Activities for Rules:
 

 

Case Study:

Teacher and students read or review a story which actions raise legal issues. For example, Goldilocks illegally entered the Bears private residence and consumed and destroyed property. Students identify why this is breaking a rule. Brainstorm arguments for both sides of the issue. This can be done in whole class discussion or in small groups. Materials: Goldilocks and the Three Bears book.

Time: 30 minutes.

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"Eraser" Game:

Divide the class into two relay teams. The teacher gives an eraser to the first person in each line. On the word "go" students race to be the first group to pass the eraser all the way to the end of the line and back to the front again. As students start passing the eraser back, the teacher interrupts them to add another physical task (like standing on one foot). Students begin passing the eraser again; the teacher interrupts them again, about four times, always adding an additional task. When the students begin to complain, the teacher asks them to sit down and discuss what made them frustrated. What makes a good rule- (clear, understandable, fair, worthwhile, consistent, and able to be followed, able to be changed and enforceable)? Materials: chalk eraser.

Time: 30 minutes.

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Rules at Home:

Discussions on what rules students have at home and what are the consequences of not obeying the rules. Materials: none.

Time: 25 minutes.

 

Role-Play:

Problems on the playground. Have student's figure out what to do to solve problems. Materials: written out role-play problems.

Time: 25 minutes.

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The Circle Game:

Have class stand arm's length apart, give one student the ball and promise that the winner won't have homework for the rest of the year. Don't tell them to pass ball around, although, if they begin doing something with the ball, stop them and tell them they're not doing it right. Discuss the fact that there are no rules and why rules are needed. Materials: nerf ball.

Time: 30 minutes.

 

The Tale of Peter Rabbit:

Read story and have students listen for a rule (don't lie down in Mr. McGregor's garden) and to stop you when you've read it. Discuss reason for the rule and father's accident. When Peter breaks the rule, have students listen for consequences he experiences (sick, frightened, lost clothes, wet, no supper). Summarize reasons for rules in story and life. Materials: The Tale of Peter Rabbit book.

Time: 30 minutes.

 

The Bears' Vacation:

Read this story and discuss with students what rules were necessary for safety at the beach. Ask students what rules were necessary for their safety the last time they were away from home. What rules are similar or different from rules at home. Materials: The Bears' Vacation book.

Time: 30 minutes.

 

Tap Dancer-Conflict Resolution:

Students are arranged in groups of three and play roles of Harry, Bill, and a mediator trying to resolve the conflict existing between two former friends. Harry, who decided to become a tap dancer, frequently practices at night in his apartment, which is directly above Bill's apartment. Both are angry, but desire to resolve the problem. Materials: none.

Time: 25 minutes.

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School Song:

For this activity, students will sing the school song. Teacher will write down the words on the board. Then they will discuss the meaning of the school song. Materials: Marker and board.

Time: 15-20 minutes.

 

List of Rules:

List appropriate rules for each of the following situations: nursery school on a picnic in the park, family of four going on a camping trip, school bus on a field trip. Materials: paper/pencils, chalkboard.

Time: 20 minutes.

 

Making Comparisons:

Students will help the teacher write on the board a list of classroom rules and a list of the library's rules. Then they will compare the two lists and discuss why each set of rules has some similarities and some differences. Materials: marker and chalkboard.

Time: 15-20 minutes.

 

Go on a Sign Hunt:

For this activity students will walk around the inside and outside of the school looking for signs/rules. As they find these, have a discussion of why it's a food rule or a bad rule. Materials: school.

Time: 45 minutes.

 

Designing a Sign:

Students will design their own sign. First they will study pictures of signs that they are familiar with, and then they will talk about the colors and shapes of the signs and why it was chosen. After that they will choose a classroom rule and make a sign that represents that particular rule. The students will then design a sign based on what they have learned about signs. The students will hang their signs in an appropriate place. Materials: Pictures of signs, white sheets of paper, pencils/crayons, and tape.

Time: 35-40 minutes.

 

Activities for Roles/Responsibility:

 

Roles of Students:

Children will draw pictures showing some of the responsibilities of their lives and share the pictures with classmates. In doing so, they will develop a better appreciation of the roles they fill in the school and community. Materials: crayon and/or colored pencils, All of Me sheet (print and copy).

Time: 25 minutes.

 

Map Skills:

Students will build a map of the school on a bulletin board. This will focus on how students are part of a larger community. Students will explore their school and learn how to use a basic map. Materials: 8 ½ by 11 sheets of plain white paper (one for each child), crayons, markers, colored pencils, pre-cut large geometric shapes (squares, triangles, rectangles), various magazines that may be cut up.

Time: on going process, 30-40 minutes a day.

 

Interview Questions:

Students will come up with a list of what they would like to know about the job of people in the school. W will write these questions on the board. Then the students and I will discuss how to conduct an interview. Materials: paper and pencil.

Time: 45 minutes.

 

Interview Field Trip:

This requires students to visit the work sites of people in the school. This includes principal, janitor, secretary, lunch people, teacher, and the students. The students will come prepared with questions to ask and will practice interviewing skills. Materials: questions they have posed.

Time: 45 minutes.

 

Tools of the Trade:

Children will brainstorm with the class several occupations within the school. Then they will brainstorm names of at least one tool related to each occupation. For example, a librarian's tool would be a book. Children will create and play a game similar to 'Memory,' which encourages them to recall what they have learned about the different occupations and the related tools. Materials: 4 x 6 index cards (enough for 3 or 4 sets of 10), scissors, glue or paste, rules for playing 'Memory,' crayons or colored pencils.

Time: 1 hour.

 

What's My Job:

This activity could be used as an assessment. Children will match the jobs with the pictures. Read what the people do then draw a line to their pictures. Materials: pencil and worksheet.

Time: 15 minutes.

 

Community Helpers:

Focus on the unusual jobs that people have and help children realize that it takes many distinct jobs for a school to work as a community. Teacher and students can talk about parents helping, teacher's aid, crossing guard, and substitutes. Have students make a list. Materials: paper and pencils.

Time: 30-40 minutes.

 

Role-Playing:

Children will act out a job while the class tries to guess what it is. Each student will be given a description of the job and who performs it. They will have 5 to 10 minutes to plan what they will do. Materials: job description for each member of the class, whatever props those students might want to use.

Time: 45 minutes.

 

Video-Thought, Word, and Deed:

Students will watch a video for this activity about the aspect of social rules and interactions. While they are watching the film, the students will be thinking about situations that are similar to their experiences. Afterwards, we will discuss the video and talk about the children in the video, the way they handled a conflict, and about the feelings they had. Materials: Video.

Time: 30 minutes.

 

Reading-No Moon, No Milk:

Using the book, No Moon, No Milk, have the students predict what the book is about before the book is read to them. After each page or two, the teacher will ask the students what will come next. After the reading, have students talk about why the cow didn't want the role that he had and why he changed his mind at the end. Then talk about what kind of role/responsibilities the students have in the classroom. Materials: Book.

Time: 25-30 minutes.

 

Guest Speaker-Police Officer:

This activity requires the students to have prepared questions for the police officer and to practice their listening skills. The students will listen to the officer explain what his responsibilities are and also talk about the law. We will also have the students talk to the officer about the rules they have in their classroom and why they have them. Materials: list of questions, police officer, and pencil.

Time: 20-30 minutes.

 

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