Deirdre Mingey

Building the Shared Space

A Blueprint for Developinga Multi-age Environment toExtend Classroom Learning

Table of Contents

Introduction

Room for Student Understanding

A Guide and Glossary to Life in the Shared Space

Shared Space Design

Implementation

Appendix 1 The Benefits of the Shared Space: Staff Reflections

Appendix 2 New Jersey Core Curriculum Standards

Appendix 3 Sand/Water Table Worksheet Samples

Appendix 4 Second and Third Grade Planning Sheets

Appendix 5 Shared Space Map

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operate. In order to work with a small group andprovide meaningful challenges with paint, blocks,and drama, the teacher divided the class. TheKindergarten assistant oversaw the activity centersin the hallway, while the teacher led a small group in the classroom. The space, recognized asvaluable by the other teachers, became a bustlingspot at which children in various grades worked.When the school moved to a new building theadministration committed to using a room for thesecreative learning centers.

The art teacher began to assist in the Shared Spacein the morning and during her afternoon classesshe taught clay skills, paint techniques, sewingskills, collage, composition, etc. Students hadrepeated experiences using the skills daily. Theexpertise of the art teacher raised the standard of the students’ products and added depth to the arts program at Mustard Seed School.

As the Shared Space grew, the centers expanded. The staff decided to have six centers including adrama area, a paint area, a project table, a sculpturearea, a sand/water table, and a weaving area. Inthe following years, woodworking was added. The weaving area developed into a textiles areawhere many different kinds of weaving, sewing,and stitching are done. The sand/water tablebecame a science center where children exploresand, water, oobleck (a mixture of cornstarch andwater), soil, and bubbles at different times of theyear. Procedures, materials, and expectations forthe seven centers evolved over time.

As the students and staff use the space, new ideasand challenges continually present themselves; thespace is adapted and redefined. What follows in thismanual are explanations of the benefits, practices,and procedures that have developed. A schooldesiring to create a Shared Space should forge itsown pattern and style. However, it may be usefulto understand the commitments a Shared Spacerequires. Therefore, toward the end of the manual,specific suggestions for implementation are offered.

Introduction

10:50AM Friday, February 18,Hoboken, New Jersey -- Lana is busy painting astegosaurus. James and Carlos have just extracteda bone from section C-2 in the “archaeologicaldig” that their classmates had constructed fromplastic sheets, hollow blocks, and topsoil earlierthis week. Next they will take the dinosaur bonesand fragments to the “lab area” to make observa-tions, use microscopes, and record their findings.Douglas and Claire are sculpting clay models ofan apatosaurus, with human figures and naturalsurroundings built to scale. They are rememberingthe charts their classmates and teacher had assembled to help them imagine the size of thebiggest dinosaurs. Energy bubbles throughout theShared Space room as Second and Third Graderswork together. Engaged in activities connected tothematic units, hammers are tapping, saws aresinging, stories are being acted out, water is beingpoured, weighed, and measured, and observationsare being carefully recorded.

This scene repeats daily at Mustard Seed School, though the themes change from dinosaurs to notableAmericans to sled dog races. Children plan, design,create, investigate, record, and reflect in this one vibrant space. Understanding expands as children manipulate their environment with careful guide-lines from teachers. Children learn responsibility, respect for the ideas of others, the value of plan-ning, and the power of their own creativity.

At Mustard Seed School the Shared Space began as a small area in a hallway outside the Kindergartenroom. The teacher had limited space in which to

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The Shared Space can be

a part of any excellent

educational program. It

is adaptable, flexible, and

responsive to the abilities,

needs, and talents of

children. The ideas contained

in this manual show a

detailed model of what the

space can be.

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Room for StudentUnderstanding

In this hands-on atmosphere, progressiveeducational ideas and recent research areused to build on student understanding.Academic achievement is enhancedthrough the program. The Shared Spaceencompasses key educational practices:

1 Student Choice

2 Thematic Units

3 Multiple Intelligences and Learning Styles

4 Cross-Age Groupings

5 Cooperative Learning

6 Self-management

7 Repeated Experiences

8 Sharing, Reflecting,and Self-assessment

9 Passion for Learning

10 Development of Creativityand Imagination

Room for StudentUnderstanding

Once there was a little girl withpale skin, soft brown eyes and hair,and a voice which could barely beheard on those rare occasions whenshe did speak. Her eyes did not lightup, her lips did not catch the rhymes,her hands did not clap the rhythms, herface did not flicker with recognition.After professionals observed her theysaid bluntly, “She is a blank screen.”It seemed this little girl was almostnot there at all. But one day sheemerged from the Shared Space witha delicate and detailed sculpture in the palm of one hand. It was clearly asmall girl leaning against a spreadingtree and looking up with her wholeface. The piece was exquisite. Andthen the little girl said, “This is melooking up at the stars.” And we allknew that not only was Mary here,but that she would flourish in time.She now reads with the top group in her grade level and is a social and academic leader in her class.– Janet Johnson – Kindergarten teacher.

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students learn and express knowledge in manydifferent ways and that a variety of experiencesbest promote understanding. Many schools arestruggling to implement MI principles in theirprograms. At Mustard Seed School the staff finds the Shared Space to be an important part of the process.

Cross-Age Groupings: Older students providemodels of higher development for younger students to strive toward. Older students buildconfidence and understanding by articulatingwhat they already know. Children observe eachother building, gluing, writing, and hammering,and they learn new ways to solve problems. Inaddition, opportunities abound for children toteach each other–an optimum way for learners to solidify what they understand. In the process children become connected with other children in other grades who share the same materials andspace. A sense of community is developed asstudents interact in the wider school population.

Cooperative Learning: Each child contributes to a synergy of ideas in the Shared Space.Brainstorming, communication, leadership roles,and interaction allow both the struggling studentand the stronger student to benefit. A variety oflearning styles are necessary and valued and various cultures and personalities are representedin the products.

Self-management: Children learn study skillsthat allow them to be successful in the SharedSpace. They manage their daily planning, theirlong-range planning, their activity, their time, andtheir clean-up. In this way they take ownership of their learning. There are numerous ways for

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Student Choice: Students choose which aspectsof a topic they wish to study, which projects theywish to pursue, and which media they wish touse. Children are agents of their own learning,sharing control of the process. Commitment, motivation, and enthusiasm grow with ownership.

Thematic Units: Students use opportunities inthe Shared Space to explore current classroomthematic units. In most cases the activities at each of the centers relate to what has been taughtduring science or social studies in the classroom.As children invest in their choices and work withhands-on materials they make connections to content areas. Material covered in the classroomis reinforced and new information becomes apracticality. In order to communicate in thespace, the use of vocabulary reviewed in theclassroom becomes necessary. Students doresearch to complete challenges. Children areexpected to articulate what they know as theylabel their work and share in class. In these ways,student understanding widens and deepens.

Multiple Intelligences and Learning Styles: Students express themselves in a variety of waysin the Shared Space. In fact, the possibilities forusing various strategies and styles of learning are unlimited in this unique place. It is a space where children express knowledge using materials with which they are confident. It is a place, also, where they develop their areas of weakness. Most importantly, it is a place where all learningstyles are valued and developed according to the abilities of each individual. The space was notspecifically designed to address Howard Gardner’sMultiple Intelligence (MI) theory, yet it naturallyattends to these principles. From the outset theteachers at Mustard Seed understood that

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teachers to provide feedback, instruction, and help, but the children manage the work. The ability to manage work transfers to manyareas of responsibility in school and in life.

Repeated Experiences: Children use the SharedSpace daily over the course of many years. Theability to use materials and to express abstractthought grows in complexity through the years.In the same way that children are expected tobecome continually more proficient readers and mathematicians, so also they are expected (year after year) to become more proficient atexpressing meaning through a variety of media.Activities are layered. Children are given anopportunity to investigate meaning further and to use new media to represent knowledge.

Sharing, Reflection, and Self-assessment:When they have completed the activities on aplanning sheet, students have created a wealth ofprojects. Opportunities to reflect on this work areabundant. Students are asked to explain and towrite about their work. They learn to assess thework based on many criteria. They learn torecognize their best efforts. Children discoverways to improve from one thematic unit to thenext. They understand how they have met, and failed to meet, expectations. Occasions are planned for students to share what has beenproduced with their parents and with othergrades. In this way, the work, thought, andachievements of each child are celebrated.

Passion for Learning: Students are given opportunities to follow their passions in the Shared Space. Interests, knowl-edge, and greater understanding are valued above

merely seeking good grades. Children who aredeeply engaged in learning are passionate learners.It is seen in their eyes, their focus, their questions.There is an intensity and energy that flowsbetween them and the work, each fueling theother. These moments happen in the Shared Spaceas students choose a medium and linger with anidea, exploring both more deeply and fully. This istrue for all children, but it is especially rewardingfor those who struggle with reading and writingand attention. In the Shared Space a dialoguetakes place as children use their hands to developtheir images. These students find a voice thatspeaks of their yearning to learn and expressesmore authentically their ideas. The Shared Spaceproduces children who love to learn.

Development of Creativity and Imagination:For children who use the Shared Space, imaginationbecomes a habit. Rather than falling into theroutine of doing what they are told, filling outworkbook pages, responding only to teacher challenges, students have occasions to explore thepossibilities of what may be. Children are guidednot only to notice their experience, but also totouch it, handle it, and find what comes of it.They learn to pay attention, investigate, reflect,and respond in communication with others whoshare the same effort.

The educational benefits of the Shared Space are

abundant. Work completed in this room is full

of purpose. Children solve real, practical, and

purposeful problems. For further reflections on

the value of the space from the teachers involved

in the program at Mustard Seed School, see

Appendix 1.

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A Guide and Glossary toLife in the Shared Space

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Across the curriculum it is the practice at MustardSeed School to spend the first six weeks of schoolfocusing on procedure. Children learn and practice how they will work with materials in theclassrooms, use the hall pass, present homework,push their chairs in, etc. The faculty finds thataddressing management early allows for focus on academics in the months that follow. This istrue in the Shared Space as well.

Aprimary job in the Shared Spaceis as a question asker. Questions suchas “What shape do you see?” or “What kind of line makes this shape?”sometimes makes the differencebetween beautiful, detailed work andindistinguishable markings. A typicalconversation in the Shared Spacemight be, “What are you working ontoday?”“I don’t know. I finished everything.”“Did you already take your work back to class?”“No, because last time a piece brokeoff and the teacher said I should use glue on it.”“So now do you know what youshould work on today?”– Meghan Johnson – Shared Space

assistant

As the Shared Space developed, a set of practicesarose. From these practices a descriptive languagegrew. Children are heard asking, “Did Ms. Johnson give the switching-claps?” and, “Is that a have-to or a choose-to?” The practices andvocabulary offered here give an idea of what hasbeen developed at Mustard Seed School. A schoolimplementing a Shared Space should form its own procedures, but may find these suggestions helpful.

The First Six Weeks – The period of time the stafffocuses on the procedures, allowing children to practice and learnIntroduction – Planned lesson to teach the proceduresand materials in the Shared SpaceWork Period – A thirty minute time block for studentsto work in the classroom or in the Shared SpaceTeacher’s Group – A teacher-led small group, generallyworking on readingPlanning Board – A board on which children announceand reserve their plan to work in Shared Space or classroom areasChallenges – Teacher created options for student workthat relate to classroom thematic unitsHave-to – Work that must be accomplished by studentsduring a complete planning period Choose-to – Work that is optional for students duringa complete planning periodPlanning Sheets – A worksheet the students use to keeptrack of the work they are doing in the Shared SpaceShared Space Teacher – Teacher responsible for theoperation of the Shared Space Clean-up Claps – A rhythm of claps to indicate thatwork time is over and clean-up has begun ( )Switching Claps – A rhythm of claps to indicate thatthe children are to return to their classroom

GLOSSARY

A Guide and Glossary toLife in the Shared Space

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questions they pose about the theme unit. As long as the children can work independently, theoptions for classroom work periods can run therange of topics and activities covered in the classroom.

With so many options before them, children needways to organize their planning. They need guidance that helps them determine which area tovisit and what to do once they get there. There areseveral ways this direction takes place at MustardSeed School. One of these is through the use ofthe planning board.

Before the day begins children stand before theplanning board to examine their options andmake the choice of which area to visit. This board provides a way of keeping the centers from beingovercrowded and it gives the teachers informationabout the students’ choices. Teachers use different

During the first six weeks of school, teachers makeintroductions to the Shared Space areas and they provide children with time to practice. For example, at paint students are instructed toapproach the easel with their sleeves rolled up.They are shown where to find a pencil and writetheir names. Students are shown where the brushesare kept, how to switch colors without mixing thepaint, what to do with finished work, and how to reset the center for the next child. The studentswill have a chance to practice all of theseprocedures immediately after they have beentaught. Once they have practiced, students beginto work in the Shared Space during allotted times.New centers are introduced and the proceduresare practiced. Soon the room fills with childrenusing the space productively. It is a careful choreography that keeps the space functioning well.Without these introductory lessons, the space islikely to be misused, messy, or unproductive. Thelessons used to introduce each center will befound in the next section of this manual.

Once the centers have been introduced and the procedures have been practiced, students areready to begin work periods. Our lower school students use the space during two blocks of time. The Kindergarten and First Grade students use the space from 9:00 to 10:30, and the Second and Third Grade students use the space from 10:30 to 11:50. Each of these blocks is divided into three work periods: two student-chosen activities and one required teacher’s group.

