feet long.	
	Staple a rainbow of streamers onto the paper plate. 
You now have a Rainbow Streamer to help you celebrate St. Patrick's Day.	

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 20: St. Patrick’s Day

Rainbow in A Cup
 Objective: Make a rainbow Jell-O for St. Patrick's Day or other festive occasions. This cute snack is simple to make, but each layer has to set before you add the next layer, so start days before you want to eat it. 	
Materials needed: 
•	Red, orange, yellow, green, blue, and purple Jell-O 
•	Hot and cold water 
•	Clear plastic cups 
•	Refrigerator 		
	Procedure: Make the red Jell-O according to instructions on the box. Pour a small amount in the bottom of each clear glass (about one sixth of the cup).	
	When the red Jell-O has set (this will take hours or overnight), repeat using the orange Jell-O.	
			Repeat with the yellow, green, blue and purple Jell-Os.	
	You now have rainbow Jell-O to help you celebrate St. Patrick's Day.	

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 21: One World Mural

Objective:  Students will create a drawing/poem for the One World Mural. 

Materials:  computers, interact access, paper, printer 

Method of Lesson Presentation: 

1.  Review with students that drawings and poems are forms of art that can be used to express one's opinions about the world, society, etc. 

2.  Ask the class what One World means to them.  Write their ideas on the board. 

3.  Explain to students that they will turn their ideas into a drawing or poem and submit it to the One World mural at tolerance.org. 

4.  Show students how to access the website, how to use the drawing/writing tools, and how to submit the artwork. 

5.  Allow students to work on their ideas at their desks and either call students, groups, or wait until computer lab time to allow students to submit their ideas. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 22: Skin Color

Objective:  Students will analyze their skin colors beyond black, white, brown, and yellow. 

Materials:  multicultural crayons/paints, paper 

Method of Lesson Presentation: 

1.  Review the variety of colors found in a regular coloring box. 

2.  Have students pass around the individual crayons from a multicultural crayon box. 

3.  Ask students what makes these crayons special.  Discuss that these crayons help us color people in our drawings with skin color that looks more like their skin color. 

4.  Tell students that they will have the opportunity to use the multicultural crayons to decide what their skin color is and to draw pictures of themselves/family.  They will present their discoveries and artwork to the class. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 23: Acting out disabilities 

Objective:  Students will feel what it is like to have a physical disability. 
               Students will evaluate how their lives would be different. 

Materials:  Tape, oversized clothes (clothes with buttons), stopwatch (es) or clock with second hand 

Method of Lesson Presentation: 

1.  Review with students their morning routines and how long it takes everybody to get ready for school. 

2.  Tell students that their morning routines will change today.  Have them break into groups of three. 

3.  Each group will have an oversized shirt, pants, stopwatch (if available), and tape. 

4.  Pick a student.  Show the class how you will tape his/her thumbs to the inside of his/her palm so that they can do this to each other.  Then tell students that they will time each other to see how long it takes to put on the clothes (over their clothes) with their thumbs taped.  The times should be recorded. 

5.  After the groups are finished, they should report to the class how long it took them to put the clothes on and how they felt during the activity. 

6.  Discuss with students how people's lives are different due to abilities or inabilities.  How would their families be affected?  Social lives?  Education? 

7.  Students can reflect on the activity in a journal. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 24: Cultures

Objective:  Students will explore their own culture. 
               Students will share their cultures. 

Materials:  butcher paper outlined and cut-out into puzzle pieces (you may want to number the puzzles pieces so that you know what order they go in), markers, crayons, various art supplies, floor/table space, wall space, some type of adhesive.

Method of Lesson Presentation: 

1.  Review culture.  What is culture?  Traditions?  Foods?  Songs?  Celebrations?  Clothing?  Etc. 

2.  Give each student a puzzle piece and explain that we are all different, but together we complete a puzzle. 

3.  Ask students to share their cultures by drawing and writing on the puzzle pieces. 

4.  Tell students that they are to work together and put the puzzle pieces in order on the floor/table. 

5.  Discuss what the puzzle means to the students once it is completed. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity

Lesson Plan 25: Friendships

Objective:  Students will explore friendships with people who are considered different. 

Materials:  computers, Internet access, paper 

Method of Lesson Presentation:
 
1.  Ask students what friends are.  Ask students what it means to be a friend.  Ask students what qualifications a person must have to be a friend. 

2.  Tell students that one of their center or free time activities is to learn about friendship and create a book. 
3. Show students the website, http://tolerance.org/pt/new-friend/index_friend.html 

4.  Explain how to fill out the questionnaire and show how to print out the book. 

5.  Allow students to read these books to each other during free time, reading time, etc. and interview students to find out what they learned from the book. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 26: Cultural Music

Objective:  Students will be exposed to different types of music 
 	       Students will express their feelings through drawing. 

Materials:  cds/tapes, cd/tape player, paper, markers, crayons 

Method of Lesson Presentation:
 
1.  It's time for our music session.  Today we will be listening to music from _____.  It is called _____.  It was written/composed by _______ and any other useful information. 

2.  Listen to the music and draw how it makes you feel.
 
3.  Students will share their art with the class. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 27: Penpals

Objective:  Students will learn about kids from a different part of the country. 

Materials:  contact school, paper, mini lessons about writing letters, envelopes, stamps, computers, Internet access, cameras, and film. 

Method of lesson presentation: 

1.  Find a contact school using internet/school websites.  Arrange a penpal program with a teacher from a different state. 

2.  It is not necessary to assign students to each other.  Letters and pictures can be sent to the entire class. 

3.  Throughout the year, give students time to write letters draw pictures, take pictures, share information about school activities, etc.  A theme could be set up for each week/month; example, letters (email) about the school cafeteria, favorite sports, weather, and where do you go grocery shopping.  Also give students the opportunity to read and respond to the letters/pictures from the other class. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 28: Experiencing Disabilities

Objective:  Students will experience the difficulties of having a learning disability. 

Materials:  mirrors, paper, something to read on one sheet of paper 

Method of lesson presentation: 

1.  Ask students what a learning disability is.  Discuss learning disabilities. 

2.  Tell students that this is their chance to feel what it is like to have a learning disability. 

3.  Have students work in pairs and give each pair a mirror and the paper to read from. 

4.  Show students how to line the paper in front of the mirror.  Tell them to try and read the paper from the mirror. 

5.  After a few minutes, ask students to read aloud to the class. 

6.  Discuss:  How did it make you feel?  Did it take you longer to read?  Did anyone laugh/correct you?  Did you want to read aloud?  How might you treat people differently now that you know what it's like to have a learning disability? 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 29: Eating Utensils

Objective:  Students will think about the way they eat versus how other people eat. 

Materials:  Book How My Parents Learned to Eat by Ina R. Friedman, chopsticks, cotton balls (or other material), paper plates 

Method of Lesson Presentation: 

1.  Read the story to students. 

2.  Ask students what they thought about the story. 

3.  Pass out chopsticks and cotton balls on paper plates.  Let students try to use the chopsticks to pick up the cotton balls. 

4.  Ask students how they eat at home, if it's okay for people to eat differently, etc. 

Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 30: Hawaiian Culture

Objective:  Students will be exposed to Hawaiian culture. 

Materials:  Book A Lei for Tutu by Rebecca Nevers Fellows, instructions for making lei (I will make a copy tomorrow). 

Method of Lesson Presentation: 
1. Read the book. 

2.  Discuss the book with students.  Why was the lei special?  Did you hear any interesting words?  What did you think of the characters' names? 

3.  Tell students that it is their turn to make a lei.  Follow the attached instructions. 
Making a Lei 
Taken from: A Lei for Tutu by Rebecca Fellows 
What you need: 
1.  One seven-yard strip of crepe paper. 
    (It comes in rolls of twenty-four yards.) 
2.  A yardstick or measuring tape 
3.  A large sewing needle 
4.  A spool of thread.  It can be the color of the crepe paper or any color you like. 
What to do: 
1.  Cut a seven-yard strip of crepe paper. 
2.  Thread your needle with about a yard of thread.  You may want to double the thread to make it stronger.  Make a big knot at the end. 
3.  Make a big running stitch down the middle of the crepe paper. 
After stitching for two or three inches, twist the crepe paper and push it along the thread toward the knot, gathering it.  Stitch another two or three inches, twist the paper in the opposite direction, and gather it some more. 
4.  After stitching for two or three inches, twist the crepe paper and push it along the thread towards the knot, gathering it.  Stitch another two or three inches, twist the paper in the opposite direction, and gather it some more. 
5.  Continue to stitch, twist, and gather until you have used all the paper. 
6.  Remove the needle and tie the thread ends together. 
7.  Add a ribbon bow, if you like 
8.  Wear your lei with the spirit of aloha!
Assessment: Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 31:  “Bezirgan Basi” (Chief of Greedy Merchant)

Historical/Cultural Perspective:  This is a game from the Turkish culture.  This game can be used when studying other cultures.  

Objective:  TSW learn and play a new game by following the rules and getting along with each other.
Materials:  An outdoor area, and something to draw a line (if on dirt a stick, if on grass a stick or piece of strong cloth could be place on the ground).

Procedures:  The game can be played with a minimum of 10 children.  The players elect 2 children among them.  One child takes the name of “golden watch” and the other “golden bracelet”.  Those two children stand facing each other, hand in hand with their hands raised in above them.  The other students pass through their hands while chanting the following jingle

Open the door Chief of Greedy Merchant
Chief of Greedy Merchant…
What do you give for your right on the door?
What do you give?
Let the person behind myself be souvenir
Let him be souvenir

The last player in the line is caught, and asker in his ear “do you want the golden watch or the golden bracelet?”.  According to the answer determines who the payer stands behind, either the golden watch or the golden bracelet.  This will continue until all of the players are divided into two groups.  A line on the ground divides the two groups.  Each child in both groups will hold onto each other’s waists firmly.  The two groups pull each others to show their groups strength.  The group that passes the line is the group/team that looses.  
Assessment:  To observe the students playing the game correctly by following the rules. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 32:  “Birdir Bir” (Uzunesek)

Historical /Cultural Perspective:  This game is the Turkish version of Leap Frog

Objective:   SWBAT play the game by following the rules.  SWBAT have a class discussion on the similarities and differences between Leap Frog and “Birdir Bir”.

Materials:  a large area inside or outside.

Procedure:  The teacher will introduce the rules and procedures of the group while having four students demonstrating.  The class would break up into groups of four.  The first two children in each group is elected as “it”.  The elected students will stand back to back, holding their knees while bending, and placing their behinds near each other.  The other students will jump with their legs parted over the “it” plays one by one.  If the students fall while jumping they become a “it” person. While the players are jumping they say “it is one one, two two, three three, four four, and continue to jump.  Sometimes jokes are made while counting some of the numbers.  Some examples are; “my eight is hop”, and stands on one foot.  Plays who jump after him have to stand on one foot. The eight player is able to control how others walk who are after him.  As the ninth player jumps he can say “stop” and every player has to stop where they are.  They game continues similarly after determining a new “it”.

Assessment:  After the children return to the classroom, have the students as a whole discuss the similarities and the differences between Leap Frog and “Birdir Bir”. The student’s participation in the game will be graded. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

  

Lesson Plan 33:  Mobil-mobilan Kulit Jeruk

Historical/Cultural Perspective: Mobil-mobilan are Indonesian toy cars made by Jeruk Bali.  Jeruk Bali is a large pomelo (grapefruit-like) that has very thick skin.

Objective:  TSW learn about a different culture and how toys are made.  TSW create they’re own Mobil-mobilan.

Materials:  Various leaves, such as bay leaves, various fruit skins, such as grapefruit, and oranges, thin sticks such as tooth picks, scissors, and glue.

Procedure:  TTW explain to the class that they are going to make two cars.  TTW allow the students to take turns going to the supply table to choose their materials.  TSW put together their version of Indonesian toy cars.  

Assessment:  The toy cars that each student created. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lession 34:  Kuda Lumping

Historical/Cultural Perspectives:  These are small replicas of the larger Kuda Lumping, which are used in trance dance on Java.  They are cut from bamboo mats and painted with patterns.  Beads and other material can be added to the kuda lumping.  They are intended to be used as toys, but many are used as souvenirs.  Smaller more colorful ones are used to decorate Christmas trees.

Objective:  TSW will learn about a toy used in Indonesia and will to create their own kuda lumping. 

Materials: Precut horses from bamboo mats, a variety of paints, paintbrushes, assortment of beads, different color and textured materials, glue, and scissors.

Procedure:  Show the students examples of the colorful horses.  Have the students pick their materials and allow each student to create two or three kuda lumping. 

