6. FA Week Elementary Class Activities Lessons and Resources

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 Start Every Day the Future Aces Way!
TDSB Herbert H. Carnegie Future Aces Week
COOPERATIVE GAMES for PEACE DAY
COOPERATIVE GAME: Frozen Aces
* This is a fun team building activity that will get the students excited. * In order to play these games using a Future Aces t‐shirt, The Future Aces Foundation will donate four t‐shirts to the first Four schools that call the office. (905‐947‐9131) Directions: 1. The day before playing this game, teachers should prepare a t‐shirt for each team (perhaps a Future Aces t‐shirt). Wet each t‐shirt and roll it starting with the neck portion so that it ends up in the center of the roll. Put each shirt into its own plastic bag in a freezer so that they are completely frozen. 2. Divide the students into teams of 4‐8 members. An outdoor area is preferable for this game. Each team chooses a volunteer to be a mannequin and two workers for the (yet unknown) challenge. The other team members will be advice givers and team cheerers. 3. Each team will be given 3‐5 minutes to create a cheer, song, rap or slogan for their team. 4. The teacher explains the following challenge to all of the students. The 2 team workers take turns trying to unravel the frozen t‐shirt so that the neck portion (only) can be placed over the mannequin’s head. All of the team members should be cheering and helping each other in order to complete the challenge. 5. There can be a draw for the Future Aces t‐shirt(s) within each group at the end of the game. Primary Students: * As this can be a difficult challenge for younger children, the t‐shirt might be partially thawed before being used. * The word mannequin might need to be explained to younger children. Start Every Day the Future Aces Way!
TDSB Herbert H. Carnegie Future Aces Week
COOPERATIVE GAMES for PEACE DAY
COOPERATIVE GAME: Solve the ACES Puzzle Directions: 1. Create 4 puzzles by printing on large paper 4 sentences from the Future Aces Creed (one from each letter) and cutting it into puzzle pieces. 2. Divide the class into 4 teams. 3. Each team goes to one corner of the classroom. 4. Give a puzzle section to each team. 5. When the teacher gives the signal, the groups put their puzzles together so that they make sense. 6. When each group solves their puzzle, they will be given a few minutes to discuss the meaning of their section and explain it to the other groups. Start Every Day the Future Aces Way!
TDSB Herbert H. Carnegie Future Aces Week
COOPERATIVE GAMES for PEACE DAY
COOPERATIVE GAME: The Newspaper Island Game Directions: 1. Divide the students into groups of 3. 2. Give each group a full sheet of newspaper. 3. Explain to the students that there will be music playing. When it stops, each member of the group puts one foot on the newspaper. 4. When the music starts again, they fold the newspaper in half and continue until only one group has all three people's feet on the paper. 5. Discuss the strategies that they used to help each other in this activity. Start Every Day the Future Aces Way!
TDSB Herbert H. Carnegie Future Aces Week
COOPERATIVE GAMES for PEACE DAY
COOPERATIVE GAMES: Describe Yourself Directions: 1. Students sit in a large circle. 2. The teacher writes “I AM A FUTURE ACE” in large letters on the board. 3. The teacher will ask for a volunteer to start the activity. 4. The first student uses the I in “I AM A FUTURE ACE” to describe themselves. For example they will say, “I am a Future Ace and I am interesting”. The next student will do the same but uses the next letter, "A". When all of the letters are used, they can begin with the beginning letter “I“ again. 5. The teacher might encourage students to use words associated with good character and peace etc. In their responses. Start Every Day the Future Aces Way!
TDSB Herbert H. Carnegie Future Aces Week
COOPERATIVE GAMES for PEACE DAY
COOPERATIVE GAME: Survivors or Keep the Island Growing Directions: 1. Find an open space in the outdoors or in a school gym. 2. Divide the class into two groups. Each group’s side will have an island on the opposite side of the gym. The island can be designated with chalk, hula hoops, benches or tarps. (See diagram) 3. Each island will have one team member on it who will be designated the Mayor or the Leader. 4. The game begins when the teacher throws a ball into the middle of the court. The object of the game is to get all of your team members onto your island. In order to do that, they must pass a ball to 3 different teammates and take 3 steps before passing the ball to the leader of their island from a designated distance. (closer for younger students) 5. If the ball is thrown and caught successfully, the thrower can join the leader on the island and become another leader who can catch the ball. Teams may attempt to intercept balls from each other. 6. If the catcher misses the ball, they must go back and join the rest of the team. (One catcher must be on the island at all times.) 7. When a team has only two players left trying to get to the island, they still have to complete 3 passes before throwing it to someone on the island. When only one player is left, they can keep the ball and attempt a successful throw to someone on the island. 8. The teacher might introduce a second ball after a few minutes. After the first game, a discussion about successful teamwork can be introduced. They will discover that success in this activity depends on cooperation, sportsmanship, ability and attitude. Start Every Day the Future Aces Way!
TDSB Herbert H. Carnegie Future Aces Week
COOPERATIVE GAMES for PEACE DAY
COOPERATIVE GAME: Asked and Answered Directions: 1. The class will be divided into teams of 3 to 6. 2. Each team will be given a task of preparing 2 questions for each of the following categories: Music, Sports, Future Aces, School and Surprise (i.e. their own choice). 3. The students will write out the questions and answers to each on separate strips of paper, mix them up and place them all in an envelope. 4. Each group will pass their envelope to another group. Each group will have a set of questions and answers that they will pair up. The correct answer must be placed beside each question. 5. The teacher might conclude with a discussion in ways in which the teams worked to match the questions and answers. Hey! …Be my
FUTURE
ACES
EDUCATION
BUDDIES
•
Education Buddy!
Let’s get to know each other!
Sure!
Future Aces is all about appreciating others, our friends, our family and our
community members to help them become the best they can be.
•
•
Before we can appreciate others, we must first learn to appreciate ourselves.
Please think of three things you would like to share, with JOY, about yourself – three
things that make you an ACE!
•
•
Find or meet the new friend assigned to you and introduce yourselves to each other.
Be prepared to introduce your new friend to the group.
1
NAME:
___________________________________________________________________________________________________________
Fill this out about YOU and then share with your EDUCATION BUDDY
A
C
E
an ACTION I have
a recent
the EXCELLENCE
recently taken
CELEBRATION in me that makes
that has made a (private or public) me a very special
difference
of my COURAGE
person
I like myself !
As a Future ACE in my community I will lead by:
_______________________________________
2
REMEMBER
Tell it with
JOY
• J – something in your life that just happened
• O – one thing you would like to do for yourself
• Y – a part of you that makes you a very special person
3
CHARACTER ACROSS THE CURRICULUM: FUTURE ACES SMILEY READING WRITING CENTRE
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
Future Aces Smiley Reading Writing Centre
Grade: 1
Time: 1 – 2 days
Language Arts
Group Size: 4-6 at a Centre
Activity Description
Students will draw, write, mail and read Smileys for their peers based on the Future Aces Creed.
