Workshop Title:
Hiding in Every Activity
Presented By: Kathleen Martinez
Date: Feb. 12th , 2012
Hiding in
Every
Activity
Presented by
1
Workshop Title:
Hiding in Every Activity
Presented By: Kathleen Martinez
Date: Feb. 12th , 2012
Kathleen Martinez, Ph.D
Creative Out-of-School Learning
kat@hypersurf.com
510-262-0673
2
Workshop Title:
Hiding in Every Activity
Presented By: Kathleen Martinez
Date: Feb. 12th , 2012
Workshop Agenda
Workshop Overview: This workshop will help participants build an effective learning
environment; including integrating project-based activities, sequenced lesson planning,
and teaching strategies that engage and motivate. The workshop will also provide
feedback and advice about various curricula and how to adapt them to a program’s
specific circumstances.
Participant Objectives:
By the end of this workshop, you will:

be able to select age appropriate cognitive/academic, emotional/social,
physical and creative skills to develop in program activities

be able to design and deliver activity-based and sequential learning
opportunities

have knowledge of various resources available for activity-based learning
Activities:
Paper Plane Squadrons

Icebreaker/Group Warm-up activity:

Overview of the Workshop and Participant Objectives

Identifying age appropriate skills - What are your priorities?

Integrating skills into an activities

What’s that mean? Clarifying the language around skill building strategies
Break

Structuring your program for Skill Development - Themes, Projects, Clubs

Tools for Planning Activity- Based programs

Resources - You don’t need to reinvent the wheel

Creating your Action Plan!

Reflection/Closing activity: What are you going to do next program day?

Workshop Evaluation
Action Plan
3
Workshop Title:
Hiding in Every Activity
Presented By: Kathleen Martinez
Date: Feb. 12th , 2012
What I Need to Do:
With Who?
By
When?
In Conclusion
Take a minute to reflect: What important things were covered in this
workshop? What did you learn or what was reinforced for you today? Share
out.



4
Developmental Considerations for Skill
Development
FIVE TO SEVEN YEAR OLDS
COGNITIVE
Very literal and concrete in
their thinking
SOCIALEMOTIONAL
Looks to adults for
guidance, encouragement
and direction.
Have energy highs and lows
Learning how to read and
write, but not very good at
it yet.
May have difficulty
Aware of individual
understanding written and
difference in physical
spoken directions
appearances
Starts thinking things out,
Friendships tend to be
but are not very organized
based on common interests
in their thinking
and often short-lived.
Eager to learn, but get
Learning how to cooperate,
frustrated by attempting
but still put themselves
things beyond their
first.
capabilities
Investigate, experiment,
Wants to be part of older
explore, and collect
children’s activities
anything and everything.
Love to do creative
Wants a sense of stability
activities like dance, art,
and routine.
theater, music but are not
worried about the end
product.
IMPLICATIONS FOR PRACTICE:
 Need verbal and hands-on activities and directions.
Do not expect them to handle a great deal of reading
and writing activities.
 Work better with adult interaction rather than just
other children. Need adults for supervision and
support and time to show off want they are doing for
adult approval.
 Get tired of the same activity very quickly. Keep
changing the pace and type of activity often. Do not
expect them to work on something more than 10 to
15 minutes.
 May like to do the same thing over and over in
exactly the same way.
PHYSICAL
Full of energy; find it
difficult to sit still
Tires easily
Can do large motor skill
activities
Still are developing their
small motor skill
Like to test muscle
strength and skills
They can copy designs
and shapes




CREATIVE
Dance: Aware of their
bodies as having a part in
the process and like to
experiment. Can do a
simple dance with a
beginning and ending.
Music: Sing simple
songs and can improvise
simple tunes and
melodies; not concerned
with final product.
Theater: “Let’s pretend.”
Like to use props.
Constantly talking as part
of their roles
Art: Like to experiment
with a variety of art media
and craft projects, but are
less concerned with the
final product than with the
process itself.
Much more interested in doing than creating a
finished product.
Like exploring things like nature, numbers and
reading, but in a hands-on manner. They like to
be active. Running, jumping and climbing is much
more appealing than seating and listening. Like to
show off what they do physically.
Not very coordinated. Do not require activities
that require very fine motor skills like complex
puzzles, cutting on little things.
Children often tell on each, both to get an adult’s
attention and help them understand the rules.
5
EIGHT TO TEN YEAR OLDS
COGNITIVE
SOCIALEMOTIONAL
Increasing ability in reading
and writing skills
Begin to see adults as
fallible human beings
Want to discover things for
themselves
Values of peer group
generally accepted over
those of adults
Forming close
relationships, mostly
with same-sex peers
Beginning to use logic but
best if they can see or
manipulate objects in order
to understand
Like increasingly complex
task, but need time to
practice them
Want task to perform,
want to feel useful
Are curious about
everything
Are able to work in
groups
Increasing attention span
Rituals, rules, secret
codes, and made-up
language are common
Have extreme reactions
to many things
Often try to be perfectionists
that can result in frustration
May develop special interest
in collection or hobbies
IMPLICATIONS FOR PRACTICE:

Form clubs so that children can feel they are a part
of a stable group.