Assessment:  Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 35: Kelereng or Gundu
Historical/Cultural Perspectives:  This game is the Indonesian version of marbles and is very popular with the boys.  

Objective: TSW will they game and after the game the students will compare and contract the similarities and differences between the Western version and the Indonesian version.  

Materials:  An outside paved or cemented area, chalk, and marbles.

Procedure:  Explain the rules to the game to the class while demonstrating.  The class is separated into groups of four or six.  Have one of the students draw a small circle on the ground for each group.  Have players put one of their marbles within the circle.  Have each player drop another outside of the circle.  The person with the marble furthest from the circle goes first.  The goal of the first student is to use the marble outside of the circle (the striker) to hit the marbles within the circle and knocking them outside of the circle.  After hitting the marble outside of the circle the striker must also come to rest outside of the circle.  If the striker stays inside of the circle it must remain within the circle and the player that owns that marble must give up that marble.  If the player is successful and is able to knock out one of his opponents’ marbles out of the ring, than he is able to continue his turn.  If he is able to hit his opponent’s striker marble than he ale to take that marble and his opponent is no longer able to finish the current game.  If he misses his opponents’ striker marble, than he looses his turn and another player can have a turn.  

Assessment:  Have a classroom discussion between the similarities and differences between the western world’s version and the Indonesians version and participation in the game. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lession 36:  Gangsing or Gasing

Historical/Cultural Perspectives:  This is an Indonesian top made from bamboo with a small opening on the side.  The small opening makes the top whistle as it spins.  The size of the hole determines the pitch.  String is wound around the dowel that goes through the center of the gangsing.  Gangsings are commonly sold outside of temples and tourist attractions in Yogyakarta, and Central Java.

Objective:  Have the children play the game and then have the class as a hole discuss and design their version of a gangsing.

Materials:  A gangsing, and an outside area where a circle can be drawn with chalk.

Procedure:  Show the children the gansing.  Demonstrate to the class the proper way to use the gangsing.  The child holds onto the flat bamboo handle that is tied to the end of the string, which pulls the handle to set the gansing spinning.  After demonstrating the proper way to use the top, divide the class into groups of two and give each child an opportunity to try playing the game. Draw a 50cm in diameter on the ground.  The object of the game is to knock the opponents gansing out of the circle.  

Assessment:  Participation in the game and a class discussion about the similarities and differences between gansing and the Western version of a top. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 37:  Lompat Tali

Historical/Cultural Perspectives:  It is a very popular game played among girls during recess time in Indonesia.  It is similar to skipping rope except that the rope is made from hundreds of elastic bands that are looped together to form a large ring.  

Objective:  TSW learn, play, and follow the rules of a new game.  TSW as a class discuss their likes and dislikes of the game.

Materials:  An outside area on a flat concrete surface, and a Lampat Tali jump rope.

Procedures:  Demonstrate to the class the way to use the rope and play the game, by using students to show the procedures.  Choose two children to hold the ends of the rope.  The height of the rope starts at ankle height.  Have the students jump over the rope.  The rope gradually moves higher up the bodies of the children after the jumpers have jumped over the lower heights successfully.  Continue this process until no one can complete the jump.  

Assessment:  Each child’s participation in the game and participation in the class discussion after the game. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 38:  Bekel
Historical/Cultural Perspectives:  Bekel is the Indonesian version of jacks and is commonly played by Indonesian girls.  Bekel’s shape differs from westerns jacks; they are flat with a small bridge holding the two sides together.  There is a small red dot on the top of the biji bekel, which is called a pit.  The under side of the bekel is called a roh.  There are small indentions or dots on one of the flat sides of the biji bekel while the other side is smooth.  

Objective:  TSW learn and play bekel.  After they have had a chance to play the game the class with discuss the similarities and differences between bekel and jacks.  

Materials:  Bekel pieces, small rubber balls (one for each player) and a flat hard surface to play the game on.

Procedure:  Separate the students in groups of five.  Pass out a set of bekel pieces and one small rubber ball to each player.  When the games starts the biji bekel are all held in the hand of the of one of the players and are dropped as the ball is allowed to bounce once.  The second set will start is the player has successfully picked up all the bekel.  During the second set the player must attempt to position the biji bekel with the pit facing up again one at a time.  This must happen while the player throws the ball in the air and allows it to bounce one time.  The player must attempt to turn over the bekel without moving any of the other bekel.  If the player had successfully completed the last step he then picks up the biji bekel one at a time while throwing the ball in the air until he has all of the biji bekel in his hand.  Hr drops them again and has to pick up the biji bekel two at a time and then three at a time, ect. Until he picks up all of the biji bekel with one sweep of the hand.   He drops the pieces again and then begins the roh set.  The player must try to turn over all the biji bekel so the roh side is now facing up.  The player is allowed to pick up more than one group of the set number while the ball is being thrown in the air.  If the player if picking up groups of two while the ball is being thrown in the air, he may then grab three groups of bekel.  Grabbing a set of bekel is called cek.  In order for a player to not loose their turn he must not move any of the biji bekel that he is not attempting to pick up, or to not drop any of the biji bekel in his hands.  If either two of these things happen the player losses his turn.  The player who completes the most sets without making a mistake is considered the winner.
Assessment:  Participation on the game and group discussion after the game. Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.
Lesson Plan 39:  Semut, Grang, Gajah

Historical/Cultural:  This is a popular game throughout Asia.  In Indonesia it is also played the same.  Children play the game to see who goes first in a game or to play for fun.  

Objective:  TSW learn to play a game that is commonly played in the states, but in a different language with different hand signs.

Materials:  Children and their hands.

Procedure:  The students need to learn the hand signs and words. 
Semut-ant   Little finger points towards your partner.
Orang-person   Pointer finger points towards your partner.
Gajah-elephant   Thumb points towards your partner.

The player faces his partner with his hand in front himself and a fist.  The players count to three together, and then they open their hands and each player makes one of the hand signs.  If the players make the same hand sign they start all over.  
How to win:
The semut wins over the gajah because the semut can crawl in the gajah’s ear and tickle him to drive him crazy.  
The orang wins over the semut because the orang can stomp on the semut and squash it.
The gajah wins over the orang because the orang can get trampled by the gajah.

Assessment:  Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Plan 40: Slahal

Historical/Cultural Perspective:  The game is from the Northwest Coast of India.   

Objective:  TSW learn and play a game from India.

Materials: One Slahal board for each pair of students with 22 sticks sticking out of the top or a long wood board with 22 sticks.  11 sticks red and the other 11 black.   Each pair of players need two pieces of antler, wood, or bone. The pieces have four sides, one rounded side, flat side, and two edges. The longer piece is 5.7 cm long by 2.8cm in diameter. The shorter piece is 5.4 cm. A leather thong is tied around the midsection of one piece of antler (wood or bone).

Procedure:  Split the students into pairs of two.  Explain the directions to the students.  Since the edges are not distinct, the players may establish that a toss of two antlers will result in these four combinations:
*both landing on their flat sides
*both landing on their round sides
*one with thong on rounded side, other flat side
*one with thong on flat side, other side rounded
Certain combinations of tosses need to be made before earning sticks from the whale.  One player has the black tipped sticks while the other is playing for the red tipped sticks.  The player to earn all of his sticks first is the winner.  

Assessment:  Observation sheet based on level of participation on a 0-2 scale: 0-non-particpation 1-some participation 2- full participation in activity, and an anecdotal record based on behavior during activity.

Lesson Forty-One

1,2,3 Dragon

History: Originated in China and is played by children. Often it is played during the Chinese New Year when there is dancing, games, and food.  
Objective: to tag the tail as many times as you can while you are the head. Points may be used if desired. 
Materials: ten or more players, a playing area, participants ages 8 or older.
Procedure: ten or more people form a line with each person holding the shoulders of the person in front of them. The person in the front is the “head” and the last person is the “tail”. To start, the tail shouts “1, 2, 3 dragon”. The head leads the line and tries to catch the tail. The line must stay together the whole time. If the dragon breaks, it dies; or if the head catches the tail, it dies. The person who was the head now goes to the end and becomes the tail.
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Two

Bokwele

History: Originated in the Congo, which is now called Zaire.
Objective: in version 1, capture the scarves; in version 2, to be the first to the top and shout “Bokwele”
Materials: version 1: 2 hula-hoops, 4 scarves, boundaries; version 2: two ropes, hanging from a tree, beam, ceiling, etc.
Procedure: Version 1: like Capture the Flag, each team guards two scarves in hula-hoops. The game starts by calling out “Bokwele”. If a player is tagged with a scarf, they sit out the rest of the game. If they drop it, it is returned to the hula-hoop. A team wins if they get all the scarves first.
	Version 2: both teams select a player to climb the team rope. The first player to the top after the start is given, and who says “Bokwele” wins. 3 false starts and the player are disqualified.
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Three:

Catching Stars

History: developed by the pygmy tribes in Africa
Objective: to be the last “star” caught	
Materials: none
Procedure: seven or more players to play, two groups (stars and catchers), stars stand on one side of the boundaries (in which there are two about 20ft. apart), catchers say “star light, star bright, how many stars are out tonight”, start say “more than you can catch” and run to the other end without being tagged
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Four:

Jai Alai

History: originated in Spain and is played in South America and the U.S.
Objective: to keep the opposing player from returning the ball
Materials: a ball (Pelota), which is similar to a baseball but harder, curved wicker basket (cesta), a court with wall to bounce the ball off of
Procedure: played in singles or doubles; when you win a match it counts as one point; the ball is thrown against the wall hard and fast with the cesta; a catch and throw must be one motion; the player can continue to serve and accrue points if the opponent(s) miss the ball; the serve and return must hit the front wall; if the server puts the ball in foul territory, the other side gets to serve.
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Five:

Kameshi Ne Mpuku

History: attributed to the Luba tribe in Congo, but many African tribes play variations of it.
Objective: as the rat, not get caught
Materials: the more people, the better
Procedure: four rows of people holding hands and standing parallel to each other; a “rat” and a “cat” are chosen; the cat is to chase the rat and tag it while the rat tries to dodge up and down the rows avoiding it; the “caller” will call out “mpuke ekali” which means let the rat stop and the people holding hands will switch directions holding hands to be horizontal from vertical or vice versa
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Six:

Kudoda

History: from Africa, similar version in Simbabwe uses stones or pebbles.
Objective: to have the most marbles
Materials: metal bowl, marbles
Procedure: fill the bowl with 20 marbles; in a circle one player takes a marble and tosses it up; while in the air the player picks up as many marbles as they can.
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Seven:

Netball

History: originated in the UK but has spread to other countries like Australia
Objective: score the most points
Materials: a court like basketball, to be like the original, there has to be no backboard
Procedure: 7 players per team; position played determines movement; the center can go in all areas except goal circles, the wing defense and wing attack are allowed in the center circle, goal attack and goal defense (striker and sweeper) are allowed in goal circles, goal shooters are only ones allowed to score, the goal keeper is the goalie; the ball can’t be held for more than 3 seconds.
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Eight:

Pie Kalah

History: mostly associated with Liberia
Objective: to be the team with the most correct guesses
Materials: small stone or ball
Procedure: split the group into two equal teams (appt. a leader for each team); one team’s leader puts the rock in a members’ hand; the team with the rock moves close together and chants together “Ah! pie ma yan ma kalah, Ah! sa ma kalah gbon whala, yan! hali yoah!, gay lay, gay la”; the elader of the other team calls out “to Kalah” (hand me the stone) and tries to guess who has it. If right, his/her team gets the stone, if not, the other team goes again. 
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Forty-Nine:

Roman Ball

History: first played in ancient Rome
Objective: be the first person to reach seven points
Materials: tennis ball, chalk and string to draw circles
Procedure: play on a court; have two circles (one in the middle of the other); five players stand spread out in the bigger of the two circles; the player with the ball bounces it in the inner circle and it must go out of the outer circle; if caught by another player no point awarded to the thrower; if no one catches it, the thrower receives one point; players may run around the circle to catch the ball
Assessment: observation, anecdotal records, see/utilize rubric

Lesson Fifty:

Shove Ha’ Penny Toli

History: From England, popular in the Tudor times. Narrow tables as long as 30 ft. were used and had inscribed lines. Today the board is slate or hardwood with indented lines.
Objective: to be the one with the highest score.
Materials: 5 coins, a game board split into 9 sections by ten lines, a scoreboard running down both sides, chalk to keep score.
Procedure: the players slide coins along the board into marked off sections. Score is kept with chalk at the edges of the board. To start a game one player slides a coin down the game board with the heel of their hand attempting to get the coins as near to the other end of the board without the coins falling off. The coins need to be in the spaces, not on the lines.
Assessment: observation, anecdotal records, see/utilize rubric

Thematic Unit- Play and Culture
Concept(s): Communication, Evolution, Culture, Interdependence, Man and Society
Unit Objective: Through the study of the development, adaptation, and spread of games from around the world, students will be able to distinguish between traditional and modern games, analyze the impact of culture on the evolution of games and determine the role geography plays in the creation of games.
Students will develop and share their research through participation in the Children’s Folk Games Project; a global interactions initiative of I*EARN (International Education and Resource Network)

Lesson Fifty-one- Variation of the Japanese Folk Game of “Karuta”.  (Interdisciplinary)  Group Project Lesson 
Objective:  Students will develop memory skills and explore the roles of sequencing in plot development and character development by playing a variation of the Japanese children’s game “Karuta” about a Harry Potter novel. 

Materials: 3”X5” heavy card stock or plain index cards, pencils, colored pencils, markers, or crayons, resource materials of whatever subject is being studied (see adaptations below).

Procedures:
1.	Students will read the first four chapters of a Harry Potter novel.
2.	Students will find and research page two of the Japanese Games section of the Children’s Folk Games Project on the I*EARN Network concerning a description of the game “Karuta” by Sayaka Yamaguchi, Yoko Kaikawa and Rika Sugie of Nagoyajyoshidaigaku Junior High School, Japan.  Once the rules and procedures are understood by all…
3.	Class will  divide into four equal teams.  Each group is assigned one of the four chapters from the book.  Each team is responsible for developing a total of twenty cards.  Five of the cards must have portraits of characters from their chapter, five must have drawings depicting important events in their chapter, five must have passages of dialogue spoken by the five characters on their portrait cards, and five must contain pictures of people or events not related to the book.
4.	Teams now exchange cards. (All of the following are timed tasks.  The instructor will cue each task, state their goals, keep time, and determine if cards are correct).
A.	Task one is to find the event cards from each chapter and arrange them in order of occurrence. 
B.	Task two is to pair the character cards with the dialogue cards.  
C.	Task three is to pair the dialogue cards with the events in which they occurred. (Note this option may not always be possible).
D.	Task four- ALL of the event cards are now grouped together.  The cards are somehow shielded from the other teams.  Teams are to sequence twenty cards depicting key events in the four chapters as quickly as possible.  
5.  Finally, students discuss how dialogue defines a character, how ideas unfold in a                                                                                                              
	plot and help to move it along, and the importance of details in making the story 
	richer and more exciting.
      6.  Students will share this variation of “Karuta” with the students of
        Nagoyajyoshidaigaku Junior High School, Japan through the I*EARN Network    
  
Adaptations:  Any number of adaptations involving this game is possible.  I.E. Pairing famous structures with their geographic location, pairing a Civil War general with the battle that made him famous, pairing famous paintings with the artist who created them, pairing famous lines from literature with the works they are from…

Evaluation:  Observation, anecdotal records and attached rubric.

Lesson Fifty-two: “Kokpar”  (Multiculturalism, Language Arts, Visual Arts, Computers) 
Objective:  Students will explore the role of language and writing in the spread of games between cultures by coded explanations of common games.
Materials:  Copy of the Roseta Stone, pencils, paper, resource materials about a biome.
Procedures: 
1.	Students will find and examine the description of a national game called “Kokpar” on page two of ‘Kazakh Games’ from the Children’s Folk Games Project of the I*EARN Network written by Ainura Zhakupova from the Lyceum 35 School in Uralsk, Kazakhstan.
2.	Students will discuss the difficulty of understanding the goals of the game due to cultural and language barriers and how this game of skill is similar to other national sports around the world.  (The description reads- The rules consist of the following: several fellows on their horses take away the killed sheep or the he-goat from each other.  The boy who takes away the sheep from the others, has to ride away from them.  The competition goes on the definite distance.  “Kokpar” is the examination for boldness, endurance and riding skill.  Also it is important to ride on a good horse in the game.)
3.	Students will view a copy of the Roseta Stone and hear the story of how it helped crack the code of Egyptian Hieroglyphics.  Students will discuss the difficulty of understanding another cultures way of life because of language barriers and the time in which that culture flourished.  
4.	Students will each research the national sport of a particular country and write a detailed guide for how the game is played.
5.	Students will create a list of the natural resources, geographic features and climate of the country of origin of the sport they researched.  Using this list, students will create an alphabet for an unknown culture that flourished in this country over one thousand years ago.  The alphabet must consist of twenty-six symbols developed from their list, one each for the letters of our own alphabet.  The symbols can be anything on their list, for example a culture from Brazil may have a Toucan’s beak for the letter “A”.  The object does not have to start with the letter being represented.
6.	Next, the students are to rewrite the guide to playing their national sport using the “letters” from their made up alphabet. Only the vowels will be identified under their corresponding symbols.
7.	Students exchange papers.  Using the vowels as a beginning, the children are to attempt to decipher the coded playing guide.  After five minutes, students are given the symbols for ‘E’s, ‘D’s, and ‘G’s.  After ten more minutes, students are given four more letters of the designers’ choice.  After another ten minutes, eight more.  If not complete at the end of fifteen minutes, students exchange keys to made up alphabets.
8.	Students discuss the frustration involved in the process and the role such work plays in the sciences of archeology and anthropology.
9.	Students share this exercise with the students of Uralsk, Kazakhstan and others on the Folk Games I*EARN website.
Evaluation:  Observation, anecdotal records and attached rubric. 
Lesson Fifty-three- “Obiceiul puntilor”, the ‘Bridges Custom’  (Multiculturalism, Language Arts, Visual Arts, Computers) 
Objective: Students will explore customs and traditions related to time by examining rituals associated with global New Year traditions and creating symbols for their individual hopes for the future.

Materials:  Air-dried clay, tempera paint, pencil and writing paper, drawing paper, colored pencils or crayons.

Procedures:
1.	Students will find and read the description of Obiceiul puntilor (Bridges Custom) written by George Antonache of School 10 in Focsani, Romania found under the ‘Customs’ section of the Children’s Folk Games Project on the I*EARN Network.  Copied as shared- (On the first day of the New Year children from our region are involved in a special ritual.  That is the most spread ritual used for future prediction.  Children, junior girls and boys, make a “bridge” of a small branch in a pitchfork shape.  A stick is placed across between the two rides of the branch.  It symbolizes a connection between the old and the New Year.  Each child should have her/his run bridge.  She/He may dream on the first New Year night her/his destiny).
2.	Students will next brainstorm our own New Year traditions and others related to changes in seasons, I.E. making resolutions, Hopi Kachina Dances, Celtic seed Mandalas.
3.	Students will next ask relatives about New Year traditions associated with their own families and/or ancestral homelands.
4.	Finally, students are to design and create a piece of jewelry, which symbolically links their past, present and future.  The piece can be a necklace, bracelet, ring or amulet and should incorporate a happy event from the past, something cherished in the present and a hope for the future.  Once the jewelry is designed, it is then made out of clay and painted.
5.	Students share their creations with George in Focsani, Romania and others through the Folk Game Project of the I*EARN Network.

Evaluation:  See attached rubric.

Lesson Fifty-four- Little March Amulet (Interdisciplinary) 
Objective: Students will discover play related to friendship and love by exploring global traditions and creating Valentines for the Environment.
Materials: Assortment of art supplies including scissors, construction paper, glue, wallpapers, colored pencils, markers, crayons, and yarn
Procedures: 
1.	Students will find and read the description of March amulets and the accompanying tale The Story of the Little March by Catalina Stoica from School 10, Focsani, Romania found in the “Customs” section of the Children’s Folk Games Project on the I*EARN Network. Description printed as shared- (Every year Romanian people knit two little tassels: a white one and a red one.  At the beginning of March, they offer this amulet to the friends they love… In Moldavia, part of Romania, all persons can receive a little March amulet.  Red means love for everything that is beautiful and white symbolizes the pureness and health of the snowdrops, the first flowers that appear in spring.  That is the first celebration of spring in Romania).
The Story of the Little March
Once upon a time, there was an old woman.  She had a son, March, who had just got married. The old woman did not like her daughter-in-law maybe because she was too beautiful.  That is why she was trying to find a flaw in her son’s wife ordering her the most difficult jobs.  One day the old woman commanded the girl to go to the river and to wash some black wool until it became white.  Without a word the young woman went to the river.  There a young man appeared miraculously.  He immediately turned the black wool into white one.  When (s)he wanted to thank him he disappeared leaving no trace behind him.  Another time, at the end of winter, in February, the bad old woman asked her daughter-in-law to bring her some wild strawberries.  The girl had no choice but to go find the wild fruits. March was desperate because his own mother was torturing his wife.  That is why he left his home.  Crying, the girl wanders throws the forest and suddenly the same handsome young boy appeared and filled her basket with wild strawberries.  The young girl hung at her neck a white coin for the wool and a red one for the wild strawberries.  In her husband’s memory whom she is still looking for, she called the coins “Little March”.  From that day all the “Romanian girl and woman wear Little Marches”.  They believe that the Little Marches bring them luck in love and good health.
2.	Students will brainstorm our own love and friendship traditions as well as those associated with seasons, I.E. Valentines, friendship bracelets, Ukranian Friendship Eggs.
3.	Next students will research the origin of traditions related to Valentines. 
4.	Working in pairs, students are to design Valentines or other symbols of love for some aspect of the environment.  This could include particular plants and/or animals, specific eco-systems, clean air and/or water among others.  Symbol must incorporate a Haiku about their theme. 
5.	Students will share their creations with Catalina Stoica in Focsani, Romania and others via the Folk Game project on the I*EARN Network.
Evaluation:  See attached rubric  
Lesson Fifty-five- Rope-skipping Rhymes (Language Arts, Physical Education, Computers, *more) 
Objective: Students will reinforce rhyming and sequencing skills by creating jump rope chants 

Materials:  Jump ropes, pencil and paper

Procedures: *More- activity may be used as an alternative assessment for any number of lessons (see examples)  
1.	Students will find and examine the rope-skipping rhymes offered by American students at the Scott Libby School, Arizona in the Children’s Folk Games Project on the I*EARN Network.
2.	Students will next go outside and jump rope to some of the chants offered.
3.	Next children will write one original chant of their own.  The chant must rhyme and represent evidence of knowledge gained from a unit such as the life cycle of plants, the process of evaporation or the parts of a book.  Further, the jump itself must be choreographed to require the jumpers to change both actions and speed.
4.	Students go outside to skip to each other’s chants.

Evaluation:  Observation, review of required factual information in the written portion of the assignment, anecdotal records, participation.

Lesson Fifty-six- Duck Pond (Mathematics) 
Objective:  Students will explore the mathematical probability of equally likely events by playing the carnival game of Duck Pond.

Materials:  Twelve “Ducks” (may be actual toy ducks or small blocks of wood, toothpicks etc.), a shallow container of water, waterproof markers or paint, pencil and paper, assorted ‘prizes’ such as large stickers, small stickers, and hand stamps, stamp pad

Procedure: *Mark one-third of the ducks with blue; one-third, red; and one-third, green.
Assign ‘prizes’ ahead of time-I.E. large sticker for a blue duck, small sticker for a red duck and hand stamp for green.
The object of the game is to pull a duck from the water without looking and win a prize that corresponds to the color marking.  Students need to remember to return ducks after looking at its color.
1.  Ask students ahead of time an assortment of questions calling for predictions such as:
- How many blue ducks do you think you will pull in one hundred tries?
- In one hundred tries, will you have more red than green ducks or vice versa?
- If a student favors a particular colored duck, are they likely to get it on their first try?
2.	If the students have used percents, ask them to use their intuition to attach percentages to the likelihood of winning each of the three prizes.  Give them benchmark percents to use, such as 100 percent, 75 percent, 50 percent, 25 percent and so forth.  If they have use fractions, have them estimate with fractions their likelihood of winning each prize out of 100 trials. 
3.	Write the estimates on the board and have the students perform the experiment, pulling a duck 100 times and recording the results.
4.	Compare the results with the students’ estimates.  Discuss the results with students in relation to probability.
5.	If appropriate for the students, compare the theoretical probability of drawing each color (e.g., 1/3, 33 1/3%. or 0.333) with their experimental results.

Evaluation:  Observation and anecdotal records

Lesson Fifty-seven- ‘Caloianul’, Romanian Rainmaker (Multiculturalism, Visual Arts, Science, Language Arts, Computers) 
Objectives:  Students will explore myths and legends concerning natural phenomenon from a variety of cultures and reinforce their own knowledge of cycles in the environment by writing myths from an unknown culture, which documents a belief about nature, and by producing a shadow play of this story.

Materials: pencil and paper, manila tag board, paper fasteners, craft sticks, string or twine, hole punchers, scissors. 

Procedures:
1.	Students will find and read the story of ‘Caloianul’, the Romanian Rainmaker written by Razan Bratosin of School 10 in Focsani, Romania in the Children’s Folk Games Project of the I*EARN Network.  (‘Caloianul’ is a carved figure of a man adorned with flowers.  The villagers parade this figure through the streets of the village offering blessings as they go.  Next, villagers decorate a tree with fresh fruits and pretzels as a symbol of rebirth. Lastly, the town simulates the funeral of the “Caloian” by throwing it into a river.  It is believed that as the waters of the river carries the figure away, this in turn will bring the rains to the fields.  It is said that the “Caloian” has ‘unfastened’ the rains).
2.	Next, students will research other myths and legends related to nature from cultures around the world and share them with their classmates.  
3.	Students will now discover the art and culture of Bali, Indonesia, specifically its centuries old tradition of shadow play.  National Geographic makes a wonderful on-line resource.
4.	Working in teams of four, students now select a specific environment (rainforest, pine forest, tundra region etc.) and write a myth from an unknown culture that once inhabited the region.  The myth must include a superstition or belief concerning natural phenomena in nature such as snowfall, change of seasons, animal migration or hibernation, or thunder and lightning.
5.	Next, students design shadow puppets depicting characters and events in their story to be performed for the class. (A basic ‘screen’ can be erected by hanging a white sheets over a rectangle cut in a large piece of cardboard and shining the light from an overhead projector or flashlights through it).
6.	Students will share their projects with Razvan Bratosin from Focsani, Romania and others via the Folk Games Project on the I*EARN Network.

Evaluation:  Observation, elements of writing (voice, plot, characterization etc), teamwork and attached rubric

Lesson Fifty-eight - Hopscotch Around the World-  (Language Arts, Social Studies, Multicultural Studies) 
Objective:  Students will discover the role geography plays in the adaptation of games by designing a variation of Hopscotch in a given time and place.

History: Hopscotch began in ancient times during the Roman Empire.  Roman soldiers used the original movements in hopscotch as exercises in military training.  Roman children developed the idea of imitating the movements of these soldiers eventually adding squares and a number system.  It is not known how hopscotch spread throughout the world, but today there exists over three hundred variations of this game played by children on every continent.  The game is called “Marelles” in France, “Templehupfen” in Germany, “Hinkelbann” in the Netherlands, and “Rayuela” in Argentina.
Resource(s): Hopscotch- Games Around The World by Elizabeth Dana Jaffe, Sherry Field, and Linda D. Labbo (ISBN  0756501334)

Materials: dice or cards, chalk, rulers, pencils and drawing paper, a variety of natural materials which the children gather themselves such as leaves, sticks, stones, etc., resource materials about different eco-systems and geography and a variety of art supplies such as scissors, glue, construction paper, paper mache, etc.

Procedures:
1.	Students will read the book Hopscotch- Games Around The World to study the variety of forms of this game in various cultures.
2.	Students will discuss the adaptations of this game and speculate on the role geography has played on its evolution.
3.	Students will research via the Internet, the Children’s Folk Games Project of the I*EARN Network to study the photographs and student research in Romanian, English, Spanish, French, German and Catalan.
4.	Working in pairs, students will throw dice or pick playing cards (any system to assign numbers).  The number the team selects corresponds to a specific geographic region on the Earth. Students need to make a list of the natural resources of their region.
5.	Using materials from their list, teams are to design on paper a variation of the game of Hopscotch for an unknown culture in their geographic region.  The date is 1500 A.D.  This variation must retain the characteristics of all forms of Hopscotch, but be unique in appearance, method of play and use of materials.
6.	Using a variety of art and natural materials, students are to simulate indigenous materials in the creation of game pieces. 
7.	Students are to write a description of their game including method of play, rules of play, and scoring system.  Description must include a brief explanation of the similarities and differences of their variation from others.
8.	Students are to share their creations with other students around the world by listing them on the Folk Games pages of the I*EARN Network.

Evaluation:  See attached Rubric

Lesson Fifty-nine- The Future of Games (Visual Arts, Computers, Science) 
Objective:  Students will explore cutting edge and proposed technological and scientific advancements and their impact on society by designing a ‘board game’ for the mid-twenty-first century.
Materials: several Monopoly games, assorted art materials, including scissors, glue, pipe cleaners, air-dried clay, tempera paint, large sheets of manila tag board, and an assortment of found object ‘junk’ such as toilet paper rolls, small plastic bottles etc.
Procedures:
1.	Students will research recent, cutting edge technological and scientific innovations such as virtual reality, cloning, and advancements in robotics and debate the ‘pros’ and ‘cons’ of their possible future impact on society.
2.	Students will play a game of Monopoly to reacquaint themselves with the rules and procedures for play, strategies employed and the design of the materials needed to play the game and its packaging.
3.	Working in pairs, students will design on paper a version of Monopoly incorporating the innovative advancements researched earlier.
4.	Using an assortment of art materials, teams will produce models of their invented games.  Game must include simulation of technological innovations as if they were real, but also remain faithful to the original goals and objectives of the original Monopoly game.
5.	Teams will produce detailed rules and directions for play
6.	Teams will next design the ‘packaging’ of their game complete with the name of the game (Monopoly), name of the corporation that is producing it, a corporate logo, a short ‘blurb’ (advertising marketing pitch), information concerning the number of players and their age appropriateness and exciting visual display.
7.	Students will exchange games and critique each others work.  Evaluation sheet is as follows:
A.	Are the directions clear and easy to follow?
Yes______    Somewhat______   Not Really_______          EXPLAIN

B.	Are the rules clear, comprehensive and fair?
Yes______    Somewhat______  Not Really______             EXPLAIN

C.	Is the game itself visually appealing?
Yes______   Somewhat______   Not Really______             EXPLAIN

D.	Is the game faithful to the original game of Monopoly?
Yes______   Somewhat______   Not Really______             EXPLAIN

E.	Does the game use the researched technologies in innovative and imaginative ways?
Yes______   Somewhat______   Not Really______             EXPLAIN

Overall score on a scale of one 1 – 10 with 10 being the highest- ______

Evaluation: See attached rubric
Lesson Sixty- Picking Up the Pieces, Unit Culminating Activity (Visual Arts, Archaeology, Anthropology, History) 
Objective:  Students will examine the roles of Archeology and Anthropology in the discovery and preservation of indigenous cultural traditions by piecing together the clues to a long lost sporting game and speculating on the design and method of play. 
Materials: Drawing and writing paper, pencils, colored pencils or crayons, ‘Journal’ page from an archeologists notebook
Procedures: Determine in what environment you want the ‘sport’ to be found.  This will determine what types of materials were used in the making of the materials to play the game. 