ACES Attributes Addressed
TDSB Attributes Addressed
Attitude, Ability, Action, Achievement, Co-operation,
Courage, Confidence, Empathy, Example, Education,
Service, Sportsmanship
Respect, Responsibility, Empathy, Kindness & Caring,
Teamwork, Fairness, Honesty, Co-operation, Integrity,
Perseverance
Curriculum Expectations Addressed
Language Arts
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
• generate, gather, and organize ideas and information to write for an intended purpose and audience
Resources
small copies of Future Aces™ Creed
blank 5 x 8 cards for draft, sample phrases, markers, lined paper
Future Aces™ Smileys
Future Aces™ Smiley Writing Center to be created by teacher, complete with a bulletin board
Procedure
1. Discuss, as a class, the main attributes or descriptions of someone who shows a
positive Future Aces character, both individually and in the classroom.
2. Record each idea on a small card. (e.g. shares, gets along with others, uses kind
words, follows the rules, appreciates others, has a positive attitude, forgives, cooperates, respects the ideas of others) and place into the center.
3. The instructor models how to write a message on a Future Aces™ Smiley.
4. Go to the Future Aces™ Writing Centre, complete with writing materials.
5. Pick from the Future Aces™ Writing Centre basket, the sample phrases to help write
positive behaviour Future Aces™ Smileys for a peer.
6. Print a Future Aces™ Smiley for another student or students. Sign your name.
7. Put Future Aces™ Smileys in a classroom Mail-Box for Friday delivery.
8. Students who wish to may share their Smileys with the class on Friday.
9. Write and illustrate reasons for your being chosen as Future Ace™ of the Month as an
alternative activity at the Future Aces™ Centre.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
classroom presentations, observation, performance tasks, portfolios
Follow-up
•
Post Smileys on the class Future Aces bulletin board for all to see before sharing with
parents and siblings.
• Invite other Grade One classes or parents
to hear Smileys being read.
Thanks to Ms. Melo, Kingsview Village for this idea!
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: ACES DETECTIVE AGENCY
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
ACES Detective Agency
Grade: 4 - 8
CURRICULUM AREA(S)
Language Arts
Time: 1 - 3 periods
Group Size: class/individual
Activity Description
Students will review writing Future Aces Smileys and then write positive words of recognition to an assigned peer that
they have been observing.
Future Aces Attributes Addressed
TDSB Attributes Addressed
Attitude, Co-operation, Example, Service, Sportsmanship
Respect, Responsibility, Teamwork, Co-operation
Curriculum Expectations Addressed
•
•
•
listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning
generate, gather and organize ideas and information to write for an intended purpose and audience
Resources
Future Aces Creed, Future Aces Smiley, I’m an ACES Detective Agency Special Agent form,
Introducing Future Aces Smileys Lesson, Looks Like, Sounds Like, Feels Like Chart
Procedure
1. Review purposes of the Future Aces Smiley.
2. Review how to write specific descriptors for students who:
a. exhibit a positive Attitude
b. show Co-operation
c. set a good Example
d. show Sportsmanship
3. Write, individually, a personal Future Aces Smiley congratulating oneself for one of
the above attributes. Be specific in describing the behaviour that matches the chosen
attribute.
4. Share, in a large group, the individual Future Aces Smileys.
5. Fill out, individually, ACES Detective Agency Special Agent form.
6. Use the above form to record observations about the assigned subject for the days
assigned.
7. Write, individually, a Future Aces Smiley for the assigned subject using the data that
you have collected on the ACES Detective Agency Special Agent form.
8. Present orally, the Future Aces Smileys received by agents on
“ACES Detective Agency Special Agent Graduation Day”
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/kinesthetic
Visual
Assessment and Evaluation
classroom presentations, exhibitions/demonstrations, learning log, observation, performance task, response journal
Follow-up
•
•
Observe other students’ positive behaviours at recess, lunch etc. Write them a Future Aces Smiley!
Create a school Future Aces Smiley Display.
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM – ACES DETECTIVE AGENCY ACTIVITY
ACES Detective Agency…
welcomes you to apply to be a special agent!
Please fill out the following form:
PRIVACY RULE:
Remember to keep this information and all activities performed in your role guarded in secrecy.
The only person who will have access to these files is your teacher, Super Agent ADA No. 001!
Name:
Assigned ACE name: ADA No. ________
Alias:
Previous Experience:
Rookie Assignment 1:
Your first assignment is to observe your assigned subject for the next __days. Be discreet and do not let your subject
know that you are spying on them. You will be looking for positive characteristics and specific behaviours in class, at
lunch, at recess etc. that help to give you information about how your subject shows or demonstrates:
a Positive Attitude
Co-operation
being a good Example
good Sportsmanship
Assigned Subject’s Name:
Observation Dates:
from
to
Observation Record:
Subject exhibited:
Please be very specific! Give more than one example for each attitude exhibited.
A Positive Attitude by:
Co-operation by:
Being a good Example
by:
Good Sportsmanship by:
Rookie Assignment 2:
• Teacher Super Agent ADA #001 will be handing you a Future Aces™ Smiley.
• Write your subject’s name and the date in the appropriate areas.
• Choose which attribute (Attitude, Co-operation, Example or Sportsmanship) was most observable in your subject over
the last few days. Circle this.
• In the box, write very specifically examples that show how your subject demonstrated this attitude.
• Sign the Smiley with your assigned ACE Agency name. (ADA No. ___)
• Hand in your completed Smiley to Super Agent ADA No. 001.
• Super Agent ADA No. 001 will distribute and will ask all subjects on the assigned Agent Graduation Day to read and
share their Smileys!
GOOD LUCK WITH YOUR ASSIGNMENT!
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: AM I THE ACE I WANT TO BE?
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
CLASSROOM ACTIVITY:
CURRICULUM AREA(S)
Am I the Ace I Want to Be?
Language Arts
Grade: 2-6
Activity Description
Time: 5 periods
Group Size: groups of 4, class
Students will describe how they presently feel and how they want to feel about themselves with respect to “attitude”,
“cooperation”, “education” and “sportsmanship”.
Future Aces Attributes Addressed
Attitude, Co-operation, Education, Sportsmanship
Curriculum Expectations Addressed
•
•
•
listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
generate, gather, and organize ideas and information to write for an intended purpose and audience
Resources
Worksheet: “Am I the Ace in I want to Be?” Smileys; Looks Like, Sounds Like, Feels Like Chart
Procedure
1. Discuss, in groups of 4, the attribute “attitude”.
2. Describe what it would be like to demonstrate a “positive attitude” using the Looks
Like, Sounds Like, Feels Like Chart.
3. Describe what it would be like to disregard demonstrating “attitude” using the Looks
Like, Sounds Like, Feels Like Chart.
4. Discuss the benefits of displaying a positive attitude versus displaying a negative
attitude. Record all ideas.
5. Discuss, as a class, the attribute “attitude” by making positive and negative class
charts. Combining all of the group’s ideas, list the benefits of showing a positive
attitude. Repeat steps 1 to 5 for the attributes “cooperation”, “education” and
“sportsmanship”.
6. Fill out, individually, the “Am I the Ace I Want to Be?” worksheet. Use the information
from your attribute study.
7. Share individual worksheet with a partner.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
Observation, performance tasks
Follow-up
•
Develop a system in which partners coach each other for the remainder of the year. Each time someone acts in a
way described by him/herself in column two of their individual worksheet, his/her partner gives him/her a Smiley.
Future Aces Builds Character
www.futureaces.org
1
CHARACTER ACROSS THE CURRICULUM – AM I THE ACE I WANT TO BE? ACTIVITY
Describe how you presently feel about yourself or
your efforts in the following categories.
Describe how you would like to feel about yourself
or be seen by others.
ATTITUDE
ATTITUDE
CO-OPERATION
CO-OPERATION
EDUCATION
EDUCATION
SPORTSMANSHIP
SPORTSMANSHIP
Future ACES
develop their…
Attitude
I will develop a positive ATTITUDE toward all people
and toward my work.
What is a positive
ATTITUDE?
BUILD CHARACTER
_______________________
_______________________
_______________________
Research one of these
Future Aces
Heroes of Character…
Rick Hansen
(Athlete)
___________________
___________________
___________________
___________________
Mohammed Ali
(Boxer)
Kim Phuc
How can you
demonstrate a positive
attitude?
(Victim of war)
Bilaal Rajan
(youth activist)
I am a Future Ace.
With others, I will…
______________________
______________________
______________________
______________________
______________________
At home, I will …
______________________
______________________
______________________
______________________
With my work, I will ...
______________________
______________________
______________________
______________________
LIVE THE CREED
CARNEGIE CORNER
RESEARCH:
How did Herbert Carnegie
show a positive attitude?
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
On the back, prepare some
information to tell the class
how your hero demonstrated
Attitude
Who is your hero for
Attitude?
_____________________
Why?
_______________________
_______________________
_______________________
_______________________
_______________________
Adapted from the Future Aces Creed
© Copyright Herbert H. Carnegie, M.C., O. Ont, O.M.C., LL.D. (Hon) and Bernice Y. Carnegie
Future ACES
p ro m o t e …
Co-operation
I will CO-OPERATE with and respect others by seeking understanding with all people, regardless of race, gender or beliefs .
What is COOPERATION?
BUILD CHARACTER
_______________________
_______________________
_______________________
Research one of these
Future Aces
Heroes of Character…
Kofi Annan
(United Nations Secretary General)
What is Respect?
2006 Canadian Sledge
Hockey Team
_______________________
_______________________
(Parolympians)
How can you
demonstrate
Co-operation
and respect?
The Famous Five
(Canadian women activists)
Banting and Best
(Scientists)
I am a Future Ace.
I will…
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
LIVE THE CREED
CARNEGIE CORNER
RESEARCH:
How did Herbert Carnegie
cooperate with others. How
did he show respect?
______________________
______________________
______________________
______________________
______________________
______________________
______________________
On the back, prepare some
information to tell the class
how your hero demonstrated
Co-operation and Respect
Who is your hero for
Co-operation?
_____________________
Why?
_______________________
_______________________
_______________________
_______________________
_______________________
Adapted from the Future Aces Creed
© Copyright Herbert H. Carnegie, M.C., O. Ont, O.M.C., LL.D. (Hon) and Bernice Y. Carnegie
Future ACES
set a good...
Example
I will set a good EXAMPLE to others,
taking responsibility for my actions.
What is setting a good
“EXAMPLE”?
BUILD CHARACTER
_______________________
_______________________
_______________________
Research one of these
Future Aces
Heroes of Character…
Viola Desmond
___________________
___________________
___________________
___________________
(Activist)
K. D. Lang
(Musician)
David Suzuki
What are ways you
you can set a good
example?
(Environmentalist)
Helen Keller
(Educator)
I am a Future Ace.
I will…
(in the home)
______________________
______________________
______________________
______________________
(at school)
______________________
______________________
______________________
______________________
(in the community)
______________________
______________________
______________________
LIVE THE CREED
CARNEGIE CORNER
RESEARCH:
How did Herbert Carnegie
set an example?
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
On the back, prepare some
information to tell the class
how your hero demonstrated
Example.
Who is your hero for
Example?
_____________________
Why?
_______________________
_______________________
_______________________
_______________________
_______________________
Adapted from the Future Aces Creed
© Copyright Herbert H. Carnegie, M.C., O. Ont, O.M.C., LL.D. (Hon) and Bernice Y. Carnegie
Future ACES
p ro v i d e. . .
Service
I will be of SERVICE to others.
What is providing
“SERVICE”?
BUILD CHARACTER
_______________________
_______________________
_______________________
Craig & Marc Kielburger
___________________
___________________
___________________
___________________
(Social activists)
Martin Luther King Jr.
(Civil rights leader)
Chief Poundmaker
What are ways you
you can provide
service?
I am a Future Ace.
I will…
(in the home)
______________________
______________________
______________________
______________________
(at school)
______________________
______________________
______________________
______________________
(in the community)
______________________
______________________
______________________
Research one of these
Future Aces
Heroes of Character…
(Pitikwahanapiwiyin)
(Early Canadian peace negotiator)
Bernice Carnegie
(Motivational speaker)
LIVE THE CREED
CARNEGIE CORNER
RESEARCH:
How did Herbert Carnegie
give service to others?
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
On the back, prepare some
information to tell the class
how your hero demonstrated
Service.
Who is your hero for
Service?
_____________________
Why?
_______________________
_______________________
_______________________
_______________________
_______________________
Adapted from the Future Aces Creed
© Copyright Herbert H. Carnegie, M.C., O. Ont, O.M.C., LL.D. (Hon) and Bernice Y. Carnegie
CHARACTER ACROSS THE CURRICULUM: CARING HANDS
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
Caring Hands
Grade: 2 - 4
CURRICULUM AREA(S)
Health & Physical Education, Language Arts, The Arts
Time: 1 - 2 periods
Group Size: small groups; class
Activity Description:
Students will discuss attributes necessary for positive relationships and create a paper ‘hand’ to reflect positive action
statements.
Future Aces Attributes Addressed
TDSB Character Attributes Addressed
Action, Empathy, Example
Respect, Empathy, Kindness & Caring
Curriculum Expectations Addressed
Health & Physical Education
• identify factors that enhance healthy relationships (e.g. trust, honesty, caring) with friends, family & peers
Language Arts
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
• read and demonstrate an understanding of a variety of literary, graphic and informational texts, using a range of
strategies to construct meaning
The Arts
• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for
specific purposes and to specific audiences
Resources
The Future Aces Creed; Sample of a ‘Caring Hand’ ACTIVITY
Silverstein, Shel (1964,1992 ). The Giving Tree. New York: Harper Collins.
Procedure
1.
2.
3.
4.
5.
Read and review, together, the Future Aces Creed.
Read the story The Giving Tree.
Discuss, as a class, the attributes addressed in the story, providing specific examples.
Discuss why these attributes are important in a school or larger community.
Display: C – Chooses Positive Examples A – Acts with Thought
R – Respects Others & Property E – Empathizes Always S – Seeks Self-control.
6. Discuss, as a class, the meaning of each of those five statements.
7. Brainstorm, in small groups, specific examples for the above statements.
8. Trace, individually, a hand on a piece of 8 ½” x 11” paper.
9. Write “A Future Ace” on the heel of the hand. (Point fingers in a down direction on paper).
10. Write the letters C A R E S at the tip of each of the fingers and the thumb.
11. Turn the hand sideways and in each of the fingers print artistically the associated
statements: chooses positive examples, acts with thought, respects others & property,
empathizes always, seeks self-control.
12. Choose examples of each of the above statements that are personally meaningful.
13. Write these specific examples around the hand near the appropriate letter starting with “I
…..” to describe the behaviour.
14. Decorate the hand, ensuring that images represent the examples on the hand.
15. Display hands in the classroom.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
exhibitions/demonstrations, response journals
Follow-up
•
•
Discuss other phrases that may have be used for the C.A.R.E.S. (e.g. co-operates with others, achieves with
perseverance, etc.)
Share the idea with the whole school to encourage caring and kindness throughout the school
Future Aces Builds Character
www.futureaces.org
1
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM – CARING HANDS: ACTIVITY
Sample
NAME: Iyama Student
C
S
A
Future Aces Builds Character
www.futureaces.org
R
E
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: WHAT IS A PEACEFUL CLASSROOM
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
What is a Peaceful Classroom?
Grade: 1 - 5
Social Studies, Language Arts
Time: 2 sessions
Group Size: class
Activity Description
Students will discuss and define the terms peace, peaceable and community. They will explore the connections
between these three words and their own environment. Students analyze the current classroom environment and
discuss ways to make it more peaceable.
Future Aces Attributes Addressed
TDSB Attributes Addressed
Co-operation, Attitude, Empathy
Teamwork, Kindness & Caring, Responsibility
Curriculum Expectations Addressed
•
Generate, gather and organize ideas and information to write for an intended purpose and audience
Resources
Permission to Reprint for Classroom Use: © Drew, Naomi.(1995). Learning the Skills of Peacemaking, revised.
Torrance, CA: Jalmar Press, Future Aces creed, Looks Like, Sounds Like, Feels Like chart
Procedure
1. Write the following definitions on a piece of chart paper and display it in front of the
class.
Peace: a state of mutual harmony between people or groups, especially in personal
relations.
Peaceable: fond of, inclined toward or promoting peace; not argumentative or hostile.
Community: a group of people working together according to mutual interests or
similar rules.
2. Restate, as a large group, these definitions in students’ own words.
3. Discuss examples or anecdotes to support the definitions.
4. Discuss what a peaceable classroom might be using “Looks Like, Sounds Like, Feels
Like chart”
5. Use the TDSB and Future Aces Character Attributes to list specific qualities that
characterize a peaceable classroom.
6. Discuss in small groups:
a. If a peaceable classroom has all of the qualities we just listed, how does our
classroom compare?
b. Do we have a peaceable classroom?
c. If not, what would we have to do to create a peaceable classroom? If we feel
that we have a peaceable classroom already, how could we enhance it?
7. Give specific suggestions about changing the classroom for the better (e.g. "If two
people want to use the same toy they have to take turns. Each turn will last exactly
five minutes.") List the suggestions on a separate piece of display paper. Share.
8. Adopt suggested behaviours in order to make the classroom more peaceable.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
observations, questions and answers, response journals
Follow-Up
• Reflect in response journals/writing logs:
o What are some caring communities of which you are a member?
o In what ways do these caring communities resemble our peaceable classroom?
• Create a poster, “Wanted: A Peaceful, Peaceable Classroom Community” to display in the classroom.
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: DEVELOPING A PERSONAL CREED
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
Developing a Personal Creed
Language Arts
Grade: K - 8
Activity Description
Time: 3 - 4 periods
Group Size: large/small/individual
Students will explore the Future Aces Creed, analyze it and then develop their own Personal Creed.
Future Aces Attributes Addressed
TDSB Attributes Addressed
Attitude, Ability, Action, Achievement, Co-operation,
Courage, Confidence, Empathy, Example, Education,
Service, Sportsmanship
Respect, Responsibility, Empathy, Kindness & Caring,
Teamwork, Fairness, Honesty, Co-operation, Integrity,
Perseverance
Curriculum Expectations Addressed
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
• generate, gather, and organize ideas and information to write for an intended purpose and audience
Resources
1. The Future Aces Creed, My Personal Creed activity and sample
2. graphic organizers from wwww.eduplace.com/graphicorganizer
Procedure
3. Read orally, in small or large groups, the Future Aces Creed.
4. Discuss, in small or large groups, how the attributes in the Creed develop responsible
members of a democratic society.
5. Read and discuss, in small or large groups, your board’s attributes.
6. Brainstorm other positive character attributes that might have been chosen by
Dr. H.Carnegie or your board’s attributes.
7. Choose, individually (or in pairs), 3 - 5 important attributes.
8. Create, individually (or in pairs), sentences for each of the chosen attributes.
9. Present, in small groups, the composed sentences and discuss why certain attributes
were chosen. Peer edit.
10. Record thoughts, individually, about writing a personal creed. Use your personal
journal for this activity.
11. Create, individually (or in pairs), a Creed using statements, pictures and symbols on
the My Personal Creed template.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/kinesthetic
Visual
Assessment and Evaluation
exhibitions/demonstrations, observation, peer assessment, response journal, self-assessment
Follow-up
•
Create and decorate larger personal creeds to display throughout the school.
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM – DEVELOPING A PERSONAL CREED ACTIVITY
Use this for your working page to develop your own Personal Creed
Plan what pictures you will add to your POSTER copy
Think carefully about what is important to you!
A
Choose an A word from the Creed or .... What will you do to show this?
C
Choose an C word from the Creed or .... What will you do to show this?
E
Choose an E word from the Creed or .... What will you do to show this?
S
Choose an S word from the Creed or .... What will you do to show this?
Have your creed checked for spelling and then create your own personal poster.
Add your own photos or pictures. Be creative!
Example of a Personal Creed
Vivian’s Valuable Creed
A
C
E
S
Attitude
I choose to be friendly
I respect myself and others
I listen to new ideas and ways of
doing things
Co-operation
I play and work well with others
I help others and accept help
I know when to say no
I follow rules
Education & Example
I work hard to do my best
I stop and think before I act
I solve problems by talking
I accept consequences for my actions
Service & Sportsmanship
I take good care of my school & my
community
I am responsible for playing safely
I play by the rules and play for fun
Code of Conduct based on the Future Aces Philosophy
SPACE NEEDED HERE FOR HEADER
Name: _______________________________________
MY PERSONAL CREED – Page 1
A
C
E
S
SPACE NEEDED HERE FOR HEADER
MY PERSONAL CREED – Page 2
Complete the following chart.
Describe the meaning (to
you) of the symbols/pictures
you used.
Why did you choose the values you chose for each of the letters in the
word ‘ACES’?
A
C
E
S
CHARACTER ACROSS THE CURRICULUM: DEVELOPING A CHARACTER ATTRIBUTE BANNER
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY:
CURRICULUM AREA(S)
Developing a Character Attribute Banner
Grade: 3 - 8
Time: 2 periods
Language Arts, The Arts
Group Size: small
Activity Description
Students will create a ‘vertical banner’ in the format of an acrostic poem using the letters of a chosen attribute.
Future Aces Attributes Addressed
TDSB Attributes Addressed
Attitude, Ability, Action, Achievement, Co-operation,
Courage, Confidence, Empathy, Example, Education,
Service, Sportsmanship
Respect, Responsibility, Empathy, Kindness & Caring,
Teamwork, Fairness, Honesty, Co-operation, Integrity,
Perseverance
Curriculum Expectations Addressed
Language Arts
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
• read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning
• generate, gather, and organize ideas and information to write for an intended purpose and audience
The Arts
• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for
specific purposes and to specific audiences
Resources
chart paper cut into 12 cm horizontal strips, computer(s), art materials, 6 classroom banner pictures, Future Aces
Creed
Procedure
1. Review, in small or large groups, the Future Aces attributes.
2. Choose, in small groups, an attribute.
3. For each letter in the chosen attribute, write a phrase that relates to the attribute. The
main word in each phrase may or may not start with the first letter of the attribute.
Challenge yourself
Over and above your limit
Until you are satisfied.
R..............
A..............
G..............
E..............
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
4. Create a visual acrostic poem banner using creative materials of the group’s choice.
5. Present banners to the class, describing reasons for the chosen attribute and its
phrases.
Auditory
Bodily/kinesthetic
Visual
Assessment and Evaluation
classroom presentations, questions and answers (oral)
Follow-up
•
•
•
Post banners in the classroom and/or throughout the school.
Create bookmarks that are small versions of the banners and distribute to other classes via the school library.
Create a poem, rap, story, etc. related to the attribute and perform for an audience.
Future Aces Builds Character
www.futureaces.org
1
Build Character Build Success
www.tdsb.on.ca
ATTITUDE is:
A
T
T
I
T
U
D
E
COOPERATION is:
C
O
O
P
E
R
A
T
I
O
N
EXAMPLE is:
E
X
A
M
P
L
E
SERVICE is:
S
E
R
V
I
C
E
Here's an example of an ATTRIBUTE ACROSTIC! EDUCATION is:
E xpecting the best of yourself
D etermining goals for yourself
U ndertaking new tasks
C hallenging yourself to reach for high goals
A sking questions for your future
T aking advantage of all you can learn in class
I nspiring others to learn with you
O pening up your mind to learn from others
N etworking with others to learn from a variety
of situations
CHARACTER ACROSS THE CURRICULUM: FAIRY TALE HEROES AND FUTURE ACES
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
Fairy Tale Heroes and Future Aces
Grade: 3 - 8
Activity Description
Language Arts, The Arts (Drama), Social Studies
Time: 1 - 2 periods
Group Size: class/small
Students will review an old traditional fairy tale, dramatize it and look at the character of the protagonist via the
attributes found in the Future Aces Creed.
Future Aces Attributes Addressed
TDSB Future Attributes Addressed
Attitude, Ability, Action, Achievement, Co-operation,
Courage, Confidence, Empathy, Example, Education,
Service, Sportsmanship
Respect, Responsibility, Empathy, Kindness & Caring,
Teamwork, Fairness, Honesty, Co-operation, Integrity,
Perseverance
Curriculum Expectations
•
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they
communicate meaning
Resources
Three Little Pigs story, Jack and the Beanstalk story, Fairy Tale Heroes and Future Aces Page 1 & 2,
Future Aces Positive Action Plan Junior/Intermediate/Senior; Future Aces Creed
Process
1. Find various versions of the tale of the Three Little Pigs (or other chosen fairy tale).
2. Review the storyline.
3. Discuss, as a class, the main aspects of the plot listing a least 10 events between the
beginning and the ending of the story, thus creating 12 “scenes”.
4. Discuss the art of making tableaux in drama.
5. Choose one plot event (scene) from the Fairy Tale story.
6. Demonstrate, using 5 - 6 chosen students, a tableau for this scene to the class.
Portray inanimate objects and people in the scene.
7. Choose 5 scenes from the story, in order of their occurrence.
8. Create, in small groups, dramatic tableaux using the chosen scenes. Practice.
9. Present tableaux to the class, moving silently from one to the other, using a count of
1-2-3 during scene changes.
10. Discuss, as a class, which tableaux were effective and why.
11. Discuss the meanings and concepts of “hero” and “protagonist”.
12. Discuss ways that the hero in the chosen story acted like a Future Ace.
13. Fill out the template Three Little Pigs and Future Aces (or other chosen fairy tale).
14. Discuss whether Pig 3 was a “real” hero. Why or why not?
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/kinesthetic
Visual
Assessment and Evaluation
Classroom presentations, exhibitions/demonstrations, interviews, observation, performance tasks, questions and
answers, response journals
Follow-up
•
•
•
Look at the wolf (or antagonist of adapted story), using the template questions again.
o Discuss how the wolf (even if it was hungry) could have acted differently in order to become a Future Ace.
o Interview the wolf (antagonist) reflecting on new goals using the Future Aces Positive Action Plan.
Use the template to do character sketches of protagonists in any novel of study.
Use the template when looking at groups in Social Studies (i.e. New France, Pioneers).
o Compare productive vs. non- productive groups, using the values of the Creed.
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM –
FAIRY TALE HEROES AND FUTURE ACES
THREE LITTLE PIGS
Fairy Tale Heroes and Future Aces (Page 1)
(using the story of Three Little Pigs)
Think about Pig Number 3!
QUESTION ONE:
How did he act like a Future Ace to overcome his problem with the wolf?
A
What did Pig 3 do to show a positive ATTITUDE even though there
was a problem?
What did Pig 3 do to use his ABILITY to help?
What did Pig 3 do to take ACTION?
What did Pig 3 do to ACHIEVE his goals with honest and sincere
effort?
C
What did Pig 3 do to CO-OPERATE with his brothers?
What did Pig 3 do to act COURAGEOUSLY?
What did Pig 3 do to be CONFIDENT?
E
How did Pig 3 show EMPATHY and consideration?
What did Pig 3 do to use his EDUCATION to the best of his ability?
What did Pig 3 do to set a good EXAMPLE for others?
S
What did Pig 3 do to provide a SERVICE for others?
What did Pig 3 do to be a good SPORT?
CHARACTER ACROSS THE CURRICULUM –
FAIRY TALE HEROES AND FUTURE ACES
THREE LITTLE PIGS
Fairy Tale Heroes and Future Aces (Page 2)
(using the story of Three Little Pigs)
QUESTION TWO:
Pig 3: Was he really the ACE in CharACtEr?
Pick one character attribute from:
Integrity
Perseverance
Respect
Kindness and Caring
Responsibility
Fairness
Describe in a paragraph how Pig 3 demonstrated this aspect of character. Be sure to
mention how he related to others, how he personally acted and reacted to the
situation. Use complete sentences and use your Thesaurus to help you with your
adjectives so that you describe his behaviour as best you can!
Draw a scene in which Pig 3 demonstrates this attitude.
CHARACTER ACROSS THE CURRICULUM –
FAIRY TALE HEROES AND FUTURE ACES
JACK & THE BEANSTALK
Fairy Tale Heroes and Future Aces (Page 1)
(using the story of Jack and the Beanstalk)
Think about Jack!
QUESTION ONE:
How did Jack act like a Future Ace to overcome his problem with the giant?
A
What did Jack do to show a positive ATTITUDE even though there
was a problem?
What did Jack do to use his ABILITY to help?
What did Jack do to take ACTION?
What did Jack do to ACHIEVE his goals with honest and sincere
effort?
C
What did Jack do to CO-OPERATE with his brothers?
What did Jack do to act COURAGEOUSLY?
What did Jack do to be CONFIDENT?
E
How did Jack show EMPATHY and consideration?
What did Jack do to use his EDUCATION to the best of his ability?
What did Jack do to set a good EXAMPLE for others?
S
What did Jack do to provide a SERVICE for others?
What did Jack do to be a good SPORT?
CHARACTER ACROSS THE CURRICULUM –
FAIRY TALE HEROES AND FUTURE ACES
JACK & THE BEANSTALK
Fairy Tale Heroes and Future Aces (Page 2)
(using the story of Jack and the Beanstalk)
QUESTION TWO:
Jack: Was he really the ACE in CharACtEr?
Pick one character attribute from:
Integrity
Perseverance
Respect
Kindness and Caring
Responsibility
Fairness
Describe in a paragraph how Jack demonstrated this aspect of character. Be sure to
mention how he related to others, how he personally acted and reacted to the
situation. Use complete sentences and use your Thesaurus to help you with your
adjectives so that you describe his behaviour as best you can!
Draw a scene in which Jack demonstrates this attitude.
CHARACTER ACROSS THE CURRICULUM: INTRODUCING FUTURE ACES SMILEYS
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
Introducing Future Aces Smileys
Language Arts
Grade: K - 8
Time: 2 - 4 sessions
Group Size: class/groups/individual
Activity Description
Students will learn what a Future Aces Smiley is and practice sending one to themselves and to others.
ACES Attributes Addressed
TDSB Attributes Addressed
Attitude, Co-operation, Example, Sportsmanship
Co-operation
Curriculum Expectations Addressed
•
•
listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
use speaking skills and strategies appropriate to communicate with different audiences for a variety of purposes
Resources
Defining Character Attributes, “A Future Aces Smiley” templates, Future Aces Home Smiley template
Procedure
1. Look at the Future Aces Smiley.
2. Discuss, as a class, the different aspects of the Future Aces Smiley.
3. Discuss how teachers might use Smileys to acknowledge positive behaviours in the
school.
4. Use techniques gathered from Defining Character Attributes to think about writing
specific comments that define each of the four attributes: Attitude, Co-operation,
Example and Sportsmanship.
5. Discuss, in small groups, a variety of statements one might say to another when
congratulating that person on achieving something by: showing positive attitude,
being cooperative, setting an example or practicing sportsmanship.
6. Share each group’s sentences, making a class list on a chart. Keep the list as a
working document to be added to daily.
7. Write or draw a Smiley to yourself, as a note of congratulations on being successful at
something that day (or in the past couple of days). Be specific.
8. Write one to a peer, a teacher or a family member.
9. Display or read out Future Aces Smileys.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/kinesthetic
Visual
Assessment and Evaluation
classroom presentations, observation, performance tasks, portfolios, response journals, student self-assessments
Follow-up
•
•
Introduce the Future Aces Home Smiley to parents. Display these as they come in from home. Encourage parents
to write them in their own language if they wish.
Use activity lesson plan: ACES Detective Agency.
Future Aces Builds Character
www.futureaces.org
1
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: LOOKS LIKE, SOUNDS LIKE, FEELS LIKE
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
Looks Like, Sounds Like, Feels Like
Grades: 3-5
CURRICULUM AREA(S)
Language Arts, The Arts (Drama)
Time: Initially 40-60 minutes
Group Size: class
Activity Description
Students will brainstorm ideas about what a particular Future Aces Attribute will look like, sound like and feel like,
creating a working document to which ideas can be added to daily, during any class session .
Future Aces Attributes Addressed
TDSB Attributes Addressed
Attitude, Ability, Achievement, Action, Co-operation,
Courage, Confidence, Empathy, Example, Education,
Service, Sportsmanship
Respect, Responsibility, Empathy, Kindness & Caring,
Teamwork, Fairness, Honesty, Co-operation, Integrity,
Perseverance
Curriculum Expectations Addressed
Language Arts
• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
• read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning
• generate, gather, and organize ideas and information to write for an intended purpose and audience
The Arts
• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for
specific purposes and to specific audiences
• interpret and communicate the meaning of stories, poems, plays, and other material drawn from a variety of
sources and cultures, using a variety of drama and dance techniques
Resources
A variety of attribute stories
Chart paper, markers
Looks Like, Sounds Like, Feels Like Chart
Future Aces Creed
Procedure
1.
2.
3.
4.
5.
6.
7.
8.
Begin with the attribute that is the current monthly theme.
Read a story that relates to the attribute.
Discuss the current or chosen attribute.
Describe the attribute using “looks like, sounds like and feels like” words.
Create a “looks like, sounds like and feels like” chart for display.
Write descriptions under the appropriate column.
Post the created chart in the classroom so that it becomes a ‘working document’.
Add to chart when other descriptions arise or are noted (during class time, during
recess, when reading literature, when discussing a character in history, sport,
science, etc.)
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
Observation, performance tasks
Follow-up
• Look for and tell about actions related to that attribute in all aspects of school, home and the community at large.
• Write a Future Aces™ Smiley for a peer, a teacher, a parent/guardian or other family member using ideas from your
chart.
Future Aces Builds Character
www.futureaces.org
1
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: LOOKS LIKE, SOUNDS LIKE, FEELS LIKE
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
Future Aces Builds Character
www.futureaces.org
2
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: RATES, RATIOS AND PERCENTS THE CARNEGIE WAY
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
Ratios, Rates and Percents the Carnegie Way
Math
Grade: 7,8
Time: 1-2 period(s)
Group Size: class, individual
Activity Description
Students will use actual statistics attained during Herb Carnegie’s hockey career in order to practice ratios, rates and
percents.
ACES Attributes Addressed
TDSB Character Attributes Addressed
Ability, Achievement, Attitude, Effort
Respect, Empathy, Fairness, Integrity, Perseverance
Curriculum Expectations Addressed
Number Sense
• Solving problems involving whole number percents and unit rates
Resources
Article: Tribute to My Dad,
Ratios, Rates and Percents Activity,
Three R’s Graphic Organizer, KWL Graphic Organizer,
Procedure
1. Read, in a large group, the article Tribute to My Dad, using the KWL Graphic
Organizer
2. Discuss, in small and large groups, the attitude the NHL had toward Herb.
3. Respond to questions from the Practice Questions on Ratios, Rates and Percents
Worksheet.
4. Reflect using the Three R’s Graphic Organizer, how things would be different for Herb
today.
5. Share charts with small and large groups.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
questions and answers, response journal
Follow-up
•
Reflect in response journals using the Three R’s Graphic Organizer: Retell, Relate, Reflect.
Future Aces Builds Character
www.futureaces.org
1
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM – RATES, RATIOS AND PERCENTS ACTIVITY
Herb Carnegie’s Hockey Statistics
Use the following table of Herb Carnegie’s hockey statistics
to answer the questions on the next page.
Playoffs
Season Team
League
GP G
A
Pts GP G
1944-45
Shawinigan Cataractes
QPHL
33
24
30
54
1945-46
Sherbrooke Randies
QPHL
40
45
30
75
1946-47
Sherbrooke St. Francis
QPHL
50
33
50
83
1947-48
Sherbrooke St. Francis
QPHL
56
48
79
127
1948-49
Sherbrooke St. Francis
QPHL
63
25
46
71
1949-50
Quebec Aces
QSHL
59
26
33
59
1950-51
Quebec Aces
QSHL
57
18
40
58
1951-52
Quebec Aces
QSHL
56
22
30
52
1952-53
Quebec Aces
QSHL
52
11
18
29
1953-54
Quebec Aces
OHASr
54
20
35
55
Future Aces Builds Character
www.futureaces.org
19
3
A
Pts
10
13
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM – RATES, RATIOS AND PERCENTS ACTIVITY
Practice Questions on Ratios, Rates and Percents
1. In the 1944-45 season, Herb Carnegie led the Shawinigan Cataractes in scoring with 54
points (24 goals and 30 assists) in 33 games. What was his ratio of goals to assists?
2. In 1945-46, with the Sherbrooke Randies, Herb Carnegie scored 45 goals in 40 games.
At that pace, how many goals would he have scored in an NHL-length season, i.e., 82
games?
3. In 1947-48, Herb Carnegie led the Quebec Provincial Hockey League in scoring with
127 points in 56 games. How many games would you estimate it took Herb to reach the
100-point mark?
4. In 1947-48, the Sherbrooke St. Francis team paid Herb Carnegie $5100, which was
more than some players were making in the NHL. Calculate how many dollars he was
paid per point.
In 2007-08, Thomas Vanek was one of three players in the NHL to earn $10 million.
Calculate how many dollars the Buffalo Sabres paid Thomas Vanek per point?
5. Herb’s coach, Bob Crosby, used to say, “You can’t score from the penalty box.” In 195253, while playing for the Quebec Aces, Herb only took five minor (two-minute) penalties.
On average, how many seconds per game did Herb spend in the penalty box that
season? (A hockey game is 60 minutes long.)
6. Over the years, what percent of Herb’s points were earned through goals?
7. What was Herb’s percent increase in points earned from 1946-47 to 1947-48?
8. What was Herb’s percent decrease in points earned from 1951-52 to 1952-53?
9. When did Herb have the largest percent increase in points earned?
10. When did Herb have the largest percent decrease in points earned?
11. What percent of Herb’s total points occurred when he was a Quebec Ace?
12. In 1950-51, did Carnegie play better in the regular season or in the playoffs?
Future Aces Builds Character
www.futureaces.org
Build Character Build Success
www.tdsb.on.ca
CHARACTER ACROSS THE CURRICULUM: SMILEY MATH
Attitude ♦ Ability ♦ Action ♦ Achievement ♦ Co-operation ♦ Courage ♦
Confidence ♦ Empathy ♦ Example ♦ Education ♦ Service ♦ Sportsmanship
Respect ♦ Responsibility ♦ Empathy ♦ Kindness & Caring ♦ Teamwork ♦
Fairness ♦ Honesty ♦ Co-operation ♦ Integrity ♦ Perseverance
CLASSROOM ACTIVITY
CURRICULUM AREA(S)
Smiley Math *
Math
*Mini Alerts today are called `Smileys`
Grade: 5-8
Activity Description
Time: 2 periods
Grade: 5-8
Students will read a news release about Mini Alerts and answer mathematical questions that arise from it.
Future Aces Attributes Addressed
TDSB Character Attributes Addressed
Attitude, Ability, Action, Achievement, Co-operation,
Courage, Confidence, Empathy, Example, Education,
Service, Sportsmanship
Respect, Responsibility, Empathy, Kindness & Caring,
Teamwork, Fairness, Honesty, Co-operation, Integrity,
Perseverance
Curriculum Expectations Addressed
•
•
•
•
•
•
solve problems that arise from real-life situations
solve problems involving whole numbers and decimals
read, represent, compare, and order numbers
estimate, measure, and record quantities
create, identify, and extend numeric and geometric patterns
demonstrate an understanding of/solve problems using proportional reasoning
Resources
Mary Shadd News Release, Discussion Questions, Smiley Math Activity, Smiley Math Activity Answers,
Procedure
1. Read orally, in small groups, Mary Shadd Breaks a World Record for the Most
Mini-Alerts (Smileys) Given Out in a Single Day!
2. Respond to the discussion questions for the “News Release”.
3. Work on the Smiley Math Activity.
4. Discuss, in the large group, why creating short and long term goals are important.
5. Create short-term and long-term goals for the development of math skills as they
relate to character attributes. Record, individually, in a response journal.
Addressing
Diverse Learners
Multiple Intelligences
Oral/linguistic
Mathematical/logical
Visual/spatial
Bodily/kinesthetic
Musical/rhythmic
Interpersonal
Intrapersonal
Naturalistic
Existential
Learning Styles
Auditory
Bodily/Kinesthetic
Visual
Assessment and Evaluation
selected responses, questions and answers, response journal
Follow-up
•
•
Develop a Curriculum Positive Action Plan regarding short-term and long-term goals in math.
Write, as a large group, congratulatory Math Smileys for peers about good accomplishments in Math.
Future Aces Builds Character
www.futureaces.org
1
Build Character Build Success
www.tdsb.on.ca
NEWS RELEASE!
For Immediate Release:
Mary Shadd PS Breaks a World Record for the Most Smileys
Given Out in a Single Day!
Scarborough, Ontario – Friday, March 7, 2008 – Cooperation amongst students has
reached an all time high at Mary Shadd Public School, according to the vice principal of
the K to 8 elementary school.
Mary Shadd hosted their “first ever” Future Aces Day. Each of the 500, grade one to
grade eight students, were given three smileys and asked to find genuine acts of
cooperation. Our goal was to give out 1000 mini alerts in a single day.
“Our students regularly demonstrate positive attitude, cooperation, excellence, and
sportspersonship,” touted Germaine Morrell, the principal of the busy elementary school.
When all the alerts were tallied and the totals were recorded, a whopping 1323 mini
alerts were given out on that Friday before the March Break, a world record for the
Future Ace organization.
“We are so proud of the efforts of our students! We feel so fortunate to work with such
respectful students who have truly taken the act of cooperation to heart,” reported Lesley
Reilly the Vice Principal.
Mary Shadd Public School issues a challenge to all the other schools!
“We would love for another school to break the record.
In fact, we encourage all schools to go ahead and give it a try - - you can’t really lose
even if you don’t succeed.
Remember - - Build Character – Live the Creed!
CHARACTER ACROSS THE CURRICULUM – SMILEY MATH ACTIVITY
“You can do it!
Just stick to it!”
After reading and discussing the news release, “Mary Shadd Breaks a World Record for the
Most Smileys Given Out in a Single Day!”, answer the following math questions.
Name: ______________________
1. To achieve their goal, how many Smileys, on an average, did each Mary Shadd student
need to give out?
2. What was the actual average number of Smileys given per student on Future Aces Day?
3. How many Smileys were unused on Future Aces Day?
4. At your school, how many Smileys would each student have to give, on an average, to
break Mary Shadd’s one-day record?
5. What percent of Mary Shadd’s initial goal was achieved?
6. By what percent did the students of Mary Shadd exceed their goal?
7. Estimate how long it would take you to count 1323 Smileys.
8. About how high would a stack of 1323 Smileys measure?
CHARACTER ACROSS THE CURRICULUM – SMILEY MATH ACTIVITY
“You can do it!
Just stick to it!”
