Activities

 

About Me and You
Materials:  basic art supplies
Time:   20 minutes or more
· Talk about individual differences
· Have students go around the room and say one thing they like about themselves
· Next have them say one thing they like about their neighbors
· Write an acrostic with their name using qualities they like about themselves

We are All Important
Materials:  Paper plates for each student, yarn cut into 12 inch strips (tied onto paper plates in necklace fashion)  marker for each student
Time:  25 minutes
· Have students put plates around their neck and on their back.
· Have each student  go to each student and write something they like about each person on their plate. 
· After they are done allow them to read what was written about them
· Display the plates (We are all very important people)  

What Could I Be
Materials:  None
Time:  30 minutes
· Have the students think about occupations they think would like to have when they grow up.
· Have them choose one and pantomime it in front of the class.
· Let the students guess what they are pantomiming.

My Rules
Materials:  Pencil and paper
Time:  15 minutes
· Have students make a list of rules that they would have in their own house
· Have them tell their rules aloud and tell why they would have them

Bookmarker
Materials: Cardstock, markers, crayons.
Time: 20 minutes
· Using one of the rules that we learned in class, the students will create a bookmark that they can decorate and use. This will help the students to remember the rules and the importance of obedience to the rules.

Bad Habits
Materials:  none
Time:  15 minutes
· Sit in a group and ask if anyone has a bad habit
· Go around group and have tell one of their bad habits and a solution to get rid of it (if they want too)

Share with a Friend
Materials:  Computer generated certificates with area to fill in achievements
Time:  15 minutes in class, students own time
· Have students generate a list of helpers that have not yet been mentioned in class such as janitors, lunch servers, bus drivers, ect
· Tell students to observe these helpers this week and pick one that they think is doing an especially good job.
· At the end of the week have the students choose a few helpers that they want to award
· Teach them about specific praise and help them create a certificate for the helpers of their choosing

Find someone who
Materials: worksheet with questions, pencils.
Time: 25 minutes
· The teacher will create a worksheet that has different information questions on it.
· The students answer the questions, then they try to find someone else in the classroom that has the same answer

Recognizing the Unspoken Helpers
Materials:  each students innovation
Time:  one week
· Have students share something with everyone in the class during the next week
· It could be a picture, play time, book, lunch, whatever they see fit.

What's Fair, What's not
Materials:  Paper and Pencils for each student
· Have students keep track of fair acts that they notice at home, school, and throughout the community.

Is it Fair?
Materials:  Situations that the student can role-play, (have several situations in which the characters can be fair or unfair) Costumes or props appropriate for situations.
Time:  30 minutes
· Have the students act out several different open-ended situations dealing with fairness (may have to leave the ending off)
· Have the students determine what the best or fair thing to do would be.

Fairness Discussion and Illustration
Materials:  Basic art supplies
Time:  20 minutes
· Brainstorm as a class about what fairness means
· Have students draw an example of a time that they were treated fairly or un fairly
· Create a fairness tree with students' pictures to show that this will be a fair class fair pictures vs unfair pictures
· Discuss diversity and how we should be respectful and fair to all people.
 
Singing about Respect
Materials:  Songs dealing with character education that students can sing or dance to such as:  lean-on-me, America the Beautiful, the Star Spangled Banner, VIP.
Time:  30 minutes everyday for a week.
· Learn to sing or dance to songs dealing with respect
· Talk about the meaning of the songs
· Present the songs to a group 

Discovering Community Helpers
Materials:  Books about helpers in the community such as policemen, firemen, paramedics
Time:  15 minutes
· Read books about community helpers aloud
· Draw a community helper
· Show picture and tell what their community helper does and why they chose that one

Listening to Community Helpers
Materials:  guest speakers
Time:  your choice probably not longer than 30 minutes total
· Ask helpers from the community to come into the class and talk to the students about what they do for the community.  Be sure to tell speaker date, time, time limit, subject, place, and age group.

Respecting the Elderly
Materials:  a pre planned program of music dealing with respect and helping others
Time:  one hour
· Discuss respect and how to learn about others
· Practice questions to ask residents
· Take a walking field trip to Sunshine Terrace (3 blocks).
· Present program to the residents
· Take time to mingle and talk to residents

Newspaper Clippings
Materials:  Note to parents asking them to help students with activity below
Time:  10 minutes every morning during the unit
· Have students cut out clippings of instances where the law was disobeyed.
· Look at the clippings and discus the consequences of disobeying the law in each instance.

Heros
Materials:  Paper and basic art supplies. 
Time:  15 minutes in class and students own time
· Have students draw a picture of own of their heros
· Have them find some information on their hero by word of mouth from hero or acquaintance, magazine, television, book, ect
· Let the students share who there hero is, why they are their hero, and some interesting things about their hero.

Puppet Show on Moral Dilemmas
Materials:  paper bags, fabric, markers, crayons, other odds and ends.
Time: 1 hour
· The students will make their own puppets of somebody that is respected. 
· Then they will get into groups of 3 or 4. 
· They will then create a puppet show to display in front of the class that role plays a situation where the use of respect helped the situation.

Poem of Differences
Material: pencils, paper, crayons.
Time: 45 minutes
· The students will write a poem about respecting the differences of others.  This could be and takes place after discussing what differences people may have.
· The teacher could also give the students the word "respect" to use as the start of each sentence in the poem. 
· The students could also draw a picture to go with their poem after they are finished.  

Thank you letters to Guest Speakers
Materials:  paper, chalkboard, or big lined paper
Time: 30 minutes
· As a class, the students can compose a thank you letter to send to the visitors that they had for the unit.  This could help the students practice being respectful to others. 

Advertisement against drugs
Materials:  basic art supplies
Time:  20 minutes
· In this activity, the students will create a advertisement against disobedience to the law.  The ad can deal with stealing, drugs, or other legal offenses.

Paper Quilt
Materials: construction paper, magazine pictures, flags of different countries, scissors, and glue
Time: 20-30 minutes
· When doing this activity, the students will create a diversity quilt.  Provide the students with pictures of different cultures. 
· The students will then be separated into groups.  Each group will create six different blocks.
· The teacher will then find the flags of different countries to put in between the blocks that the students created. 

Collage
Materials: magazine pictures, newspapers, scissors, glue, paper.
Time: 30 minutes
· In this activity, the students will be given some magazines and newspapers.  
· They then cut out pictures and words that represent differences and similarities in cultures. 
· After the students are finished with their collages, they can share them within small groups to explain why they put the pictures and the words on that they did.

Rewrite an ending to a story (refer to children's literature section)
Materials: paper, pencils, anticipation guide worksheet.
Time: 40 minutes
· The students will do an anticipation guide for one of the stories that the teacher is going to read. 
· They will then from that guide create their own ending to the story based on what they thought should have happened.

Celebrity Profile
Materials: information on various respected people throughout history, papers, pencils. Time: 1 hour
· When doing this unit, the teacher should help the students find people who possess the qualities being taught.
· The teacher should have some information on different people who are respected (be sure reading material is on students' reading level).
· The students could then write up a celebrity profile on the different people and then share it with the class.

Cultural Dance
Materials: vary on which toys they decide to make.
Time: 30 minutes
· To help the students gain an understanding of differences, the students could do dances from different cultures such as the Mexican Hat Dance or The Hora.

Cultural Toys
Materials:  will vary depending on which toy you decide to make.
Time:  30 minutes
· The children could learn to how make toys from other countries to see the differences.   Some of the ideas are cornhusk dolls, origami, achi boards, or mankala boards.

Jigsaw puzzle
Materials: cut out pieces of cardboard in the shape of puzzle pieces.
 Time: 30 minutes
· Each of the students in class is given a puzzle piece in which they draw a picture or write something which helps represent them. 
· The students then put the pieces into a bowl.  Each child then pulls out a piece that is not their own piece.  
· The students then have to try and find the person that the piece belongs to. 
· When they find each other, the students explain why that piece defines them.

Mobile
Materials: construction paper, pictures, crayons, markers, glue.
Time: 30 minutes
· For this activity, the students will create a mobile the represents themselves. 
· The students will draw five pictures of what they like the best about themselves. 
· They will then assemble a mobile that will be displayed for other children to see and find out about each other.   
 

Turn-to-Think
Materials: a deck of cards with moral dilemmas, a deck of cards with numbers. 
Time: 30 minutes
· The students will be split up into groups.  Each group will be given two decks of cards.  One deck with moral dilemmas and the other deck with numbers. 
· The members of the groups will number off. 
· They then draw a card from the deck with the dilemmas.  Everybody should think about an answer.
· Then, they draw from the deck of numbers and whichever member's number corresponds with the number on the card answers the dilemma.
· Discuss the answers as a class.

 

Culminating Activity for Social Studies Unit

Nursing Home Presentation: 
The students could visit a near-by nursing home where they could put on a musical program for the elderly people.  They could also have about 15 minutes to interview people and ask them questions about themselves (with the hope that understanding a few things about these people might help them gain respect for people in similar circumstances). The students could then return to the classroom and create a mural of what they liked about the people they met there.  This would be a great shared writing or drawing activity.  When the mural is completed, the students could actually give the poster to the residents at the nursing home.

Respecting the Community:
The students could walk the sidewalks in a ½ mile radius around the school picking up garbage, and raking leaves for some of the school's neighbors (prearrange which houses to rake leaves at).  A discussion of respect for the community in which they live in and the land they live on could precede this activity.  They could also look for other community service opportunities as they are out cleaning that they might be able to do on their own to better the community.  Once the class has returned to the school, the teacher could start a brainstorming session on what future plans the students have for helping the community on their own or as a group. Also include a debriefing of the cleaning-up experience.