1.	Make the following ‘Journal’ page ahead of time and copy a sheet for every student.
6/30/03 6:32 A.M.  This is all I know so far.  The report from the lab confirms that all the articles found date to circa 700 A.D. with the exception of Father Aquinos’ diary fragment which dates to the latter half of the sixteenth century.  If my suspicions are correct, the finds all point to some sort of game or sport played by the natives of this region of the Amazon.  These fragments, however, are unlike any found in neighboring digs and include unusual materials not found in the immediate area.  To date, this is what the team has found:

At site 412, fragments of two ceramic pots were unearthed, each approximately 30 inches in diameter, containing what can only be described as ‘balls’.  These balls all are different sizes.  Some are small like tennis balls but others are the size of basketballs.  All are slightly more oval in shape then perfectly round and are made from coconut fiber and palm leaves woven around a center of Harpie Eagle feathers.  Strangely enough, Harpie Eagles are not native to this area. What is the significance of the size and shape of the ‘balls’?  How were they used?  Why are they stuffed with Harpie feathers and not some other bird more common to the immediate area?  Where and how did the feathers get here?

On day 28, small fragments of jaguar fur were discovered stuffed inside the mouths of the serpent carvings lining the north wall of the large temple alter at the main site.  Each fragment is in the shape of a square, which measures approximately six inches and is stitched around the edges with threads of human hair. Most have tassels measuring eight inches in length protruding from each corner.  Are these fragments part of the game?  They are two small to be worn around the waist, but too large for the wrist or ankle.  What was their purpose?
A diary page written in the hand of Father Louis Santos Aquino, a well known Catholic Missionary famous for his accounts of daily native life between 1582- 1595.
Do to extensive water damage only a partial reference exists that involves the artifacts found at site 412.  He describes a ‘ball-like’ object similar in size and shape to the ones we found.  The only other reference we can make out is one to tilted triangular stones with round holes in them approximately eight feet off the ground attached to stones spaced some five feet apart forming a ring.  As of this entry, no such structure has been found.  Was the ‘ball’ really a ball at all or something else used in daily life?  What is the significance of the ring and triangular stones?  Are they part of a sport or was it just coincidence they were mentioned together on the same diary page?

Yesterday, Felix discovered what I suspect is the key to this mystery.  High above the tomb located in the Sky temple, Felix found four small clay figurines wrapped in banana leaves and orchid petals hidden behind false panels each painted with triangles; one facing north, another east, a third south and the last west. Two of these figures are woman, two are men.  The two female figures were found in the wall depicting the god of the Sun, the two males in the wall depicting the god of the Moon.  Each is made of clay and measures approximately seven inches in height.  All of the figures have one arm tied behind their backs, one is blindfolded, another is holding what appears to be a small wooden spoon in his mouth, and yet another is the only seated figure and his legs are bound at the knees.  Two things suggest a connection to this puzzle.  First, if it were not for the expressions of joy on their faces, the description of the figures would suggest acts of torture rather then play and second the forehead of each figure has the face of a Howler monkey painted on it with a replica of a small ball clutched in its mouth; the same balls found at site 412 and described in Father Aquinos’ diary. Do these figures depict players in a game?  Do the descriptions and actions of each give us an idea as to how this game was played? Is there a connection between where these figurines were found and why the game was played?  If these figures do represent players of a game, were their only four players or is it possible there were more?  If there were more, what actions may have they been performing?  What if any significance is the reference to the Howler Monkeys?  What is the significance of the triangles and the directions they face?
      Questions! Questions! QUESTIONS!!!
I know the clues are all here that will answer the riddle of how this game was played, where it was played, what the rules were that governed play and why this game was played in the first place!  I’m going to E-mail some colleagues to help me out on this one.  I need all the suggestions I can get! End Entry -9:05 A.M.   

2.	In teams of two, students will aide this researcher in his/her quest to solve this puzzle by developing theories of their own that answer the four questions answered in the last paragraph.  Drawings concerning clothing, maps of playing area etc. and written explanations concerning rules/penalties, procedures for play etc. must accompany their ideas.
 Additions, such as more players, additional equipment etc. are welcome, but must link fluidly with the material already presented, no totally new information may be added at this time such as aliens teaching the natives how to play etc.  Game must be rooted in science fact not science fiction.  Since the game dates to 700 A.D., no references to modern materials such as iron, steel, plastic, etc. is allowed.  Students may choose to ignore portions of the information that has already been presented if they feel it is not relevant to their solution, but no new ‘discoveries’ may be introduced that would make their task easier.

Evaluation: See attached rubric

                                 Poor -1              Average-2            Above-3        Excellent-4

Imagination/
Innovation	
No Imagination Product is no more than a copy of the example(s) given and/or discussed in class	
Some imagination evident in the use of elements and/or principles of design	
Shows thought beyond technique, extends concepts presented in example(s)	
Complete departure from example(s)- unique and innovative solution	

Creativity	
Low creativity- No innovation in type or use of materials.  No original subject-matter ideas	
Did enough to demonstrate knowledge of concepts and nothing more	
Coupled concepts from previous lessons.  Evidence of some experimentation in technique/ materials.	
Innovation demonstrated in selection and/or use of materials/ techniques.  Unique composition.  Evidence of original style.	

Effort	
Little or no effort- did not follow directions	
Followed instructions to the letter- nothing above and beyond	
Solution demonstrates risk 	
Solution is above and beyond expected outcomes- shows prodigious time/energy output	

Craftsmanship	
Messy use of materials/ improper use of materials.  Random concern for technique	
Materials used in appropriate manner	
Product shows concern for presentation-orderly, neat	
‘Polished’ solution.  Clean, crisp lines. Impeccable attention to detail