9. If all 1323 Smileys were displayed on a wall, how much space (area) would they take up?
Give a set of possible dimensions (length and width) for the display. Sketch the display and
include the measurements on it.
10. If 1323 Smileys were lined up end-to-end (length-wise), how far would they stretch? How
many of your body lengths would that be? On a floor plan of the school, highlight the area(s)
where the Smileys would be placed.
11. A school year consists of 190 school days. If the Mary Shadd students handed out 1323
Smileys on every school day, how many Smileys would be given by the end of the school
year? Give an estimate and then calculate the exact number.
12. On Day 1, you give two Smileys to two students. On Day 2, those two students each give
out two Smileys. On Day 3, the four Smiley recipients from the day before each hand out two
more. If this pattern continues, how many Smileys will be given on Day 19? How many
Smileys in total would be given after 19 days?
13. If the school day is 6.5 hours long, how many Smileys were given per hour, on an
average? Give an estimate and then calculate your answer to the nearest whole number.
14. Calculate how many Smileys were given per minute, on an average?
CHARACTER ACROSS THE CURRICULUM – SMILEY MATH ACTIVITY ANSWERS
And here are the answers!
Answers
1. 1000 Smileys (goal) ÷ 500 students = average of 2 Smileys per student
2. 1323 Smileys ÷ 500 students = average of 2.646 Smileys per student
3. 3 Smileys × 500 students = 1500 Smileys
1500 – 1323 Smileys given = 177 unused Smileys
4. Sample answer: Montrose Public School has about 150 students.
1323 Smileys (record) ÷ 150 students = 8.82 Smileys per Montrose student to
equal the record. If each Montrose student gave out 9 Smileys, then that would
make a total of 1350, breaking the record by 27.
5. 1323 given ÷ 1000 (goal) = 132.3 / 100 = 132.3%
6. 132.3% - 100% = 32.3% over their goal
7. Sample answer: I can count 20 Smileys in 10 seconds. That’s 2 Smileys per second.
Since the ratio of Smileys to seconds is 2:1, I divide 1323 Smileys by 2 to get the seconds =
661.5 seconds
(Since I count 1 Smiley every 0.5 second, I could also multiply 1323 Smileys by 0.5 to get
661.5 seconds)
661.5 seconds ÷ 60 (seconds in a minute) = 11.025 minutes = 11 minutes, 1.5 seconds
8. Sample answer: A pack of 500 sheets of paper measures about 6 cm high.
1323 Smileys ÷ 500 sheets = 2.646 times higher than a pack of 500 sheets
6 cm × 2.646 = 15.876 cm (if they were pressed down)
CHARACTER ACROSS THE CURRICULUM – SMILEY MATH ACTIVITY ANSWERS
9. Sample answers:
Four Smileys fit on a standard 8.5 in. × 11 in. (21.59 cm × 27.94 cm) page.
Area of 1 Smiley: 10.8 cm × 14 cm = 151.2 cm2
151.2 cm2 × 1323 Smileys = 200037.6 cm2
10000 cm2 = 1 m2, so 200037.6 cm2 ÷ 10000 (cm2 in a m2) = 20.00376 m2 = about 20m2
Possible dimensions: 2 m × 10 m
Area of 1 Smiley: 4.25 in. × 5.5 in. = 23.375 in2 = 23.4 in2 (rounded to the nearest tenth)
23.4 in2 × 1323 Smileys = 30958.2 in2
1 ft2 = 144 in2, so 30958.2 in2 ÷ 144 (in2 in a ft2) = 214.9875 ft2 = about 215 ft2
Possible dimensions: 5 ft × 43 ft
10. Sample answer: Length of 1 Smiley: 14 cm
14 cm × 1323 Smileys = 18522 cm = 185.22 m
My height: 144 cm
Body lengths: 18522 cm ÷ 144 cm = 128.6 (rounded to the nearest tenth)
Length of 1 Smiley: 5.5 in
5.5 in × 1323 Smileys = 7276.5 in = 606.375 ft
My height: 57 inches (4’9”)
Body lengths: 7276.5 in ÷ 57 in = 127.7 (rounded to the nearest tenth)
11. Estimate: 190 days ≈ 200 days; 1323 Smileys ≈ 1300 Smileys
200 days × 1300 Smileys per day = about 260000 Smileys
Exact number: 190 days × 1323 Smileys per day = 251370 Smileys
12.
Day 1
Given 2
Total 2
2
4
6
3
8
14
4
16
30
5
32
62
Number given on Day n = 2n; total given on Day n = 2n × 2 – 2
Smileys given on Day 19 = 219 = 524288
Total Smileys given after 19 days = 524288 × 2 = 1048576 – 2 = 1048574
13. Estimate: 1323 Smileys ≈ 1300 Smileys
1300 Smileys ÷ 6.5 hours (or 1400 Smileys ÷ 7 hours) = about 200 Smileys
given per hour
Exact number: 1323 Smileys ÷ 6.5 hours = 203.5 Smileys, or 204 Smileys
given per hour
14. 204 Smileys per hour ÷ 60 (minutes in an hour) = 3.4 Smileys per minute
Future ACES
Future ACES
have a positive
have a positive
ATTITUDE
CO-OPERATION
I demonstrate a positive attitude when I . . .
I show co-operation when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
have a positive
have a positive
EXAMPLE
SPORTSMANSHIP
I demonstrate sportsmanship when I . . .
I set a good example when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
have a positive
have a positive
ATTITUDE
ATTITUDE
I demonstrate a positive attitude when I . . .
I demonstrate a positive attitude when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
have a positive
have a positive
ATTITUDE
ATTITUDE
I demonstrate a positive attitude when I . . .
I demonstrate a positive attitude when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
show
show
CO-OPERATION
CO-OPERATION
I show co-operation when I . . .
I show co-operation when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
show
show
CO-OPERATION
CO-OPERATION
I show co-operation when I . . .
I show co-operation when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
set a good
set a good
EXAMPLE
EXAMPLE
I set a good example when I . . .
I set good example when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
set a good
set a good
EXAMPLE
EXAMPLE
I set a good example when I . . .
I set a good example when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
demonstrate
demonstrate
SPORTSMANSHIP
SPORTSMANSHIP
I demonstrate sportsmanship when I . . .
I demonstrate sportsmanship when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
Future ACES
Future ACES
demonstrate
demonstrate
SPORTSMANSHIP
SPORTSMANSHIP
I demonstrate sportsmanship when I . . .
I demonstrate sportsmanship when I . . .
says
says
Attitude
Example
Attitude
Example
Co-operation
Sportsmanship
Co-operation
Sportsmanship
A Future ACES Smiley ☺☺☺
To
Date:
Thank you!
9Attitude
9Example
9Co-operation
9Service
Herbert H. Carnegie Future Aces Foundation
[email protected] / 905-947-9131 / www.futureaces.org
1
A Future ACES Smiley ☺☺☺
To
Date:
Thank you!
9Attitude
9Example
9Co-operation
9Service
Herbert H. Carnegie Future Aces Foundation
[email protected] / 905-947-9131 / www.futureaces.org
1
A Future ACES Smiley ☺☺☺
To
Date:
Thank you!
9Attitude
9Example
9Co-operation
9Service
Herbert H. Carnegie Future Aces Foundation
[email protected] / 905-947-9131 / www.futureaces.org
1
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