In addition to the options of Shared Space andteacher’s group, teachers often give studentschoices for work in the classroom. Studentschoosing a work period in the classroom must be quiet so as not to disturb the teacher’s group.This classroom work period relates to the themeor gives practice in areas that have been coveredin the curriculum. Students may choose to playmath games, do handwriting activities, readtheme-related books, or research answers to

Though it appears complicated, even the Kindergarteners are aware of their plans before they enter theShared Space. The chart remains up throughout the day as a reference in case of any confusion.

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1

MariyaCoryAnnaJohn

CassieLillian

EkayshaKatherine

AaronAshleyClaireJason

Eva

Ray

SarahKenneth

TimothyVeronica

Latifah AmandaMichael

Brynn

Tiffanie

2

SarahTimothyClaireLatifah

KennethAmandaVeronica

Aaron

3

JasonRaymondTiffanieAshleyBrynnEva

Michael

MariyaAnnaBrynn

JohnLillianSarah

Timothy

Michael

EkayshaAmanda

Ray

Katherine

Cory Anna

TiffanieAshley

Eva

CassieKatherine

Claire

Lillian

Cory

Latifah

Mariya

EkayshaJason

Aaron

CassieJohn

KennethVeronica

WorkPeriod

Teacher’sGroup

Drama

4

Paint

2

Sculpture

2

ProjectTable

4

Woodworking

2

Textiles

2

Sand

2

methods to make the board, but no classroom thatuses the space is without one.

The board is a grid, three blocks deep and severallong. To plan, children need to check two things:where the teacher has planned their teacher groupand whether the work area they desire to attend isavailable.

Below is a sample planning grid for the Shared Space:

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To find out when they meet with the teacher group,they find the heading, “Teacher Group,” and readdown to find their name. Once they know if theyare in first, second, or third work period teachergroup, they can look for the heading of theirdesired Shared Space center.

To determine if the area they wish to plan for isavailable, students also use the grid. In the headings of the centers on the planning board arenumbers or symbols. These indicate how manychildren may plan for that center at one time. For example, if student find a 2 under the word“Sculpture,” they know that two children fromtheir class may be at the sculpture area. Theynow need to read down the grid and count thenumber of names planned for the work periodthey want. If two people have already planned for the area, the students may decide to plan forsculpture for their remaining work period, or theymay make another selection altogether.

Another way teachers provide guidance to students using the space is through the use ofchallenges. These challenges give students direction for the 25 minute block of time they will spend in the Shared Space. For each SharedSpace area, the teachers offer challenges thatdirectly relate to the classroom theme unit. For example, if a class is studying Vikings thechallenges might be:

These challenges are presented in a classroommeeting, are posted in the Shared Space, and in the case of the older students, are described on a worksheet which the students complete in a two or three week period. Some of the challenges are optional and others are required. Students aretold ahead of time if their activity is a have-toor a choose-to.

Second and Third Grade teachers guide their students by introducing new challenges through a planning sheet. From these sheets children andShared Space teachers assess which activities arehave-to’s and which are choose-to’s. Students note how many choose-to’s must be completed.The classroom teacher, Shared Space teacher, andstudent keep track of the activities as they aredone. This sheet becomes an important communi-cation tool used between the classroom teacherand the Shared Space teacher. It is also used inassessment and as a place to give feedback tothe student. A variety of planning sheets, whichinclude challenges, have-to’s, and choose-to’s, aregiven in Appendix 4. One sample Second Gradeplanning sheet is on the following page.

As new challenges are presented, the facultyremembers the principle that the introduction ofmaterials and procedures in the Shared Space issignificant to the children’s success during workperiods. The homeroom teachers explain challenges for the Kindergarten and First Gradestudents. As they enter the Shared Space, they are reminded of the challenges before they begin work.

Before the older children use a new planningsheet, careful explanations of the requirementsand choices the students will encounter areoffered during a class meeting. If new materialsare introduced to the centers, they are explainedat this time. Often, examples of the work of paststudents are shown. The introduction of a newplanning sheet produces great enthusiasm amongthe children.

Paint Paint a portrait of yourself as a Viking

Project Table Make a Viking sword and shield

Drama Build a Viking ship and be Vikings setting out from Scandinavia

Sculpture Sculpt a Viking ship

Sand/Water Complete the Boat Capacity worksheet

Woodworking Design a boat that floats

Textiles Make a weaving that reminds you of the ocean

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Planning sheet for May 3-May 23

Name:

Have-to’s:

1. Draw your American’s self-portrait using(choose one): pencil on paint paper or marker on white paper

2. Show why your American is notable in one of these areas:

paint project table sculpture

3. Use a work period to work on your biography.

4._____ In D’Nealian, write 3-5 sentences that your American could say for the Living Wax Museum.

5. Read your partner’s biography at home. At school, write 2 things that your Notable American and your partner’s Notable American have in common:

a.

b.

6. Write the dates for states 25-50 and outline them in blue.

7. Play the time game with a partner. I played with .

8. Make a label for have-to #2.

Choose-to’s (choose one):

1. Paint your Notable American’s portrait.

2. Sculpt your Notable American.

3. Own project idea:

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Space teacher gives the clean-up claps. All creative activity stops, and children engage inrestoring the room to order for the next workperiod. When the switching claps are given, students are expected to leave the room in anorderly way.

The Shared Space teacher also manages space.The room is a workshop. Students leave theirwork in various stages. Some projects last just aday; others take longer. The Shared Space teacherfinds a space for works in progress. The storage ofthis work needs to be accessible to children whilemaintaining an orderly room.

Assessment is an essential role of the Shared Space teacher. This happens in many ways. Theteacher uses a rubric for assessing Shared Spaceprojects. These grades are kept and will be reported to the homeroom teacher regularly. Therubrics will be presented in the next section of the manual. Older children must have the SharedSpace teacher initial the planning sheet after theycomplete a challenge. This provides feedback tothe homeroom teacher. In many cases, narrativenotes on student performance are also kept.

The Shared Space teacher keeps students account-able. Children need reminders about unfinishedwork. Notes are sent to the classroom if studentshave left pieces too long. The teacher also sees toit that work is properly labeled. To varying degrees,it is the practice in the space to be sure that allstudents write labels that describe their work andits connection to curriculum. This often adds alayer of depth to the projects in the space. In thisway the teachers can objectively evaluate the students’ understanding without being dependenton art ability alone.

Most importantly, the Shared Space teacher is afacilitator and an encourager. If a child is havingtrouble with a project, the teacher gives optionsand offers help without giving answers. The

It is important to note that student choice is ofgreat value in the space. The challenges teachersoffer are meant to provide options, inspiration, andaccountability for the children. While teachersdesire to keep children focused on the curriculumthe classes study, the staff understands that children bring their own interests, motivations,experiences, and abilities to their work. Thereforeteachers leave room among the challenges for student interests and inspirations. In the lowergrades the teachers often make an open challenge.Students create their own activity rather thanrespond to a teacher-created challenge. In Secondand Third Grade teachers allow for free choice intwo ways. They leave challenges open-ended, asin, “Write a question you have about ColonialAmerican life. Find the answer. Represent youranswer at paint, sculpture, or project table.” Orthey include a challenge on the planning sheetthat reads, “Choose your own project.”

Once the children understand the challenges andmake their plans, they begin work periods. It is atthis time that management of the space becomescritical. The Shared Space teacher is the key figure in facilitating the space. This staff memberoversees the space to ensure that students areworking on the goals they have set for themselves.

A role of the Shared Space teacher is to ensurethat students are following the procedures of the room. While the Shared Space teacher supplies the materials, the student is responsiblefor managing them appropriately and productively.The Shared Space teacher encourages students to remember their responsibilities, gives reminders, and when necessary corrects inappropriate behavior.

A management role of the Shared Space teacher is to keep track of time. Students arrive and are encouraged to begin work immediately. The workperiod goes by quickly for the children, and thereare many responsibilities to meet. Five minutesbefore children are to return to class the Shared

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teacher looks for materials to inspire children.He/she offers books and pictures, introducesmaterials, listens to the ideas of children, andfacilitates discussions among students to leadthem to solutions. The Shared Space teacherempowers children to do their best work.

After introductions are made, choices are clear,planning has been done, and a person is in placeto manage the space, it is the children who do the work.

Within the structures stated, students are free to

c r e a t e,c o n s t r u c t,

and c r a f t wonderful things.

Shared Space Design

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Paint

Project Table

Sculpture

Drama

Woodworking

Textiles

Sand/Water Table

This section of the manual gives information

on materials, introduction lesson plans for each

center, rubrics for assessing student work,

student work samples, and sample challenges.

Thanks for that on-the-spot report,Katie. Just like Katie said, there’s ahurricane today. The hurricane causeda tidal wave that damaged the LincolnTunnel, so now there are submarinesin there trying to fix it.– Court – Third grade video taped

weather report

There are seven areas in the Mustard Seed School Shared Space.

Shared Space Design

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● 1/4, 1/2, 3/4, 1 inch brushes

● Tempra paint: red, yellow, blue, black,white, green, brown, gold, and silver

● Small round sponges

● Small plastic water cups

● Paper drinking cups

● Easels

● Oil pastels

● Paper towels

● 18 by 24 inch easel paper

● 18 by 24 inch fadeless paper

● 18 by 24 inch construction paper

● Watercolors: assorted colors

● Drying rack for wet easel paper storage

● Wide shelves to hold a variety of paint paper

PaintAt the paint easels, the students work in twodimensions to represent what they know. Fromthe art instructor, children learn techniques: brushstrokes, resist, etc. New materials are introducedintermittently. Students have opportunities to workwith oil pastels, watercolor, collage, a variety ofbrushes, numerous background papers, and manyother materials that give children a variety ofexperiences with paint. By Third Grade, they areattempting styles of painting done in other areasof the world. They paint ravens in Inuit designsand Australian animals in Aboriginal x-ray style.M

ater

ials

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Assessment Rubric for Paint

before changing colors. Again the teacher elicitswhat the children observe.

Finally, while the teacher paints, another teachergives a hand-clap–the signal to put down the toolsand listen for clean-up instruction. Then, theteacher demonstrates how to clean up the usedbrushes, water cup, and sponge. He/she showswhere the wet paintings are stored and how toprepare the easel for the next student.

Children are given time to ask questions or makecomments.

Students practice these procedures in small groupsimmediately following the introduction so that the Shared Space teacher can troubleshoot andreinforce what the children have observed.

Paint is the first area in the Shared Space that isintroduced at Mustard Seed School. If the classhas had experience with paint, ask what theyremember about the process. If this is the first timechildren are painting, begin by role modeling whatchildren need to do. In this case, the teacher rollsup his/her sleeves, uses the pencil at the easel toput a name on the back corner of the easel paper,and proceeds to think about a plan. Children areencouraged to experiment with different brushstrokes: thick, thin, straight, curved, etc. They areinvited to test wet brushstrokes and dry brush-strokes, and color mixing on paper. Teachers usually stop and ask children to share what theynotice about the painting process.

The teacher continues to explore the tools, usinglarge areas of the paper and demonstrating howto clean off the brush with water and a sponge

Paint Introduction

Scale

Good

Satisfactory

Unsatisfactory

Performance

Good control of brush, uses a variety of brush techniques, variety of materials, innovates; communicates idea clearly, connects/extends idea to other areas, layers details, design is balanced, beautiful

Projects show some planning and organization and relate to curriculum; student usually stays on task, usually follows procedures/may need help with tools, work meets requirements

Student does not have a plan, uses time poorly, is easily distracted or distracts others, misuses materials, does not understand or follow procedures, uses wrong tool for the job, does not complete work

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October

● Paint a self-portrait

● Paint the farmer’s market you visited

● Paint fruit and vegetables at the farmers market

● Paint a portrait of yourself as a Viking

● Paint the days of creation

● Paint a scene from our Hudson Hike

● Paint the the Niña, the Pinta and the Santa Maria

● Paint a city block

● Paint a picture of a recreational area in Hoboken

● Show a dinosaur and the land on which it lives at paint

● At paint, represent one thing you learned about Northeast Woodland Indians

● Paint your reflection in the water

● Paint sea life

● Paint a dinosaur skeleton

November

● Make a painting of Noah’s Ark

● Paint a scene from the life of Columbus, Hudson, or Magellan

● Paint a verse from Psalm 104

● Make a map at paint

● Paint pilgrims in Plymouth

● Paint a weather scene

● Paint a sign for a commercial area business

Paint A Year in the Life:Thematic Ties

December

● Paint one of the Advent stories you have heard in Community Worship

● Make a painting of the North or South Pole

● Study an animal that lives near a Pole and paint it

● Illustrate an event which took place in one of the polar explorations

● Paint a rainforest animal that can be found in a tree

● Represent something you learned from the American history book box at paint

January

● At paint, represent an answer to a question from If You Traveled West in a Covered Wagon

● Paint street signs (such as a stop sign)

● Make a painting of antique vehicles

● Paint transportation vehicles you would use on land

● Paint a real-life problem that has occurred on a road trip

● Paint a scene from Rosa Parks and the Montgomery Bus Boycott

● Paint African animals

● Paint a scene representing what you’ve learned about Alaska

● Paint a Chinese dragon

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April

● Represent something you learned about Ellis Island at paint

● Paint an under water scene

● Demonstrate what you have learned about Australian Dot Painting

● Paint a bird in its appropriate environment

● Paint a bird in its nest

● Paint an imaginary bird

May

● Paint your notable American’s portrait

● Demonstrate what you’ve learned about Australian X-ray Painting

● Represent a tree fact at paint

February

● Paint Valentines

● Make a painting of vehicles with wheels

● Make a painting of trains

● Paint rockets

● Make moon rovers at paint

● Paint the earth and the moon

● Paint the solar system or individual planets

● Paint the phases of the moon

● Paint a scene from Balto or Stone Fox

● Paint a traditional quilt pattern

● Demonstrate what you’ve learned about Inuit style painting

March

● Paint African people

● Make a painting of African houses

● Make a painting of the sun

● Paint a sunflower

● Paint a reflection of one of the Lenten readings you have heard in Community Worship

● Demonstrate what you’ve learned about the Alaskan Iditarod Dog Sled Race

● Paint a snow picture

● Use oil pastels to sketch a spring flower still life.Paint a water color resist over the oil pastel

Mat

eria

lsProject The project table is one of several areas in whichchildren represent the things they have learned in three dimensions. The projects are created inschool and they are done completely by the students. Children learn to make their ideasmanageable. Teachers encourage excellence byteaching children to work at presentation. Theylearn the aesthetic advantages of glue over tape,clear tape over masking tape, clear tape on theundersides rather than on the outsides, appropriateamounts of glue, consideration of color choices,etc. Students ask for materials they do not have

Tablesavailable. Teachers listen to the purposes of these materials and provide them when appropriate. Teachers redirect students when they are not making practical choices. Children make collages,models, dioramas, and mobiles. They have made stuffed paper rainforest animals, self-portraits out of some of their clothes and paper, and puppets of felt and plaster of paris. Four children work inthis area at a time. Ideas surge among them.

● 1/2, 3/4 inch masking tape● 4 ounce glue bottles● Large and small glue sticks ● 18 by 24 watercolor paper● Scratch art paper● Glitter: gold, silver● Markers: gold, silver, white● Hole punchers ● Scissors ● Zigzag scissors ● Rulers ● Thin markers● Thick markers ● Oil pastels● Pipe cleaners● Scotch tape ● Staples ● Toothpicks● Craft sticks● Flair pens: black● Dry erase markers● Regular pencils with erasers● Erasers ● Paper plates● Drinking straws

● Large primary pencils with erasers● Ultra fine permanent markers: black● Thick point permanent markers: black● Fine point permanent markers: red,

yellow, blue, green, purple, orange, brown● Oil pastels, assorted colors ● Oil pastels, gray and black and white● Feathers: assorted colors● Feathers: natural● Beads and sequins: assorted colors● Wheat paste ● Balloons: assorted shapes and colors● Felt squares: assorted colors● Ribbon and yarn: assorted colors● High gloss polyurethane spray● Fixative spray for pastels● Specialty paper: Animal print, design/

origami print● Colored posterboard: assorted colors● Tissue paper: red, yellow, blue, black,

white, orange, green, extra violet and pink● Foam board 12 by 18 inch ● Construction paper: red, yellow, blue,

white, black, orange, purple, brown,green

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23

from students. A variety of ideas are practiced.Children make cones, cylinders, slits, etc.

The teacher claps the rhythmic clean-up claps.The children respond. All tools are put down andattention is on the teacher.

Children are reminded where the tools are kept.They learn to close and clean the glue bottle tip.They learn that tiny scraps go in the recycle binand that large pieces can be used again. Childrencheck the floor for scraps, push stools under thetables, and stand behind it with hands raised inorder to have the teacher check the work area.

The teacher offers a challenge for the practice sessions–e.g. create a project that shows a riverand a boat. Children are given time to practice allthey have learned immediately after the lesson.

When introducing the project table, the teachershows a strong project table design completed ina past year. The teacher asks, “What makes this astrong design?” He/she is eliciting the responsethat it is sturdy, balanced/proportioned, beautiful,i.e. shows details.

Students are shown which tools are available. At this beginning point at the project table, onlypaper, stapler, scissors, markers, tape, glue, gluestick, and pencils are available. The materials are purposefully kept minimal in order to allow children the time they need to learn the basic procedures. Materials will be added as needed for projects. Students are shown where to findmaterials.

The teacher demonstrates some simple ways to usepaper to express ideas. He/she elicits more ideas

Project Tables Introduction

Assessment Rubric for Project Table

Scale

Good

Satisfactory

Unsatisfactory

Performance

Clearly communicates idea; works over period of time with variety of materials, layering details, work is sturdy,well-joined, balanced, innovative, connects and extends ideas

Project is connected to classwork; uses materials and tools appropriate for the job, work stays together, looks finished

Work is unfinished, incomplete, work lacks detail, is unrepresentative of idea, poorly articulated, falls apart

24

October

● Make a Viking sword and shield

● Learn to tie sailor’s knots

● Use a box to build a Hoboken row house

November

● Make a weather collage

● Make a cloud book using cotton toillustrate different kinds of clouds

● Show how your First American people group lived

December

● Make a device that will keep ice from melting so quickly

● Make an igloo or a polar scene out of sugar cubes and glue

● Cut snowflakes

January

● Make a machine

● Create a sign you can use in the school to facilitate traffic

● Make a dragon for Chinese New Year

February

● Build a vehicle with wheels

● Make a train

● Use materials at the project tableto design a quilt

● Use craft sticks to build a dog sled

March

● Build a rocket

● Make a flying saucer

● Make a moon rover

● Make a space shuttle or an imaginaryspace vehicle

● Make an igloo

● Make a model kayak

● Make a postcard reflecting something you have learned about Alaska

● Construct a 3-D prehistoric scene

April

● Make an imaginary bird with feathers attached

● Make a bird feeder or birdhouse

● Make a hand puppet

● Create an Australian diorama

May

● Represent a tree fact in project table

● Show why your American is notable

Project Tables A Year in the Life:Thematic Ties

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26

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ls

Sculptureleave the form as they envision the final product,because they will not be able to return to it later.Children learn to work with slip to make minorchanges to their red-clay figures. They have theopportunity to paint the clay once it hardens.Toward the end of the year, they will work withwire to make wire sculptures.

● Plasticine: red, yellow, blue, green, black,white, and multicultural colors

● Self-hardening red clay

● Assorted wire

● Pipe cleaners

● Tools: garlic press, pizza cutter, etc.

● Odds and ends for making impressions

SculptureAt the sculpture table, children work to representideas in three dimensions. Here they mold theircreations with their hands. They learn the termsball, slab, and coil. These become the basis fromwhich their work is formed. At different times ofthe year, children are using plasticine and redclay. The plasticine has vibrant colors and can becreated, unbuilt, and recreated by students. Theself-drying red clay gives students experience in creating a permanent object that cannot be re-formed once it dries. This places a new demandon the artists. They need to create carefully and

27

Assessment Rubric for Sculpture

easy system. They learn how to unbuild and separate colors. Children practice procedures insmall groups following the introduction.

Later in the year when the red clay is introduced,another introduction is given. This involves differentprocedures. Children are shown how to care for the clay and the tools they use. By the time students use the clay, they have had some experience with it in their art classes. They havelearned how to use slip, which is available at thesculpture table. The lessons for the Shared Spaceare a review of clay skills and an offering of newprocedures, especially in regard to clean-up.Children are instructed to care for the clay bysealing the plastic and the tub in which the clay iscontained to keep it from hardening. They aretaught to make a hole with their thumbs and put abit of water in the clay when they return it to thebucket. They learn to clean the tools that are used.

The teacher starts the sculpture introduction byasking children what they know about sculpture.A variety of responses are elicited, and it is established that sculpture is a 3-dimensional workthat an artist has formed into a shape.

At the beginning of the year plasticine is thematerial that is used in the Shared Space. This isshown to the students. The teacher also shows anexample cardboard base upon which students will build. This provides a limit to the size of thesculpture. The teacher models, putting his/hername on the base and building appropriate sizedsculptures. Students are taught sculpture terms as materials are used: ball, slab, coil are formscombined to build a sculpture. Children are taughthow to attach parts together without blending colors together. They are given a challenge towork on during their practice period. Studentsare taught procedures for caring for their materialsand for cleaning up. With the plasticine this is an

Sculpture Introduction

Scale

Good

Satisfactory

Unsatisfactory

Performance

Clearly communicates idea, feeling, movement, and relationshipin space; work is sturdy, well-joined, balanced; student innovates, uses a variety of materials or tools, and explores texture and paint to extend idea.

Represents ideas with sufficient detail, uses slip and adequatelyjoins pieces, uses tools to add details, appropriately paints object to inform, e.g. spots for a cheetah

Crude use of material, parts are joined inadequately, piece breaks,not enough detail to represent idea, poor articulation, poor or little use of tools, slabs too thin, coil unevenly formed, etc.

28

October

● Sculpt fruits and vegetables from the farmers market

● Sculpt a Viking

● Sculpt Thor’s Hammer

● Use slab technique to show the façade of a city building

● Sculpt the George Washington Bridge

● Sculpt different kinds of boats and ships

November

● Sculpt a pair of Noah’s ark animals

● Sculpt city wildlife in their environments

December

● Sculpt stars

● Make a model of an animal or an igloo

January

● Make a clay model like in the "clay-mation" movie, Toad’s Wild Ride

● Make a model of a car

● Make a model of an animal that represents a year in the Chinese calendar

● Sculpt snowflakes

● Sculpt a clay tile with a traditional quilt pattern

February

● Sculpt African animals

● Sculpt a vehicle with wheels

● Sculpt a train

● Make a model of a rocket

● Sculpt a moon rover on the surface of the moon

● Sculpt imaginary space vehicles

● Sculpt a science fiction character

March

● Sculpt a sunflower

● Sculpt an airplane or other flying machine

● Sculpt your initials in script

● Sculpt a self-portrait

April

● Sculpt animals that can be found in Australia and put them into a diorama

May

● Sculpt a butterfly from the Myers Butterfly Farm, Magnificent Butterfly Collection

● Sculpt your Notable American

Sculpture A Year in the Life:Thematic Ties

29

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DramaIn the drama area, students represent their knowl-edge through play. Here, children learn aboutsymbolism using the same set of large blocks torepresent an African village, a castle, a coveredwagon, a Viking ship, a community restaurant,and a dog sled. The same piece of cloth will be aturban, a shawl, and a rug. Children will alsodevelop the language of the theme their class isstudying. When studying Japan, they will greeteach other with Konichi wa, ask which kimono towear, and sit on tatami mats. The drama area is anexcellent place for the kinesthetic learner. Here,children learn by doing.

DramaThe hollow blocks are a permanent addition to

the Shared Space. They can be ordered from a

company called Community Playthings. A Shared

Space can have a drama area without the blocks,

but they are versatile enough to become sets and

stages for all of the dramas done in the space.

The other materials in the drama collection have

grown to fit the curriculum over the years. The

materials are kept in boxes stored neatly in the

closet of the room. The following is a list of

things contained in the drama boxes:

Arctic PropsFurs Arctic animals Boots Scarves

AnimalsRainforest Australia Sea

AirportUniformsBriefcasePhoneHats

ClothesClownTurtle Fancy DashikiAprons

Mat

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Farm AnimalsFarm animalsPuppets

Fossil DigPlaster Microscope Fossils Shells Lab coatsMedical lab supplies Camera Canteen

HatsHelmetsFiremanPolicemanChefFancy

Prairie BoxSkirtsHatsShawlsVests

RestaurantStore props MenusPlay foodTea setCash registerChef hat

Rainforest PropsLeavesCompassNetRocksSafari hat

Royal PropsFancy dresses Guard bootsCapeHelmetsShoesFlowers and vaseCrownsJester Clothes

Woodland Indian Burlap blanketPonchosTree stumpRocksVests

In addition to these much loved items there are numerous cloths that are usedto embellish the space. These include fabrics with African prints, Japaneseprints, Australian Aboriginal prints, and water prints. A solid green cloth makesgrass, fields, gardens, etc. The practice of having simple props represent manythings aligns with the philosophy of the Shared Space. Children learn thatthere are many ways to represent ideas.

31

Assessment Rubric for Drama

Children practice in groups of four for about 15minutes each – a few minutes to build, a few minutes to act out the story, a clean-up clap, and a few minutes to clean-up. When children hearthe clap, they need to stop and listen for clean-upinstructions. If they are inside or under a structure,they need to come out where they can see theteacher. Five minutes are given to unbuild.

Unbuilding is demonstrated – from the top, oneblock at a time, using two hands. Blocks arestacked first, no more than four high in a stack,then, sail (push them to where they are stored)and dock them (put them away carefully). Thenames of the blocks used are: square, half square, double square, ramp, short board, and long board.

During the beginning practice weeks, the dramaplans are deliberately kept simple. No extra propsare used so that students can master the rules forsafety and social responsibility.

If children have used drama the previous year, theyare asked, “What do you remember about workingin drama last year? What safety rules do we need?”Rules are elicited, such as, walk in the space, buildonly as high as your shoulder, and if someone ison top of the block structure, no one can be insideof it at the same time.

In the drama space, four students work together ata time. Before using the space, students need tomake a plan. Children practice by responding to a drama challenge, e.g. Act out the story of theThree Billy Goats Gruff, which has four roles toplay and a simple set to build – the bridge.

Children are chosen to demonstrate how to builda simple safe bridge. Students are asked, “How canyou be dramatic?” Responses like voice pitch, bodymovement, and facial expression are highlighted.

Drama Introduction

Scale

Good

Satisfactory

Unsatisfactory

Performance

Plans original ideas that connect to class work, facilitates ideas in group, creates original settings with blocks and creative use of props, uses variety of gesture and voice to enhance drama

Plans are related to classwork, works cooperatively with others,builds/unbuilds appropriately, uses props conventionally to extend drama, uses voice, gesture appropriately

Does not connect drama to curriculum; usually relies on others for ideas/role is passive, does not build safely, uses props inappropriately, body out of control, has difficulty cooperating

32

October

● Act out the Three Billy Goats Gruff

● Act out a scene from the story of Eric the Viking

● Be an archaeologist on a fossil dig

● Be a scientist looking at dinosaur bones in a lab

November

● Dramatize a restaurant scene. Include the roles of those who work there as well as those who dine there

● Act out the story of Noah’s Ark

December

● Visit the castle. Be a princess, a knight, or a jester

● Make a dogsled and igloo. Act out the famous race to the South Pole

● Dramatize the book, The Great Kapok Tree, by Lynn Cherry

● Act out a colonial scene

January

● Build modes of transportation. Go on a trip

● Act out a pioneer scene

Drama A Year in the Life:Thematic Ties

February

● Take a train trip

● Build an African village. Visit the market. Play in your hut

● Dramatize a lunar mission

● Work at the "quilting bee"

March

● Build a dog sled. Race in the Alaskan Iditarod

● Act out a moon story

● Build an airplane, a hot air balloon, and a

helicopter. Act out the stories of famous flyers

April

● Act out Chicken Little

● Build a control tower. Be air traffic controllers, pilots or passengers

● Act out an Aboriginal family on walkabout

May

● Using the Notable American puppets, have a conversation between two Americans

33

34

● Wheels

● Wood pieces

● Large craft sticks

● Small craft sticks

● Serrated craft sticks

● Wood glue

● Nails

● Wooden clothespin and stands

● Wood donations

● Drills

● Saws

● Hammers

● Sandpaper

● Rulers

● Pencils

Wood WorAt Mustard Seed School the Shared Space staffwaits until all of the other work areas are func-tioning before introducing woodworking. TheShared Space teacher needs to be free to watchthis center begin. The center requires a specificset of skills that need reinforcement by theteacher. Children have access to tools they havenot worked with before. Safety issues need to be addressed by the staff as children work. Thenoise level will bring a new dimension to theroom. This area does not open for planning untilDecember. By this time procedures for the room M

ater

ials

Woodworkingare well established and greater attention canbe paid to the woodworking area. Another uniqueness is the progression of skills from Kindergarten to Third Grade. Students in Kindergarten use only sandpaper and paint on their wood projects. In First Grade the hammer is introduced. Second Graders add the drill to the other skills. Third Grade students learn to use the saw. Woodworking projects may bedecorative or practical. Students create caterpillars and rainforest animals as well as pencil holders and birdhouses.

35

Assessment Rubric for Woodworking

the wood and if the boats are used in water, apolyurethane seal is sprayed over them.

Second Grade—pencil holder gifts—studentspractice skills with sandpaper, glue, and nailingtwo pieces of wood together, then using the twistdrill and/or bit and brace to drill holes into theirsculpture for a pencil holder gift. They decoratethe sculpture using tempera paint, markers, orwatercolor paints.

Third Grade—practice skills with sandpaper, glue,hammers and nails, drills and learn to saw withcross-cut and coping saws. The projects vary–thestudents at Mustard Seed have done rainforest animal heads, birdfeeders, and folk art sculpturesusing driftwood mounted on dowels to give students the practice with all the tools. Anotherpossibility is a community service of cutting woodfor all the other classes to use.

The woodwork introduction consists of projectsdesigned to give each grade an increasingly complex level of mastery with woodworkingtools. However, in each grade introduction, thefollowing safety points are emphasized: take yourtime with tools, and keep your eyes and bodyfocused on the work.

Kindergarten intro—wooden (Christmas) center-pieces—students learn how to sand wood, paintit, and use white or yellow glue to attach woodland decorations-pine cones, pine twigs,berries, seeds, and nuts, etc.

First Grade intro—boats that float—students practice sanding wood, attaching wooden piecesusing yellow glue, hammering nails into the woodfor fishing lines, people, smokestacks, etc. Theyuse tempera paint and permanent markers to color

Woodworking Introduction

Scale

Good

Satisfactory

Unsatisfactory

Performance

Clearly communicates idea; works over period of time with variety of materials, layering details, work is sturdy, well-joined,balanced, innovative, connects and extends ideas

Project is connected to classwork; uses materials and tools appropriate for the job, work stays together, looks finished

Work is unfinished, incomplete, work lacks detail, is unrepresentative of idea, poorly articulated, falls apart

36

December

● Use the drill to make a pencil holder with four holes for pencils

January

● Build a model of a machine with wheels

February

● Make a covered wagon

● Create an Alaskan totem pole

March

● Build a replica of the Statue of Liberty

April

● Make a wooden snake with joints. Paint your snake using the Australian dot technique

● Make a bird feeder or birdhouse

● Create your own wood project. Have it approved by a teacher

Woodworking A Year in the Life:Thematic Ties

May

● Make an Australian instrument such as rhythm sticks or a weapon like a boomerang

● Make a stand for your Notable American puppet

June

● Create a model of tree that you have researched

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ls ● Thick yarn: green, red, blue,black, white, and beige

● Large blunt needles

● Fabric scraps

● Burlap

● Large loom

● Small looms

TextilesThe textiles area has only recently been adaptedfrom a weaving area. For many years, childrenused the large loom to create impressions of the classroom theme units. The children madeweavings representing the rainforest, or sea life,or outdoor hikes. Now, in addition to the largeloom, there are some small looms on which children can do some smaller weavings. Thereare several large needles with which studentscan stitch. There are plans for children to makepuppets, piece quilts, and try needlework.

In contrast to woodworking, this is a quiet, soothing area where children develop their fine motor skills.

39

Assessment Rubric for Textiles

Later in the year, they will have opportunities to sew through canvas and burlap, to make sock and felt puppets, to make doll blanket quilts and a large classroom quilt, to make sock androlled fabric dolls, and to weave on small individual looms.

At Mustard Seed School, the textile area consistsof a small rug and two pillows that children can siton. In a basket they keep their sewing materialsand scissors. They can save their work in this basketor in the classroom, depending on the project.

Textiles are discussed as fabric arts. Students areasked, “What kind of art can you make using fabrics?” At the school, children have worked with weaving, sewing puppets, and making quilts.These skills for using fabrics are reviewed, and afirst activity is chosen from among them. ThirdGrade will make burlap bookmarks, practicingsewing a running stitch with yarn and a tapestryneedle; second grade will begin with weaving aclass rag rug on the large loom.

To weave, a pattern is established, and the children practice the in and out weaving motion.They learn the terms warp and weft, and theypractice doing the opposite each time they begin a new row. Children learn to tie off ends.Together the class decides colors and textures.They are responding to challenges, as in “weave a river cloth”.

Textiles Introduction

Scale

Good

Satisfactory

Unsatisfactory

Performance

Good eye-hand control, sews with even stitches, recognizes and follows pattern, uses a variety of materials, innovates; communicates idea clearly, connects/extends idea to other areas, able to teach

Follows procedures satisfactorily, but may be missing some details; demonstrates adequate eye-hand coordination; fairly independent, but asks for help if necessary

Demonstrates poor coordination/control with materials; has difficulty communicating ideas, work lacks significant details or is incomplete, easily frustrated, fails to see/understand pattern

40

October

● Christopher Columbus was a weaver. Make a weaving that reminds you of the sea

● Create a nature weaving. Include natural materials from our hike along the Hudson

● Make a weaving that represents mountains and rivers

December

● Weave a bookmark

● Weave with red and green cloth

January

● Stitch a snowflake

● Stitch a quilt block

February

● African weaving

Textiles A Year in the Life:Thematic Ties

March

● Create a sock puppet

● Weave the night sky

April

● Stitch a bookmark

● Stitch a butterfly pillow

May

● Weave with colors and materials that represent spring

● Stitch butterflies

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Wood Worstudents use measuring cups to do activities that allow practice in fractions. The table holdsone material at a time. During the year it holdswater, bubbles, dry sand, wet sand, oobleck (a substance made of corn starch and water), and soil. The activities students do in this areaare directed by worksheets. Samples of the worksheets used at Mustard Seed School arefound in Appendix 3.

● Sand table

● Sand

● Basins

● Tubes

● Straws

● Scales

● Pouring tools: measuring cups, funnels, etc.

● Measuring containers, etc.

● Floating and sinking materials: cork,plastic, metal, styrofoam, etc.

● Boat simulation materials: wood for rafts, plastic containers for hulls, clay for clay boats

● Bubble making materials: whisks, wires,wire hoops, plastic hoops, etc.

Wood WorThis area is different from the others in manyways. Perhaps it should be named the sciencetable. Here, children practice the scientificmethod. They make predictions, test predictions,observe and record, draw conclusions, and makenew predictions. At times, the work in this areacan relate directly to the classroom science studies, as it does in the case of the Kindergartenunit, Sink and Float. It can also tie in tightly withsocial studies units as it does in the First Grade’sTransportation Unit. At other times teachersrelate it to math. For example in the Third Grade,M

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Sand/Water

43

Assessment Rubric for Sand/Water

or they may draw pictures of their results. TheSecond and Third Graders use worksheets similarto the ones included in Appendix 3.

Teachers or students role model how to use thematerials appropriately, i.e. rolling up long sleeves,bending at the waist so clothing does not trail inthe water, the danger of drinking the water,refraining from splashing, appropriate ways toshare the materials, etc. Sometimes teachers role-play what not to do. Children take great delight in correcting, and stating why certain behaviorswill not work.

Lastly, children learn clean-up procedures.

Students always have a practice session immediately following the introduction so children can review the procedures and theteacher can observe and troubleshoot.

The lesson begins by asking the children if theyknow how a sand/water table is used. A variety ofresponses are elicited. Teachers confirm that it isused to explore the scientific properties of variousmaterials (it has been used for water, ice, sand,soil and oobleck experiments—see sample work-sheets included).

Depending on the material, the teacher poses aquestion, e.g. “How many different ways can youfind to move water?”

The instructor teaches the word hypothesis—aguess based on observable evidence. Children aretaught how to construct a test of hypothesis. Theylearn how to record a result.

The guided learning is developed based on thechildren’s level of experience. Younger children may have results recorded by a teacher on a chart,

Sand/Water Introduction

Scale

Good

Satisfactory

Unsatisfactory

Performance

Clearly communicates ideas in written as well as oral fashion; student innovates, uses a variety of materials and tools; experiments to extend idea; able to teach others the procedures

Completes worksheet appropriately but without elaborating or extending ideas

Unable to complete worksheet; lack of interest; does not understand procedures; unable to communicate idea in written form

44

October

● Look for the properties of water

● Measure to see which container holds more

● Make water move

● See which objects sink and which ones float

● Measure pints, quarts and gallons

● Make a fossil for the dinosaur excavation

● Create a hull design

● Test speed with triangle, square, and round hulls

● Test hull design to hold cargo

● Observe buoyancy, weight distribution, and water displacement of different vessels

November

● Make a plasticine shape float

December

● Experiment with bubbles

● Make a sand castle

January

● Use toy dump trucks and steam shovels to push, dig, carry, smooth, pour, etc.

● Experiment with capacity, complete the Which Has More sheet

● Balance a cup of sand

● Look for the properties of sand

Sand/Water A Year in the Life:Thematic Ties

February

● Do the measuring sand activity

● Write your name in the sand

● Make the surface of the moon in the sand

● Compare wet and dry sand

● Do the experiment on the sun and soil temperature

● Do the measuring craters activity

● Create Alaskan knife stories

March

● Write the alphabet in the sand

● Look for the properties of wet sand

● Make a sand castle

April

● Make a topographical map of Alaska

● Look for the properties of soil

May

● Follow the directions on the Exploring Dirt worksheet

45

Implementation

47

What advice would you give to ateacher just beginning a Shared Space?

You would want fun but serious toolsin the Shared Space. But most important, it’s fun.–Kristen – Second Grade

Try to give children choices.– Joseph – Third Grade

There should be lots of materials forpeople to use.– Michael – Third Grade

Two paint easels. A set of blocks. A box

of old clothing. An assistant teacher. A

twelve square foot area just outside the

Kindergarten classroom. These simple

components began what is now the Shared

Space. It has grown dramatically since its

early days, yet even in the beginning, the

opportunities offered for children to

respond to stimulating ideas added to

the academic success of the students.

Implementation

48

A school wishing to implement a Shared Space mayhave some concerns. Many of these are easily putaside: creative professionals can easily overcomemanagement issues, and the work the students produce and the academic gains they make easilyjustify the time commitment the space takes.However, two concerns deserve special comment:space and budget.

At Mustard Seed, it was a poverty of space that led to the Shared Space. The classroom teacherneeded some of the children out of the small roomin which she taught in order to offer children somecreative learning options, while providing a quietatmosphere in which to hold a teacher group. Thisteacher thought creatively and started small. Theoptions for space can come from sharing an ideawith a colleague. Perhaps two teachers wouldshare the responsibility of keeping the space. Itmight be that easels are kept in one classroom andblocks are kept in another. Perhaps creativefurniture arrangements would allow for more space in the school. Even today at Mustard Seed,two pillows and a basket in the hallway serve as a textiles area. The Shared Space does not need to begin as a large-scale project. Allow it to grow organically. Solve space problems as theyarise. Innovate.

Another question for schools relates to budget limits. A school might feel that an additional itemis too great a stretch on an overburdened budget.At Mustard Seed School, however, the staff hasnoted that the Shared Space materials are a usualpart of a school’s supplies. Rather than storing the materials in individual classrooms, the glue, construction paper, paint, paint paper, and plasticine are all found in the Shared Space. Fourclassrooms share these materials. Much of theartistic response to content instruction happens in the Shared Space. The materials are accessiblefor classroom use, but teachers prefer sending children to the Shared Space. The paint is alreadyset up, there are management procedures

established for painting and clean-up, and a work-shop atmosphere allows for spills and messes thatare discouraged in a classroom.

One of the few expensive items recommended is the set of hollow blocks. While an importantinvestment in the long term, this purchase can be put off at the beginning. There are plenty ofinexpensive ways to make a drama area runsmoothly. Donation of old clothes, student-painted sets, or simple props from home will hold the attention of the students in the area.

There are three commitments that a school shouldconsider. First, the staff should review the missionof the school to see how the Shared Space supportsthe school’s raison d’etre. It is important that staffand administration recognize how the space supports the school’s concern for children and itspassion for learning. This understanding will helpin gaining support for the program among thestaff, administration, parents, and students.

A second commitment made toward the operationof the Shared Space is a sense of shared enthusiasmand cooperation between those supporting thespace. Communication about the space is key.The outcomes and benefits should be shared andcelebrated among the staff directly working withthe space. Problems should be solved in a spirit of teamwork. Products created in the room shouldbe proudly and beautifully displayed before thewhole school community.

A final commitment the staff makes to assimilatinga Shared Space into its program is to visit a schoolwith an existing Shared Space. The observation ofa working model will provide ideas and enthusi-asm for the program. Dialogue concerning issuessuch as how the school has managed storage in the space, or ways in which studentsare held accountable for work will be useful. The sharing of ideas is as important for the adultsinvolved as for the children.

Appendix 11. Research and the Shared Space

Jodi Miller

2. Learning Styles and the Shared SpaceMary L. Feury

3. Language DevelopmentJanet Johnson

4. Freedom to CreateGabriel Cuervo

5. Empowering ChildrenLynn Hamill

6. Messy Learning Shanna Pargellis

7. Performance AssessmentCindy Kuperus

8. Real Problems, Real Solutions, Resourcefulness Shanna Pargellis

9. Returning and ReflectingJanet Johnson

The Benefits of the Shared Space: Staff Reflections

49

At Mustard Seed School,

the Shared Space has

been in existence since

1990. During the last

decade it has grown into

a wonderfully successful

and enriching place for

children!

51

Research and the Shared SpaceJodi Miller

The term research, as used here, refers to the kindof discovery learning recommended by Piaget,which calls for the use of active methods whichgive broad scope to the spontaneous research of the child or adolescent and require that everynew truth to be learned be rediscovered or atleast reconstructed by the student, and not simply imparted to him” (Piaget, 1976).

Providing learners with dedicated time, space,and appropriate resources, the Shared Spacefosters a love of research, and sharpens throughregular practice, many skills needed to doresearch well.

Over time and in a variety of ways, the use ofresources such as picture reference books,globes,etc. becomes a common and comfort-able part of the learning process for children.

When embarking on self-selected projects andinvestigations in the Shared Space, studentsbegin to view the teacher as a guide and a facilitator, not the sole source of much-neededinformation. Whether an individual sets out tocreate a work of art, design an experiment, orrepresent a concept, pertinent questions are formulated and pursued for authentic purposes.“How many teeth will I need to make for myshark?” or “Where does the smoke-hole on thislong house belong?” are the kinds of questionsstudents tend to take ownership of right fromthe start, leading them very quickly to the heartof learning: “I need to know.”

Learning Styles and the Shared SpaceMary L. Feury

Howard Gardner refers to different learningstyles as Multiple Intelligences. He describesseven ways of knowing or areas of intellectualcompetence by placing them into the followingcategories: verbal/linguistic, logical/mathematical,visual/spatial, body/kinesthetic, music/rhythmic,interpersonal and intrapersonal. The Shared Space is a learning environment where all ofthese intelligences can be put into practice as

children demonstrate their learning. A child who is strong in the verbal/linguistic area couldexplain to another how to make something atthe project table. One who is competent inlogic/mathematical intelligence might applyaccepted steps of scientific method to waterexperiments at the water table or demonstratefractions at the sand table. A student with visual/spatial skills could illustrate a piece ofliterature at the easels with paint or build aship with hollow blocks. One who is drawn to body/kinesthetic learning might sculpt the idea of time in clay or dramatize an Australianwalkabout. A student of musical/rhythmicintelligence might beat a drum to an Africanfolk song while others dance in drama.Children have many opportunities to use interpersonal skills as they work with partners on dioramas or in small groups to develop askit. Intrapersonal skills are developed as children reflect, self-assess, and write abouttheir work. The opportunities for students todemonstrate their learning in a variety of waysusing various methods of intelligences areunlimited in the Shared Space. It is a placewhere children can be successful and showcompetence in their individual areas ofstrength, as well as develop their areas ofweakness. Most importantly, it is a placewhere all learning styles are valued anddeveloped according to the abilities of each individual child.

Language DevelopmentJanet Johnson

The very phrase “Shared Space” invites the language of questioning: Where is it? Whatare we sharing? With whom? When do I get to go? Then as the disciplines are modeled and practiced, the names of materials and tools andtechniques become a natural part of the child’s working vocabulary. He speaks of the coil andslab and slip in Sculpture; the bristles, spongesand tints at Paint; the dialogue and pantomimeand props in Drama; the clamp and awl andsandpaper in Woodworking; the funnel and tube and quart container in Water– all with comprehension and confidence. And all alongthe way students are freely referring to their

52

planning, first drafts, saved work, conferences,strategies, and dictations. They are asked to generate words from time to time – how watermoves, how worms feel, how bubbles float,how colors are mixed, how the weaving is patterned, how the wood or clay smells. Theplanning, recording, and assessing of their workallows for purposeful, sometimes passionate,writing. And of course, each museum or displaypiece requires an explanatory label. Finally, therichness of all language experiences is overheardtime and time again in the conversations of students as they argue, exclaim, guide, negotiate,critique, delight, and thrive in the Shared Space.

Freedom To CreateGabriel Cuervo

Working in the Shared Space gives me an opportunity to see the children create. I see a lot of work and creative imagination go intotheir projects. I believe this is where the freedom to create comes in the Shared Space. A child can choose where he or she wants towork and can use any of the materials available. Children do have to plan before they start something, but I think giving them a place where they can paint, build, or act isgreat. They also have the freedom to make mistakes and to struggle, which helps challengethem to work through their difficulties. Thisfreedom to create will help students expressthemselves in ways other than with words. This freedom to create will also help themexperience something they never tried before.This space is a good place to create.

Empowering ChildrenLynn Hamill

How do we empower children as learners andas doers? At Mustard Seed School, empowermentmeans that children actively construct the means by which they understand.Empowerment means partnership betweenteachers and children and implies that all are learners. In the Shared Space, our students are given the opportunities to problem solve, to

communicate their ideas, and to collaborate ontheir ideas every day. For example, when a newarea is introduced, the students are asked toreflect on how they think the tools can be used, what they know about a subject theywish to represent, and what additional ideasthey have for using materials. Their thoughtsand opinions matter. They are not fed answers,but are encouraged to try, maybe to fail, and to try again. They look to the teacher for assistance, but they are encouraged also to look within and to their peers for inspiration.

As they create, they are challenged to articulatehow their learning relates to their project. Theyare held accountable to plan their work, to organize their materials, and to work until theproject is complete. Together with the teacher,they decide when a project is complete.

Children collaborate with each other as theymake plans in Drama, as they work on projectstogether, and as they take responsibility forcleaning up a shared area. They also collabo-rate as they share ideas, ask each other for help,and encourage and praise each other’s success.

Empowerment means taking ownership, andthat means taking responsibility for all aspectsof one’s work, from the initial plan through the final clean-up. Because students are taughtclear and consistent procedures for using thematerials, they know just where to get theirtools and how to use them, and so they are ableto work remarkably independently. It is thisindependence which we nurture, and whichgives them a true sense of empowerment. At the end of each school year we spend thelast few sessions closing down the Shared Space.Students clean and sort and store all the toolsthey will need again for the following year. Theydo so with pride that comes from knowing thatthey have made the Shared Space their own.

Messy Learning Shanna Pargellis

Creativity often comes out of chaos. New ideasand ways of doing are invented as people aremessing about, exploring and playing with

53

become our class “expert”. Once these five factswere found, it was that student’s choice to paintor sculpt that dinosaur, taking care to featuresome or all of the facts which came from theresearch.

The teachers who oversaw the work (perform-ance) of the children could use the observationsof the children in the process of their work toevaluate (assess) the depth of knowledge thechildren had and the ability to transfer and represent learning. As the child took time topaint a dinosaur’s feet the teachers couldremark, “I notice that your dinosaur’s toe has a pointed claw.” The child explained, “I readthat an iguanodon had a thumb shaped like a dagger.”

Children who had additional time could createother exhibits. In Sculpture, a student sculpted the broad, flat tooth of a plant-eater, and thesharp, pointed tooth of a meat-eater. It wastime to become paleontologists in the Dramaarea. Reading and discussion produced ideasfor tools from home (“I can bring my mom’s eye shadow brush to brush off the dirt from the fossils we find”), and from school (safety glassesfor the lab, microscopes, charts, grids, and writing tools.) In the field, dirt was laid onheavy plastic, and hollow blocks were the border. String was used to mark a grid pattern.The teacher hid the pieces of a small plasticdinosaur, and students were ready to begintheir work.

As pieces were found students indicated their placement on the grid. The pieces were taken to the lab where the children examined them,studied them under microscopes, assembledthem, and then wrote about their experience.

When parents visited, they could ask the museumguides (their children) to explain their own oranother classmate’s work, or they could readthe labels on the exhibits.

Through paintings, sculptures, fossils (cast atthe sand table), 3-D prehistoric scenes (doneat project table), and writings of the experienceof being a paleontologist (in drama), the teacherhas ample opportunity to assess each child’sunderstanding of the unit theme.

materials. How many ways can you attach anobject to another one; What colors of paintcan you use to make different shades of gray?What kind of voices might a troll use? TheShared Space is a natural environment for these ideas to be played out.

The access of a variety of materials, the spaceto spread out, the conversations that can beshared with peers and adults provide a naturalseedbed for new ideas and new connections.

So often in school we teachers are trying to orderand control and manage, which is essential to asmooth working classroom. Yet, we often wantthe work to be creative. If we are serious aboutencouraging creativity in learning we need toplan into the school day time and space to playand explore, to risk and fail and risk again, toput things together and take them apart. In otherwords, a place to mess about with things as eachstudent constructs his or her own meaning.

The wall length murals, three dimensional treesin classrooms, or replica Viking ships can onlycome into existence when we are willing toclean paint off of floors, gather up bits of scrappaper, and move hollow blocks many times. Itgets messy and, at times noisy, but the wondergenerated by the work and the celebration ofbreakthroughs in learning move us to messabout again and again.

Performance AssessmentCindy Kuperus

As educators, we strive to have students generate real products. The Second Grade wasstudying dinosaurs. They were going totransform their classroom into a Museum ofDinosaurs and invite their parents to visit. In the classroom, they had read big books in wholegroups, and in smaller groups they had learned how to use the index and table of contents todo research using nonfiction materials.

Each student used these materials, their peers, magazines, a dinosaur CD-rom, and resourcesfrom home to generate five facts about a particular dinosaur for which he/she was to

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Real Problems, Real Solutions,Resourcefulness Shanna Pargellis

In the course of their work in the Shared Spacestudents, and sometimes their teachers, hit awall. Their attempts are unsatisfactory and solutions seem evasive. When one is stumped it is good to have a community of learnersaround. Students ask questions and try out others suggestions. How can I get my boat tofloat? What do I need to add to this paint tomake it look like spring green? How can I getthe wing of my penguin to stay on? It is notunusual for another student to help a classmatecome up with a workable idea.

Another frequent experience in the SharedSpace is the making of mistakes. Mistakesaren’t just failures to be thrown away. Mistakescreate wonderful learning opportunities andgreat problem-solving activities. They can add a new twist, change the direction of the work,or open up a new arena of learning. Runnypaint with drips may lead to using a sponging technique creating new texture, or color mixing,or adding paper to the painting discovering thatthe paint acts like glue, or changing the moodof the painting from a sunny one to a rainy one,etc. The possibilities at times seem endless. As students work through their mistakes they learnabout the variety of paths they can choose to follow in their learning.

The outcome of all this problem solving is not just interesting products. The greater value is in the resourcefulness that students acquire as they discover a variety of ways to respond to thesituations where they get stuck. The end result isa student more able to find possibilities andmeet challenges, a student who is resourceful, a student equipped with learningtools for school--and for life.

Returning and ReflectingJanet Johnson

How often in our channel surfing, mistake-deleting, microwaving, instant messaging, spellchecking culture have we as educators grieved

over the seemingly lost arts of wondering, pondering, returning to an idea or a conversa-tion or a poem or an argument—much less adescriptive paragraph or a research paper or apersonal essay -- to take a fresh look, clarify the meaning, tighten up the construction, add a new perspective? These can be prehistoric concepts to the upper elementary students whoare asked for the first time in the Fifth or SixthGrade to outline or first draft or rewrite anassignment. But almost by accident – and to our great delight – we have realized that theroutines and rhythms and expectations for theyoung child working in the Shared Space builda useful framework for these exact skills as they become more academically sophisticated.The daily exposure to many varied avenues of expression and the years of practice andgrowing expertise with particular disciplinesnaturally result in more complicated, well-developed, well-researched or rehearsedprojects.

These projects take more time to accomplishand, therefore, several sessions in the SharedSpace may well be required to accomplishthem. To provide for this need we have developed spaces for storing “saved” workwhich students wish or need to return to. Wehave also developed systems for reminding staffand students of what our responsibilities are in returning to and completing pieces of work.In the process of returning to an incomplete painting or sculpture or soil observation both

the student and the teacher have naturallyfound the time and the mental space to thinkagain, to perhaps realize a mistake, to thinkbeyond the original plan, to have fresh energyfor the task—in short, to make it better. Wehave seen the work style and ethic expressitself in our students all the way through theEighth Grade as they plan, execute, and editwork with the Shared Space habits deeplyingrained in who they are as learners.

trash

The Shared Space supports the curriculum

of the classroom, and in this way it has the

capability of meeting all of the New Jersey

Core Curriculum Standards. However,

teachers choose the menu of activities

children select from. The checked items

below are the New Jersey Department

of Education Core Curriculum Content

Standards met at Mustard Seed School

Through the Shared Space today.

New Jersey Core Curriculum Standards

Appendix 2

55

New Jersey Department of Education New Jersey Core Curriculum Content Standards

Cross-Content Workplace Readiness

✔ Standard 1: All students will develop career planning and workplace readiness skills.

✔ Standard 2: All students will use technology, information and other tools.

✔ Standard 3: All students will use critical thinking, decision-making, and problem-solving skills.

✔ Standard 4: All students will demonstrate self-management skills.

✔ Standard 5: All students will apply safety principles.

Visual and Performing Arts

✔ Standard 1.1: All students will acquire knowledge and skills that increase aesthetic awareness in dance, music, theater, and visual arts.

✔ Standard 1.2: All students will refine perceptual, intellectual, physical, and technical skills through creating dance, music, theater, and/or visual arts.

✔ Standard 1.3: All students will utilize arts elements and arts media to produce artistic products and performances.

✔ Standard 1.4: All students will demonstrate knowledge of the process of critique.

✔ Standard 1.5: All students will identify the various historical, social, and cultural influences and traditions which have generated artistic accomplishments throughout the ages and which continue to shape contemporary arts.

✔ Standard 1.6: All students will develop design skills for planning the form and function of space, structures, objects, sound, and events.

57

✔ Standard 4.4: All Students Will Develop Reasoning Ability And Will Become Self-Reliant, Independent Mathematical Thinkers.

✔ Standard 4.5: All Students Will Regularly And Routinely Use Calculators, Computers, Manipulatives, And Other Mathematical Tools To Enhance Mathematical Thinking, Understanding, And Power.

✔ Standard 4.6: All Students Will Develop Number Sense And An Ability To Represent Numbers In A Variety Of Forms And Use Numbers In Diverse Situations.

✔ Standard 4.7: All Students Will Develop Spatial Sense And An Ability To Use Geometric Properties And Relationships To Solve Problems In Mathematics And In Everyday Life.

Standard 4.8: All Students Will Understand, Select, And Apply Various Methods Of Performing Numerical Operations.

✔ Standard 4.9: All Students Will Develop An Understanding Of And Will Use Measurement To Describe And Analyze Phenomena.

✔ Standard 4.10: All Students Will Use A Variety Of Estimation Strategies And Recognize Situations In Which Estimation Is Appropriate.

✔ Standard 4.11: All Students Will Develop An Understanding Of Patterns, Relationships, And Functions And Will Use Them To Represent And Explain Real-World Phenomena.

Standard 4.12: All Students Will Develop An Understanding Of Statistics And Probability And Will Use Them To Describe Sets Of Data, Model Situations, And Support Appropriate Inferences And Arguments.

Standard 4.13: All Students Will Develop An Understanding Of Algebraic Concepts And Processes And Will Use Them To Represent And Analyze Relationships Among Variable Quantities And To Solve Problems.

Standard 4.14: All Students Will Apply The Concepts And Methods Of Discrete Mathematics To Model And Explore A Variety Of Practical Situations.

Standard 4.15: All Students Will Develop An Understanding Of The Conceptual Building Blocks Of Calculus And Will Use Them To Model And Analyze Natural Phenomena.

Standard 4.16: All Students Will Demonstrate High Levels Of Mathematical Thought Through Experiences Which Extend Beyond Traditional Computation, Algebra, And Geometry.

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Comprehensive Health and Physical Education

Standard 2.1: All Students Will Learn Health Promotion And Disease Prevention Concepts And Health-Enhancing Behaviors.

Standard 2.2: All Students Will Learn Health-Enhancing Personal, Interpersonal, And Life Skills.

Standard 2.3: All Students Will Learn The Physical, Mental, Emotional, And Social Effects Of The Use And Abuse Of Alcohol, Tobacco, And Other Drugs.

Standard 2.4: All Students Will Learn The Biological, Social, Cultural, And Psychological Aspects Of Human Sexuality And Family Life.

✔ Standard 2.5: All Students Will Learn And Apply Movement Concepts And Skills That Foster Participation In Physical Activities Throughout Life.

Standard 2.6: All Students Will Learn And Apply Health-Related Fitness Concepts.

Language And Arts Literacy

✔ Standard 3.1: All Students Will Speak For A Variety Of Real Purposes And Audiences.

✔ Standard 3.2: All Students Will Listen Actively In A Variety Of Situations To Information From A Variety Of Sources.

✔ Standard 3.3: All Students Will Write In Clear, Concise, Organized Language That Varies In Content And Form For Different Audiences And Purposes.

✔ Standard 3.4: All Students Will Read Various Materials And Texts With Comprehension And Critical Analysis.

✔ Standard 3.5: All Students Will View, Understand, And Use Nontextual Visual Information.

Mathematics

✔ Standard 4.1: All Students Will Develop The Ability To Pose And Solve Mathematical Problems In Mathematics, Other Disciplines, And Everyday Experiences.

✔ Standard 4.2: All Students Will Communicate Mathematically Through Written, Oral, Symbolic, And Visual Forms Of Expression.

✔ Standard 4.3: All Students Will Connect Mathematics To Other Learning By Understanding The Interrelationships Of Mathematical Ideas And The Roles That Mathematics And Mathematical Modeling Play In Other Disciplines And In Life.

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Science

Standard 5.1: All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior Of The System.

✔ Standard 5.2: All Students Will Develop Problem-Solving, Decision-Making And Inquiry Skills, Reflected By Formulating Usable Questions And Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting And Analyzing Data, Drawing Conclusions, And Communicating Results.

✔ Standard 5.3: All Students Will Develop An Understanding Of How People Of Various Cultures Have Contributed To The Advancement Of Science And Technology, And How Major Discoveries And Events Have Advanced Science And Technology.

Standard 5.4: All Students Will Develop An Understanding Of Technology As An Application Of Scientific Principles.

✔ Standard 5.5: All Students Will Integrate Mathematics As A Tool For Problem-Solving In Science, And As A Means Of Expressing And/Or Modeling Scientific Theories.

✔ Standard 5.6: All Students Will Gain An Understanding Of The Structure, Characteristics, And Basic Needs Of Organisms.

✔ Standard 5.7: All Students Will Investigate The Diversity Of Life.

Standard 5.8: All Students Will Gain An Understanding Of The Structure And Behavior Of Matter.

Standard 5.9: All Students Will Gain An Understanding Of Natural Laws As They Apply To Motion, Forces, And Energy Transformations.

✔ Standard 5.10: All Students Will Gain An Understanding Of The Structure, Dynamics, And Geophysical Systems Of The Earth.

✔ Standard 5.11: All Students Will Gain An Understanding Of The Origin, Evolution, And Structure Of The Universe.

✔ Standard 5.12: All Students Will Develop An Understanding Of The Environment As A System Of Interdependent Components Affected By Human Activity And Natural Phenomena.

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Social Studies

Standard 6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System Of Government Of The United States.

✔ Standard 6.2: All Students Will Learn Democratic Citizenship Through The Humanities, By Studying Literature, Art, History And Philosophy, And Related Fields.

Standard 6.3: All Students Will Acquire Historical Understanding Of Political And Diplomatic Ideas, Forces, And Institutions Throughout The History Of New Jersey, The United States, And The World.

✔ Standard 6.4: All Students Will Acquire Historical Understanding Of Societal Ideas And Forces Throughout The History Of New Jersey, The United States, And The World.

✔ Standard 6.5: All Students Will Acquire Historical Understanding Of Varying Cultures Throughout The History Of New Jersey, The United States, And The World.

Standard 6.6: All Students Will Acquire Historical Understanding Of Economic Forces, Ideas, And Institutions Throughout The History Of New Jersey, The United States, And The World.

✔ Standard 6.7: All Students Will Acquire Geographical Understanding By Studying The World In Spatial Terms.

Standard 6.8: All Students Will Acquire Geographical Understanding By Studying Human Systems In Geography.

✔ Standard 6.9: All Students Will Acquire Geographical Understanding By Studying The Environment And Society.

World Languages

Standard 7.1: All Students Will Be Able To Communicate At A Basic Literacy Level In At Least One Language Other Than English.

✔ Standard 7.2: All Students Will Be Able To Demonstrate An Understanding Of The Interrelationship Between Language And Culture For At Least One World Language In Addition To English.

Appendix 3Measuring Capacity of Boats

Predict, Test, Observe, Experiment with Bubbles

Exploring Soil

Sand-Cast Plaster Fossils

Sink And Float

Sand/Water Table: Worksheet Samples

61

Measuring Capacity of Boats

Name____________________________________________________ Date ____________________

1. Question: Why are some boats able to hold more cargo than other boats?

________________________________________________________________________________

2. Design a boat using one of the materials in the tray. Draw a picture of your boat in the box below.

3. My boat is made of_______________________________________________________________.

It can hold _______________________________________________________________weights.

4. Conclusion: I found out that:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Predict, Test, Observe, Experiment with Bubbles

Name____________________________________________________ Date ____________________

Use these tools to explore bubbles:

Funnel whisk eggbeater straw wire cup

1. Draw a circle around the one you predict will work best.

2. Test: all the tools. Which tool does make the best bubbles?________________________________________________________________________________

3. Why do you think it works best? ________________________________________________________________________________________________________________________________________________________________

4. Record something that you observe about bubbles (e.g. size, color, shape). ________________________________________________________________________________________________________________________________________________________________

5. Experiment to design a bubble machine. Draw a picture of it below. How does work?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Exploring Soil

Name____________________________________________________ Date ____________________

Observe, Hypothesize, Experiment

1. Name the colors you see in the soil__________________________________________________

________________________________________________________________________________

How does the soil feel? It feels like_____________________________________________________

How does soil smell? It smells like_____________________________________________________

2. Look at some soil under a magnifying glass. What do you think soil is made of?

________________________________________________________________________________

List all the things you find in the dirt.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. Do you know how to make mud? Did you know that bricks and pottery can be shaped from mud? Houses can even be built from it. But not all dirt makes mud. Try the following experiment to test what kind of dirt makes mud:

Put 2 tablespoons of sand in a dish.Put 2 tablespoons of soil in a dish.Poke a hole with your finger in each pile. Then pour a tablespoon of water into each hole.

What happens to the sand and water mixture?________________________________________

________________________________________________________________________________

What happens to the soil and water mixture?_________________________________________

________________________________________________________________________________

Which one makes mud?___________________________________________________________

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Sand-Cast Plaster Fossils

Name____________________________________________________ Date ____________________

1. Fill the juice carton up to the line with damp sand. Smooth the surface of the sand.

2. Choose the object you wish to make a fossil print of and press it into the sand.

3. Remove the object from the sand carefully, leaving a clear print of it in the sand.

4. Clean off the object in bucket of water and place it back on the tray.

5. Mix the plaster in a cup this way: pour 1 cup of water into a cup. Slowly add 2-3 cups of plaster to the water, stirring until mixture is smooth and thick like cream.

6. Pour plaster over the sand in the juice carton. Store the carton on the blue shelf to dry.

7. Make a label for your fossil with your name and the name of the kind of fossil you made. Include a picture of your fossil.

8. Ms. Hamill will remove the plaster cast of your fossil when it is dry and return it to you with your label.

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Sink And Float

Name____________________________________________________ Date ____________________

1. Question: Why do some objects sink while other objects float?___________________________________________________________________________________

Predict and test for each object: (Put S for sink, F for float)

cork: Predict_____ stick: Predict_____ nail: Predict_____Test________ Test________ Test________

paper clip: Predict___ yarn: Predict_____ eraser: Predict____Test______ Test________ Test_______

weight: Predict___ aluminum foil: Predict_____ tape roll: Predict____Test______ Test________ Test_______

glue stick: Predict___Test_____

choose two of your own: ___________________ Predict _______ Test ________________________ Predict _______ Test _____

3. Conclusion: I found out that:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 4Second Grade

Third Grade

Planning Sheets

Planning sheet for September 25-October 11

Name and Number: _____________________

Have-to’s:

1._____I worked in Drama. We made a plan in our classroom first. We dramatized_______________________________________________________________________________.

2._____I played a math game with _______________________________________________________.

This was the game we played:____________________________________________________.

3._____I finished my dinosaur cards.

4._____I finished my D’Nealian pages, and I asked _________________________to check my work.

5._____I made a model of the dinosaur (that I am an expert about) in one of these areas, showing at least one of the facts on my “5 facts” page: _______sculpture_______paint

6._____I made a label for this project (have-to#5)that included a sentence/title, a date, my name, and a small drawing. I wrote over pencil marks with a black marker, and colored the drawing.

Choose-to’s: (choose at least 2):When choosing to paint, sculpt, use K-Nex, make a project, or a drawing, a label must be included.

1._____I used K-Nex to build a dinosaur.

2._____On the world map, I labeled the places where at least 5 dinosaur fossils were found. Ms. Kuperus checked my work.

3._____I labeled the plastic dinosaurs. Ms. Kuperus checked my work.

4._____I painted a dinosaur skeleton.

5._____I completed the dinosaur puzzle.

6._____I used pattern blocks to create a dinosaur or a prehistoric scene. Ms. Kuperus checked my work.

7._____I created a prehistoric scene at project table.

8._____I identified all of the fossils in the science area, and my identification page is in my folder.

9._____I used blocks to build a dinosaur or prehistoric scene. I showed Ms. Kuperus my work.

10.____I wrote a 5-page book about dinosaurs. I found my information from a book. Each page had one or more sentences and a colored drawing. I included a cover with the title and my name, and a back cover.

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2nd Grade

68

Planning Sheet for October 12-20

Name: ______________________________________________________________________________

Have-to’s:

1._____Go to the library and find a book that you think would be helpful to us in preparing for the Hudson Hike. Write the title and author of that book:

Title:___________________________________________________________________________

Author:________________________________________________________________________

2._____Browse the book for one piece of useful information. Write that piece of information in the space below:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3._____Find your dinosaur in a book. Look at the LAND on which it lives. Take that book to the Shared Space and show the land and the dinosaur in ONE of these areas:

_____paint _____project table

4._____Write a label for project #3. Include the a sentence or title, the date, your name, and a drawing. Use black marker over pencil marks and color the drawing.

5._____I finished all my D’Nealian pages and I asked __________________to check my work.

6._____I played the Yard Sale game with __________________________________________________.

2nd Grade

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Planning sheet for October 30-November 14

Name:________________________________________________________________________________

Have-to’s:

1._____Write your verse from Psalm 104 in D’Nealian.

2._____Paint your verse. _____Make a label for it.

3._____Work as a paleontologist in Drama, and complete this sentence:I made (excellent/good/poor)use of my body and (excellent/good/poor)use of my voice.

4._____Write an account of your work as a paleontologist. Include sentences about ____ the weather,_____ the tools you used, ____the clothing you wore, ____ your experience in the lab____and on the field.

5._____This is my Northeast Woodland Indian question:_____________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________?

This is the answer to that question:_______________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6._____Represent your answer to the Northeast Woodland Indian question in ONE of these areas, and include a label:

_____paint______sculpture_____seatwork

2nd Grade

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Planning sheet for November 29-December 13

Name:________________________________________________________________________________

Have-to’s:

1. ____I read books from the American History box for a work period. Here is the title of one of them:

______________________________________________________________________________________

I learned______________________________________________________________________________

______________________________________________________________________________________

_____________________________________________________________________________________

Page where the information was found: ___________________________________________________

2. _____I completed the D’ Nealian sheet.

3. _____I played a math game with ______________________________________________________.

4.______I completed all 16 pages of my U.S. History book, including the cover. I asked ________________to check my work.

5.______I worked at the woodworking table and practiced drilling.

6.______I played a reading game with ____________________________________________________.

Choose-to’s: (choose at least 3)

1.______I made an ornament in sculpture.

2.______I painted a Christmas gift.

3.______At Project Table, I made a Christmas gift.

4.______I worked at the water table with bubbles.

2nd Grade

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Planning sheet for January 4-19

Name: _______________________________________________________________________________

Have-to’s:

1._____I worked in Drama with __________________________________________________________

______________________________________________________________________________________.

We made a plan to dramatize____________________________________________________________

_____________________________________________________________________________________.

2._____I made something for my secret partner in paint, seatwork, or sculpture (circle where you (worked). When I finished, I showed Ms. Kuperus.

3._____I completed the D’Nealian page.

4._____I read a book from the China box. I wrote the title, author, and something I learned on the back of this page.

5._____I worked in textiles, and made a bookmark.

6._____I worked at the computer with ____________________________________________________.

7._____I wrote the dates on the first 13 United States.

8._____I spoke with Molly or Julie or Mrs. Martin or Mrs. Losordo about an idea I had to respresent something I read about China (can be from have-to #4). I spent at least two but not more than four work periods on my project. I practiced a talk with Julie or Molly or Mrs. Martin or Mrs. Losordo that told three things about my project. I arranged a time with Ms. Kuperus to teach the class about my project.

9._____I worked on the U.S. Map puzzle.

2nd Grade

72

Planning sheet for January 29-February 6

Name:________________________________________________________________________________

Have-to’s:

1._____Read your question and answer out of If You Traveled West in a Covered Wagon. Write the question as is, and the answer in your own words on the back of this page.

2._____Read quilt books for a work period. Pay close attention to patterns and their names. Write the book titles here:

______________________________________________________________________________________

______________________________________________________________________________________

3._____On your U.S. map, write the dates for states 14-24.

4._____In D’Nealian, write the names of 10 quilt patterns.

5._____Be a pioneer in drama.

Choose-to’s: (choose 2):

1._____Sketch and then paint a quilt pattern (other than a pattern we worked on as a class). Include a label.

2_____Use quilting tiles to make The Wedding Ring and/or Bear Paw Quilt patterns. Show Ms.Kuperus.

3._____Use geoboards to make at least 2 different quilt designs. Show Ms. Kuperus.

4._____Use the Colorado quilting tiles to make at least one design.

5._____Write a book of at least 5 pages showing quilt patterns and how they tell the pioneers’ stories.

6______In woodworking, make a covered wagon. Include a label.

7._____Sculpt a tile with a quilt pattern. Include a label.

8._____(My own quilt project)____________________________________________________________

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Planning sheet for March 3-March 23

Name: ________________________________________________________________________________

Have-to’s:

1._____Draw your American’s self-portrait using(choose one):

_____pencil on paint paper or _____marker on white paper

2._____Show why your American is Notable in one of these areas:

______paint _____project table_____sculpture

3._____Use a work period to work on your biography.

4._____In D’Nealian, write 3-5 sentences that your American could say for the Living Wax Museum.

5._____Read your partner’s biography at home. At school, write 2 things that your Notable American and your partner’s Notable American have in common:

a. ____________________________________________________________________________________

____________________________________________________________________________________

b. ____________________________________________________________________________________

____________________________________________________________________________________

6._____Write the dates for states 25-50 and outline them in blue.

7._____Play the time game with a partner. I played with______________.

Choose-to’s: (choose one):

1._____Paint your Notable American’s portrait.

2._____Sculpt your Notable American.

3._____Own project idea:_______________________________________________________________

____________________________________________________________________________________

2nd Grade

74

Planning sheet for April 10-20

Name: _______________________________________________________________________________

Have-to’s:

1._____I used a work period to read immigration books. Here are 2 observations:

(1.)___________________________________________________________________________________

______________________________________________________________________________________

(2.)___________________________________________________________________________________

______________________________________________________________________________________

2._____I wrote my Ellis Island question as is (from If Your Name Was Changed at Ellis Island, and the answer in my own words , on the back page in D’Nealian.

3._____I represented the answer in (choose one):

______paint______sculpture______project table

I (did or did not) clean up well and on time.

4._____I wrote a label for my Ellis Island project.

2nd Grade

75

Planning sheet for May 4-12

Name:________________________________________________________________________________

Have-to’s:

1._____Write an immigration story. Include (and check off when you have written about the part)... ____your country, ____reason for leaving your country____how you’re feeling about leaving your country and going to America____information about your family____what the boat and journey were like____experiences on Ellis Island

2._____Complete the D’Nealian page.

3._____I dramatized a journey to Ellis Island. I made ________use of my body and________use of my voice, and (I did/did not help) clean-up on time.

4._____Roll coins for a work period. (50 pennies, 40 nickels, 50 dimes, 40 quarters) Write all that you rolled:

______________________________________________________________________________________

______________________________________________________________________________________

I asked____________________to check my work.

5._____My Mother’s Day gift is a (choose one)

_______painting_____sculpture

I (did /did not) clean up on time.

2nd Grade

76

Planning Sheet Due October 6

Name_________________________________________________________________________________

Hoboken/Community

Have-to’s - You must complete all of the following:

____ Sculpture: Demonstrate what you’ve learned about city wildlife in sculpture using ball, slab and coil techniques.

____ Project Table: You will learn about a new project in Art Studio. Practice using the skills youlearned in the introduction. (Beginning 9/29)

____ Water: Follow the procedures on the water planning sheet.

Choose-to’s - You must complete at least 2 of the following:

____ Paint: Demonstrate what you’ve learned about a recreational area or vacant lot in paint. Practice using different brush strokes and mixing color on paper.

____ Blocks: Build a city building with blocks and draw a sketch of your structure.

____ Puzzles: Choose the Hoboken puzzle or the USA & World puzzles.

____ Math Blaster: Practice math facts (+/-). Challenge yourself to complete the highest level you can do. Fill out a results sheet.

____ Drama: Dramatize a favorite fictional story or Bible story about rivers. (9/25-9/28 only).

3rd Grade

77

Planning Sheet Due October 27

Name_________________________________________________________________________________

Hoboken/Community

Have-to’s - You must complete all of the following:

____ Paint: Paint a city block showing a commercial area or design and paint a restaurant sign. (You may use collage materials if you wish). Be sure to make a label using a complete sentence to describe your work in neat writing with pencil first and then in black ink.

____ Drama: Dramatize a restaurant scene. Include the roles of those who work there as well as those who dine there. Go back a second time and play a different role.The first time I played the role of:_____________________________________________________Restaurant name:__________________________________________________________________The second time I played the role of:__________________________________________________Restaurant name:__________________________________________________________________

____ Hoboken Postcard: Draw the picture side of a postcard showing what you have learned about urban life. Be sure to include details. Think of a family member or friend to whom you would like to send your postcard. We will be writing a brief message and the address during writing workshop.

Choose-to’s - You must complete at least 3 of the following:

____ Sculpture: Sculpt plasticene into food items which can be used as props at the restaurant in the drama area.

____ Drawing and Writing: Design a menu for the restaurant in the drama area. Be sure to include the name of the restaurant, the food items and the prices.

____ City Building: 1) Build a block of commercial buildings. or 2) Build a recreational area. Draw a sketch of your work.

____ Math Games: Choose a game from the math shelf and play it with a partner. Be sure to fillout a results sheet.

____ Hoboken Puzzle: Continue building our Hoboken puzzle.

____ Journal Entry: Imagine yourself as a third grader living in Hoboken a long time ago. Write a journal entry about a day in your life. Tell about your family, your school, your friends and the things you like to do. Use white lined paper and place it in your blue folder.

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Extras: These are extras you can do with your families. Visit an ice cream store. Tell those you are with that the ice cream cone was invented in Hoboken. Draw a sketch of the store.

Listen to a Frank Sinatra song. Imagine yourself as a famous singer. Take a walking tour with your family to Frank Sinatra Park. This is the park we visited for Rosh Hashana. Visit the restaurant there.

Visit Pier A Park with your family. Look to the north up the Hudson River. See if you can see the George Washington Bridge. (We will see the GW Bridge on the Hudson Hike). Look to the south and see if you can see the Verrazano Narrows Bridge. Look to the eastand view the New York City skyline. Look to the west and see the city of Hoboken.

3rd Grade

79

Planning Sheet Due November 16

Name________________________________________________________________________________

Hoboken/Community/Friendship

Have-to’s - You must complete all of the following:

____ Friendship Builders: o Compliment a classmate by telling him/her something you appreciate about him/her.o Do something nice for a classmate without letting her/him know you did it.o Choose someone as your park partner who has not been your park partner this year.o Choose someone as your lunch partner who has not been your lunch partner this year.o Spend one park time with someone you usually don't play with at the park.

____ Textiles: Sew your burlap bookmark using techniques Ms. Hamill has taught you.

____ Project Table: Use a box to build a Hoboken row house. Please include details around the doors, windows and cornice. Be sure to follow the procedure Ms. Hamill has provided.

Choose-to’s - You must complete at least 4 of the following:

____ Sculpture: Use slab technique to show the facade of a city row house. Be sure to include details around the doors, windows and cornice. Also, remember to include the address (number). You will need a label.

____ Paint: Paint a city block showing a residential or industrial area. You will need a label.

____ Hoboken Map: Label the following on a map of Hoboken:1) North, south, east and west2) Hudson River3) Palisades Cliffs (Jersey City Heights)4) Jersey City and Weehawken5) Holland and Lincoln Tunnels6) Mustard Seed School7) Hoboken Train Station8) Church Square Park9) Extra: Your home

____ Hoboken History: Read an article in Hoboken History Magazine and fill out a blue sheet telling about what you have learned.

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____ Choose Your Own Project: Make your own project based on something you've learned about Hoboken. You may work with a partner. You must have a teacher's approval before you begin.

____ Math Games: Choose a math game from the math shelf and play it with a friend. Fill out a results sheet.

____ City Building: Build an industrial building or a residential block of a city. Be sure to draw a sketch.

____ Hoboken Puzzle: Continue building our Hoboken puzzle.

Extras: These are extras you can do with your families.

Do a rubbing of one of the following in your neighborhood:1) water valve cover2) gas valve cover3) coal chute cover4) inlaid sidewalk letters.5) license plate

More Friendship Builders:o Invite a classmate who has never been to your house over for a playdate. o Call a friend you haven't seen for awhile to say hello.o Write a letter to a friend who lives far away. o Say a prayer for a friend.

3rd Grade

81

Planning Sheet Due December 14

Name_________________________________________________________________________________

Rain Forest

Have-to’s - You must complete all of the following:

____ Rain Forest Animals Facts: Choose a rain forest animal you are interested in learning more about. Use the books and magazines in the classroom or an encyclopedia to research the animal. Write 2 facts about your animal on a Rain Forest Facts Sheet. Please remember to write in complete sentences.

____ Sculpture: Sculpt the rain forest animal you researched. Make a label which includes one of the facts you learned.

____ Drama: Dramatize a rain forest story which you have read.

The name of the story:_____________________________________________________________

The part I played:_________________________________________________________________

____ Bubbles: Demonstrate the skills taught in Art Studio. This will be open starting 12/1. Students will be planned by me so that everyone has an opportunity to get there.

____ Wood Working: Demonstrate the skills taught in Art Studio. This will be open starting 12/7. Students will be planned each day by me so that everyone has an opportunity to get there.

Choose-to’s - You must complete at least 3 of the following:

____ Paint: Paint, cut out and stuff a rain forest animal that can be found in a tree. Be sure to research which animals can be found in trees first. You will need to paint a front and a back to your animal in order to stuff it. It will be put in our classroom tree. You may work with a partner.