Play structured games that have rules, but they may
need help in learning and interpreting the rules.

Provide opportunities for children to try out real
skills, like cooking, sewing, building, gardening and
designing.

Have them involved in community service efforts.

Children learn best by doing. Try to demonstrate
instruction for activities or projects.

Have them collect things and play problem-solving
games like treasure hunts.

Have them start thinking about social problems and
concerns
PHYSICAL
CREATIVE
Growing physically at a
smooth and uneventful
rate
Have high energy and
can be reckless
Dance: continue to enjoy experimenting
with their bodies, and are interested in
variety of dances. They are becoming
increasingly skilled. Might be self
conscious about pairing up with the
opposite sex
Music: Willing to try more complex and
“performance style” music including
more systematic instruction in musical
instruments
Compare their physical
skills with those of their
peers
Can make social
problems out of
physical difficultiesteasing and bullying
Begin exhibiting
physical differences –
girls likely to mature
faster
Fine motor skills have
increased
Becoming increasing
interested in improving
personal appearance
Increased interest in
competitive sports





Theater: Can develop story
dramatizations. They can write plays
based on their imagination. and can put
on plays and develop their own props
and costumes
Art: Willing to experiment; more
interested in product and development of
specific skills, and are willing to have
their products critiqued.
Provide opportunities for choice, but do not expect them to
come up with their own list of activities. Let them choose from
a list of options.
Provide time and space for the children that need it to be alone
or involved in self-directed activities.
Balance competitive and cooperative games.
Take advantage of their ability to read and write. Provide
written information, directions and allow them to write about
their experiences.
Encourage children to talk about their feelings while working or
playing together.
6
COGNITIVE
ELEVEN TO THIRTEEN YEARS OLDS
SOCIALPHYSICAL
EMOTIONAL
Increasingly skilled in
using reading and writing
to learn rather than
learning how to
read/write
Improved ability to use
speech to express
themselves
Are interested in the adult
world
Lack long-range planning
Tendency to return to childish
behavior, fought off by
excessive activity
Show great hormonal
changes and physical
growth
Require limits
Often experience a period
of great adjustment
Have a need for privacy
Think more like adults
Close friendships gain
importance
Experience mood and
energy swings
Diet and sleeping habits
can be poor
Fine motor ability is
improving but not totally
refined
Engage in power struggles
Experience relationship
traumas-get very hurt when
rejected by peers
More likely to express
feelings by action than by
words.
Dramatic fluctuations of
emotions. Moodiness
Really interested in exploring
their identity.
IMPLICATIONS FOR PRACTICE:

Give them opportunities to become involved in community
service projects. They want to feel like they are
contributing.

Although they can learn new things through reading, they
learn best through projects and hands-on activities in which
they apply what they learn.

Have them work individually or in small groups on projects
that have a product that they can exhibit, such as a
performance, art show, and science fair, sports meet.

Help them break down project tasks and develop time lines
to complete the activities.

Encourage them to find things they excel in such as sports,
drama, writing, and dance.





CREATIVE
Dance: Increased level
of skill with some
participants becoming
highly skilled. They can
improvise and critique.
Interested in the latest
dance style.
Music: Big part of
their life and have
acquired their own taste,
often based on
experience and culture.
Some are willing to
perform alone or in
group, and can write
their own compositions
Theater – Willing to
work in a structure. If
interested can be
sophisticated
performers.
Can write, produce and
direct plays.
Art – Increasingly
skilled, and if interested
can show high level of
skill. Take pride in
finished work and can
critique and analyze
their finished projects.
Give them time to hang out their friends without a great
deal of structure, but with adequate supervision.
Encourage them to explore feelings in safe and
structured ways.
Be ready for intense mood and energy swings.
Sometimes they will act like young adults and in just a
few seconds they will have moved into immature
behavior.
Some children will be more concerned about their looks
and prefer not to engage in activities in which they will
get dirty.
Provide opportunities where they can investigate ideas.
They want to solve the world’s problems and have very
strong ideas on how it should be done.
7
Social Skills List
Adapted from Goldstein’s “The Prepare Curriculum”
Beginning Social Skills
1. Listening to adult
2. Listening to a peer
3. Starting and holding a conversation
4. Asking a question
5. Saying thank you
6. Introducing yourself and other people
7. Giving a compliment
Advanced Social Skills
1. Asking for help
2. Joining in to an existing group
3. Giving instructions
4. Following instructions
5. Apologizing
Skills for dealing with feelings
1. Knowing your feelings
2. Expressing your feelings
3. Understanding the feelings of others
4. Dealing with someone’s else anger
5. Expressing affection
6. Dealing with fear
Skill alternatives to aggression
1. Asking permission
2. Sharing something
3. Helping others
4. Negotiating
5. Standing up for your rights
6. Responding to teasing
7. Keeping out of fights
Skills for dealing with stress
1. Making a complaint
2. Answering a complaint
3. Sportsmanship after the game
4. Dealing with embarrassment
5. Dealing with being left out
6. Standing up for a friend
7. Knowing how to say “no” appropriately
8. