By

Nicole Davis, Lisa Drylie, William Gilluly,
Erin Murtaugh, Patrice Palmer, and Brian Saffle 

ESP-728
Theory of Play Development
Summer Session II, 2003

Table of Contents

Introduction								p. 3
Literature Review							p. 4-6
References									p. 7-9
Contributions								p. 10
Games/Activities							p. 11-80
		
Introduction
Play, in some form, has been a dominant aspect of life found in all cultures across time. Anthropologists have found toys and drawings of play in archeological excavations conducted in many different countries. They have also found that the universal characteristic of the play among all primitive cultures is rhythmic response. This response takes the form of song and dance. (Brophy, 1988). The playing of games, singing, and dancing has been, and is currently, a vital part of the play of most cultures around the world.
While some games are very culturally specific, others are cross-cultural with specific rules or some other aspects of the game varying from country to country. Many games, such as dominoes, marbles and checkers, come to us across the centuries, while others, such as Trivial Pursuit, are of relatively recent invention. Games are an integral part of every culture. They form a basis for socialization, assimilation, and communication. Play also provides a basis for children to learn the structure of law (rules), as well as concepts in math, science, music, art, and language. Play promotes cultural understanding and diversity; provides a sense of history; and builds both a greater sense of self and that of a world community.
The main goal to be reached by this workshop is to show students how diversity of cultures enriches a community. In the social and emotional area of student’s growth, teacher(s) and students will be able to converse and act out different and interesting activities from cultures other than their own. This will elicit empathy and understanding from the students for each other because no one is the exact same. In the cognitive area of student’s growth, students will be able to be more open and tolerant of others because of the knowledge they will receive from the different historical perspectives.  Finally, in the motor area of student’s growth, the students will be able to create and make their own versions of the activities shown which do include fine and large motor skills. 
The purpose of the activities that follow is to provide a historical and cultural reference for teaching play/games in the classroom as part of a broader educational context of cultural diversity. The authors of this workshop hope you enjoy the activities we have included to add to your multi-cultural curriculum. We have provided all games/activities in a standard lesson plan format for your convenience.

Literature Review
	
According to the Developmentally Appropriate Practice in Early Childhood Programs of the National Association for the Education of Young Children (NAEYC), Lasater & Johnson (1994) feel that play is an important vehicle for promoting children’s development.  The NAEYC position discusses three aspects of developmentally appropriate practice (dap) which is designed to help teachers in planning curricula: (a) knowledge of learning and child development, (b) knowledge of the strengths, weaknesses and interests of the children, and, (c) knowledge of the cultural and social contexts in which the children live.  This third aspect, the cultural/social dimension, is particularly relevant to this project.
	Many experts in childhood education consider these dap guidelines as monocultural, that is, they make assumptions about children based on white, middle class culture and social context.  Definitions of work and play, for instance, are considered universal even though they may be culturally unique.
	In a classic ethnographic and observational project titled the Six Cultures Study, Edwards (2000) conducted in the 1950s, 3 to 10 year olds were observed in the four areas of Creative-Constructive Play, Fantasy Play, Role Play, and Playing Games with Rules.  The six cultures studied were children from Nyansongo, Kenya, Juxlahuaca, Mexico, Tarong, Philippines, Taira, Okinawa, Khalapur, India, and Orchid Town, United States.  In all six cultures studied, children seemed to have a strong desire for self-expression, problem solving, peer collaboration and imagination.  The children’s outlets for these appetites were mandated by society with no clear boundaries dividing work and play.  It is clear that the children’s repertoire of skills and knowledge of their environment was developed through both work and play, however cultural norms and opportunities determined the degree to which play was stimulated by the physical and social environment.  Key factors included whether adults considered play a good use of children’s time or just an annoyance, whether adults preferred to conservatively preserve tradition or instead to instigate innovation, and whether the environment provided easy access to models and materials for creative and constructive play. 
	It is important to remember that this study was conducted at a time when most of these places were more isolated and had little access to technology.  The children in the study, except for the children in Orchid Town, were involved in subsistence activities that required them to weave play into their work responsibilities. Thus, children had less exposure to stimulation from mass media and exhibited fewer play behaviors in association with recreational or educational opportunities than would be evident today.  Nevertheless, the findings of this study reinforce data collected from later ones.  For example, games with rules were more prevalent in the three communities in which the participants were members of a higher social class.  Role play was quite common in all communities which strengthens the theory that role play allows children to imitate the observed behaviors of the adults around them in preparation for adult roles they are expected to assume.  The lowest recorded instances of role play were in Nyansongo, Kenya where children were involved in adult work early, negating the need to practice through acting out.
	Fantasy play was most prevalent in Tarong and Orchard Town followed by Taira, but was observed among fewer than half the children in the other three communities. These findings seem to support the theory that imaginative play is more common in societies in which the children are exposed to more novelty and stimulation and/or have the freedom to choose their own playmates and play without direct adult supervision.
	Finally, Creative-constructive play was evident in all six cultures.  There appears to be a need for all children to build things by combining materials.  It can only be predicted that, in recent decades, as children have gained exposure to examples of other children’s play and have gotten more access to materials and resources for play that the variety and complexity of creative-constructive play has increased in these communities.
	Pan (1994) found that the factor of culture on the definition and nature of play is clearly evident in China.  The educational system in China has historically separated intellectual development from physical development.  The physical for of development, influenced by Confucius’ humanistic philosophy, was referred to as the polite arts and included play and physical education as forms of relaxation and enjoyment.  Later dynasties de-emphasized the physical education and plat in favor of rigorous approaches to intellectual development).  Only recently has Sha (1999) found that the educational system in China begun to slowly include play into their traditionally teacher-directed approaches to learning even though society still tends to emphasize work rather than play.
	Even though play has been observed in every culture studied, there remains considerable variation in the amount of play and the degree to which it involves competition and cooperation. Hughes (1991) discovered that in underdeveloped countries in which survival is an everyday affair, competition is rare.  This factor remains prevalent in technologically advanced and affluent cultures.  Further, the type of competitive game that is played reflects the values of that particular culture, and the skills required in play resemble the skills that are necessary for success in life.  As one might expect, games requiring physical skill are found in societies in which physical prowess is necessary for work and survival.  Games of chance are emphasized in cultures that have in common a high degree of individual, social, and environmental uncertainty.
	An example of a study in the United States is as follows. Anicich and Kirk (1999) present how two teachers used multicultural issues to bring about awareness in a kindergarten classroom. The authors utilized various types of play to teach children about being alike and different at the same time. The focus was to put aside prejudice of culture that begins at an early age. Utilizing journal writing, dramatic play, songs, art, and other activities the authors were able to use culture and play together to foster learning about academic, social, and life skills at the kindergarten level.
	Generally speaking, cultures that are more technologically advanced, are wealthy and tend to value individual over group accomplishments tend to favor competitive play over cultures that are underdeveloped and/or place a higher value on cooperation in both work and play ahead of individual achievement. 

References
Anicich, M., & Kirk, R. (1999, March 7). Cultural Awareness Education in Early Childhood Education. Paper presented at 54th Annual Association for Supervision and Curriculum Development Conference: San Francisco, CA. Retrieved June 21, 2003, from http://www.edrs.com
Barta, J., & Schaelling, D., (1998). Games we play: connecting mathematics and culture in the classroom. Teaching Children Mathematics, 4(7), 388-393.
Braman, A.N., (2002). Kids around the world play! New York: John Wiley and Sons, Inc. 
Brooks, P., (1995). Games people play! China. New York: Children’s Press.
Brooks, P., (1996). Games people play! United States. New York: Children’s Press.
Brophy, T., (1988). Play and the young child: musical implications. Article Submission: Current Topics in Early Childhood Education.1-22. Retrieved document # ED358934 on June 11, 2003 from ERIC Document Reproduction Service database.
Burns, B., (1998). The encyclopedia of games. London, England: Amber Books, Ltd.
Cutler, C., & Hay, I. (2000). ‘Club dread’: applying and refining an issues-based role play on environment, economy, and culture. Journal of Geography in Higher Education, 24(2), 179-197.
Cooney, M., & Sha, J. (1999). Play in the day of qiaoqiao: a chinese perspective. Child Study Journal, 49(2), 97-111.
Doney, M., (1996) World crafts: games. London: Franklin Watts, a Division of Grolier Publishing.
Dramer, K., (1997). Games people play! China. New York: Children’s Press.
Edwards, C., (2000). Children’s play in cross-cultural perspective: a new look at the six cultures study. Cross-Cultural Research, 34 (4), 318-338
Erlbach, A. (1997). Sidewalk games around the world. Connecticut: The Millbrook Press, Inc.
Harvey, M. (1996). Games people play! Italy. New York: Children’s Press.
Holton, D., Ahmed, A., Williams, H., & Hill, C., (2001). On the importance of mathematical play. Int. J. Math. Educ. Sci. Technol., 32(3), 401-415.
Howard, D.E., (1996). Games people play! India. New York: Children’s Press.
Hughes, F.P., (1991). Ethological and cultural perspectives. In S.W. Wakely (Eds.), Children, play, and development (pp.27-46). Boston, Mass.: Allyn and Bacon, A Viacom Company.
Lankford, M.D., (1998). Dominoes around the world. New York: Morrow Junior Books.
Lankford, M.D., (1992). Hopscotch around the world. New York: Morrow Junior Books.
Lankford, M.D., (1996). Jacks around the world. New York: Morrow Junior Books.
Lasater, C., & Johnson, J.E. (1994). Culture, play, and early childhood education. In J.L.Roopnarine, J.E. Johnson, & F.H. Hooper (Eds.), Children’s play in diverse cultures (pp. 210-228). Albany, NY: State University of New York Press
Lychack, W., (1995). Games people play! England. New York: Children’s Press.
Lychack, W., (1996). Games people play! Russia. New York: Children’s Press.
Pan, H.L.W. (1994). Children’s play in Taiwan. In J.L. Roopnarine, J.E. Johnson, & F.H. Hooper (Eds.), Children’s play in diverse cultures (pp. 31-50). Albany, NY: State University of New York Press.
Rettig, M.A., (2002). Cultural diversity and play from an ecological perspective. Children and       
      Schools, 24(3), 189-199.
Stein, R.C., (1995). Games people play! Mexico. New York: Children’s Press.

Websites 
Germantown Academy Multicultural Games (2003)
http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Directory.htm

http://www.tolerance.org/one_world/index.jsp
http://www.lessonplanspage.com/
http://www.expat.or.id.  (2003).  Indonesian Children’s Toys.

Musinfo@healthy.uwaterloo.ca  (2003). Museum and Archive of Games

West Penn Cultural Centers.  (2003).  Traditional Children’s Games. 
www.wpcc.orglchildgames.html
http://www.iearn.org/ International Education and Resource Network.  iEARN is a non-profit global network that enables young people to use the Internet and other new technologies to engage in collaborative educational projects that both enhance learning and make a difference in the world.  You can join for as little as $100.00 as an individual teacher or have every computer in your school hooked on for only $250.00 a year.  It has made a big impact on how, what and why I teach. Bill G. 
Contributions:
1.	Patrice Palmer: Formatted written presentation, typed the title page, began the table of contents, wrote the introduction, provided ¾ of a page of references, included the first 10 lesson plans/activities, and put all on disk so other group members could add to the workshop’s written presentation.
2.	Nicole Davis: Edited whole presentation, wrote the goals to introduction, provided websites for references, included lessons from 11-20, used computer knowledge to put all information on disks to be handed in, edited and printed out handout, and put all on information disks provided.
3.	Erin Murtaugh: Provided lessons 21-30, provided one website, purchased materials for activity, provided materials for activities, and put all on disk provided.
4.	Lisa Drylie:  Is responsible for lessons 11-20, and making all copies handed out in class.
5.	William Gilluly: Provided lessons 51-60, provided 7 references, contributed information          
      about the I*EARN Network website, and wrote most of the Literature Review.
6.   Brian Saffle: Provided lessons 41-50, provided references to websites and literature review material, provided review of article material for literature review, provided input for goals of workshop, computer assistance for presentation of materials, artwork for title page.

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.