____ Paint: Paint the rain forest animal you researched. Make a label which includes one of the facts you learned.

____ Rain Forest Layers: Draw a picture showing the four layers of a rain forest: forest floor, understory, canopy and emergent layer. Be sure to include plants and animals that can be found in each layer.

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____ Tropical Trivia Trek: Use a globe, atlas or encyclopedia to find the country or area specified for each plant and animal. As you match the pictures, write the number of each plant or animal in the correct location on the map. You may work with a partner.

____ Mapping the Amazon: Use a globe or atlas to label the nine countries of the Amazon Rain Forest on the South American map. Answer the questions below the map.

____ Math Games: Play one of the games on the math shelf. Fill out a math games results sheet.

____ Animal Speech: If the animals of the rain forest could speak, how would they teach people to respect their environment? Write a short speech form a particular rain forest animal's point of view.

Extras: These are extras you can do with your families.

Visit the Tropic Zone at the Central Park Zoo. It's a recreation of a tropical rain forest, with riverbank, cave, treetop and habitat galleries. You'll be able to see monkeys, crocodilians, snakes, bats, insects, free-flying birds, and many other topical species.

Look up "rain forest" on the Internet. Record 3 interesting facts.

Discuss problems facing rain forests with members of your family. Think about reasons to save rain forests and how people can help.

Make up a batch of Tropical Trail Mix:

1 cup cashews 1 cup chocolate chips1 cup peanuts1 cup dried pineapple chunks1 cup broken banana chips1/2 cup coconut flakes

Combine all ingredients in a large bowl. Enjoy!

3rd Grade

83

Planning Sheet Due January 29

Name_________________________________________________________________________________

Alaska

Have-to’s -You must complete all of the following:

_____Alaskan Travel Brochure: Design a travel brochure for Alaska. In your brochure, include information about at least three of the following:

populationweather in summer and wintermajor citiesplaces of interest and historical sitesnatural resourcesnative cultureswildlifeany other interesting facts about the state

Create color drawings using colored pencils to make your brochure as attractive as possible.

_____Research: Use an encyclopedia in the library to research diphtheria. Find out its causes, and how it is treated. Record your information including why it is no longer a threat in our country on a Research Results Sheet.

_____Drama: Act out the story of Rosa Parks (Jan. 20 - Jan. 24).Act out the story of Ka-ha-si and the Loon An Eskimo Legend (Jan. 25 - Jan. 29).

Choose-to’s - You must complete at least 2 of the following:

_____Paint: Demonstrate what you've learned about Eskimo style painting.

_____Sculpture: Use sculpture to reflect something you've read about in Balto or Stone Fox.

_____Sand: Use the sand observation sheet as you work at the sand table.

_____Writing: A statue of Balto, the lead dog who brought the team carrying diphtheria serum into Nome, was placed in Central Park in New York. Searchlight was a hero to Little Willy in Stone Fox. Write a description of the race telling about why Searchlight was a hero.

_____Math Challenge: Play a multiplication or measurement game from the math shelf. Fill out a game results sheet.

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Extras: These are extras you can do with your families.

Look up Martin Luther King, Jr. on the Internet. See if you can find out some information on his famous “I Have a Dream” speech. Share what you’ve learned with a friend or family member.

Record some words you’ve learned about Alaska. Ask Mrs. Maldonado if she can translate them into Spanish for you.

Visit the Central Park Zoo and view the polar bears.

Rent the Balto movie and watch it with your family.

3rd Grade

85

Planning Sheet Due February 11

Name_________________________________________________________________________________

Alaska

Have-to’s - You must complete the following:

_____Alaskan Mapworks: Using the map in the classroom or an atlas in the library, mark the list of places, bodies of water and mountains in the correct locations on the map.

_____Sculpture: Use sculpture to demonstrate something you’ve learned about Alaska. Some ideas include: people, animals, houses, dog sleds, etc.

_____Drama: Act out the story of Ka-ha-si and the Loon An Eskimo Legend.

_____Wood Working: Design a totem pole that you might put outside your family home.

_____Paint: Paint an Eskimo style animal painting.

Choose-to’s - You must complete at least 2 of the following:

_____Alaskan Stories: Read an Alaskan book from the display and write a summary of it on the Alaskan book form.

_____Alaskan Fact: Read about Alaska in one of the books or magazines on display or in an encyclopedia from the library. Record an interesting fact on an “Alaska Fact Form.” Be prepared to share it with the class.

_____Math Games: Play North to Alaska or one of the multiplication games on the math shelf. Fill out a game results sheet.

_____Secret Partner: Write a poem, draw a picture, or write a letter for your secret partner.

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Extras: These are extras you can do outside of school.

Write a journal entry as a visitor to Alaska. Report on one day of your trip. Record your activities and the food you eat. Be sure to describe all that you see including animals and plants. Tell about the sounds that you hear.

Look up “Alaska” on the Internet. Record 3 interesting facts.

Discuss life in Alaska with members of your family. Talk about the ways it would be different from life in New Jersey.

Rent the Balto movie and watch it with your family.

3rd Grade

87

Planning Sheet Due March 30

Name________________________________________________________________________________

Alaska

Have-to’s - You must complete all of the following:

_____Alaskan Travel Brochure: Design a travel brochure for Alaska. In your brochure, include information from the following: population, weather, major cities, places of interest, historical sites, the Iditarod, natural resources, native cultures, wildlife and the Northern Lights.

_____Sand: Use a knife in the wet sand to draw Eskimo style pictograms that tell a story.

Choose-to’s - You must complete at least 3 of the following:

_____Paint: Paint a reflection of one of the Lenten readings you have heard in Community Worship.

_____Culpture: Sculpt your initials in cursive.

_____Writing: Imagine that you are an Arctic animal. Write a story from the animal’s point of view about life in Alaska’s harsh climate.

_____Comic Strip: Create a four-panel comic strip about an imaginary lead dog in the Iditarod race. Use cartoon "bubbles" to show what the main characters are saying.

_____Math Challenge: Solve the Alaskan math problems on the math shelf or play the Metric/Customary Unit Game.

_____Choose Your Own Project: Demonstrate something connected to your learning. Be sure to check with a teacher before you begin.

Use the sides of large pieces of pastel chalk to draw a picture of the Aurora Borealis (Northern Lights) on black paper.

3rd Grade

88

Extras: These are extras you can do outside of school.

Rent the Balto movie and watch it with you family.

Check the progress of the Iditarod on the Internet.

A few years ago scientists and NASA sent a robot into a live volcano in Alaska to study it in a way that humans could not. Make a list of questions that you would like the robot to answer.

Make your own multiplication or division flash cards using index cards. Practice using them with someone at home.

3rd Grade

89

Planning Sheet Due April 20

Name________________________________________________________________________________

Australia

Have-to’s - You must complete all of the following:

_____Australian Research: Think of a question about an Australian animal that you would like answered. Write your question on an Australian Animal Research sheet. Research your question using materials in the classroom or the library. List the sources you used. Write a summary of what you found out. You will incorporate this information into a diorama.

_____Sculpture: Sculpt animals that can be found in Australia and put into a diorama. Be sure to research which animals are found in Australia before you go to sculpture.

_____Drama: Act out an Aboriginal family going on a walkabout. Remember that a walkabout is a long walking trip. Aborigines go walkabout to look for food or to find a place to camp near water.

_____Weaving: Weave the different landscapes of Australia.

Choose-to’s - You must complete at least 3 of the following:

_____Paint: Demonstrate what you have learned about Australian dot painting.

_____Magnetic Dreamings: Explore and create a design with Magnetic Dreamings using dots of color.

_____Woodworking: Make a wooden snake with joints. Paint your snake using the Australian dot technique.

_____Word Search: Complete the Australian Native Animals word search found on the math shelf.

_____ Australian Literature: Read an Australian story. Fill out a book review (green sheet).

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Extras: These are extras you can do outside of school.

Look up Australia on the Internet. Record some interesting facts you can share with the class.

Draw a picture of the Australian flag and color it in. The flag includes the Union Jack, a large white star with seven points and the stars of the Southern Cross. Research why these symbols are used on the Australian flag.

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91

Planning Sheet Due May 19

Name_________________________________________________________________________________

Australia

Have-to’s - You must complete all of the following:

_____Australian States and Capitals: On the blank map of Australia, label the states and capitals. You will need to use a map or atlas.

_____Australian Puzzles: Choose and complete at least one Australian puzzle from the math shelf. Extra challenge: See if you can complete all three!

_____Project Table: Complete your diorama. It should demonstrate what you've learned about your Australian animal question. If you have finished your diorama, you may choose your own project which must be approved by a teacher before you begin.

Choose-to’s - You must complete at least 3 of the following:

_____Paint: Demonstrate what you've learned about x-ray style painting.

_____Sculpture: May 3rd through 5th you may paint the clay animals for your diorama. From May 8th through 19th, use wire to sculpt an Australian snake.

_____Math Challenge: Complete the two Australian math problem sheets located on the math shelf.

_____Australian CD ROM: Explore the CD from the Baines family. Fill out a results sheet.

_____Computer: Continue at your own pace with keyboarding lessons. Be sure to fill in your progress chart.

_____Word Search: Make up your own word search puzzle using words connected to your learning about Australia.

3rd Grade

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Extras: These are extras you can do outside of school.

Write a letter to Mem Fox. Tell her about the books you've read which she has written. Ask her about life in Australia.

Write a letter to the Baines family.

Draw an Australian postcard. Send it to a friend or family member. Share something you've learned about Australia.

3rd Grade

93

Planning Sheet Due June 2

Name_________________________________________________________________________________

Butterflies

Have-to’s - You must complete all of the following:

_____Butterfly and Moth Research: Research the similarities and differences of butterflies and moths. Record your findings on a Research Results Sheet.

_____Paint: Demonstrate what you've learned about butterflies using your butterfly stencil to paint a picture.

_____Drama: Use the drama area to act out a story.

_____Soil: Follow the directions on the soil worksheet.

Choose-to’s - You must complete at least 2 of the following:

_____Sculpture: Sculpt a butterfly using wire.

_____Computer: Continue at your own pace with keyboarding lessons. Be sure to record your progress on a Primary Progress Chart.

_____Woodworking: Do your own project related to Australia or butterflies. Write a card that describes how your project relates to what you've learned.

_____Butterfly and Moth Illustrations: Draw a picture of a butterfly and a moth using your research information. Be sure to label which is the butterfly and which is the moth.

_____Math Challenge: Solve the Butterfly Basics math problems.

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Extras: This is an extra you can do outside of school.

Butterfly/Caterpillar HouseYou can make a butterfly/caterpillar house out of a cardboard box by cutting large windows on all four sides of the box and covering the windows with clear plastic or netting. Attach the plastic or netting over the windows on the inside of the butterfly/caterpillar house. If you use plastic, be sure to make 20 or 30 pencil-sized holes in the top of the cardboard box to allow air to enter the butterfly/caterpillar house.

You can use a net made from a coat hanger, nylon mesh or cheesecloth, and a wooden stick to catch adult specimens of butterflies. You can collect caterpillars with a stick and a paper cup. Place butterflies or caterpillars carefully into the butterfly/caterpillar house along with some lettuce, spinach or cabbage.

Observe through the window for a day. The captured butterflies and moths should be released after a day, since they probably will not do well in captivity.

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Planning Sheet Due June 21

Name_________________________________________________________________________________

Butterflies

Have-to’s - You must complete all of the following:

Butterflies: Using the Myers Butterfly Farm chart or a butterfly book in our classroom, demonstrate what you have learned about real butterflies in two of the following areas(Paint, Sculpture or Project Table).

_____Paint: Choose a real butterfly or moth and show how it really looks as opposed to the imaginary (fantasy) butterflies you have painted before.

_____Sculpture: Use wire with plasticene, paper or foam to demonstrate what you've learned about real butterfly or moth characteristics.

_____Project Table: Use the materials at the project table to demonstrate what you've learned about butterflies and/or caterpillars. Think about the life cycle of the butterfly, the anatomy of the butterfly or physical characteristics of the butterfly.

_____Computer: Continue at your own pace with keyboarding lessons. Be sure to fill in your progress chart.

_____Water Experiments: Water will begin on 6/13 and continue for six days. You will need to follow the directions on the water experiment sheet.

Choose-to’s - You must complete at least 2 of the following:

_____Catch a Color: Play Catch a Color, a butterfly board game.

_____Butterfly Basics: Complete the Butterfly Basics word search.

_____Math Challenge: Play the Fraction Game with a partner. Be sure to fill out a game results sheet.

_____Choose Your Own Project: Demonstrate what you've learned about butterflies. Be sure to check your plan with a teacher.

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Extras: These are extras you can do outside of school.

Check out butterflies on the Internet and record any interesting facts you'd like to share with the class.

Take home and solve the Multiplying Monarchs math problems.

3rd Grade

Appendix 5

Shared Space

Map

97

Illustrated by Erick –Sixth Grade Student

Sand/Water Table

Textiles

Shared Space Map

98

The Shared Space has been created, developed, refined by the faculty of Mustard Seed School. This hard-working group has once again proven itself to be a community of teachers, learners, and friends during the development of this manual. Thank you for all of the support through contributions to the writing and editing.

A special word of thanks belongs to Lynn Hamill for her input. Her contributions toBuilding the Shared Space have been enormous. Thank you for all of the time,talent, and skill you offered to this project.

Thanks also to the energetic children who work in the space and confirm its value daily.

Mustard Seed School422 Willow AvenueHoboken, NJ 07030

www.mustardseedschool.org

Acknowledgements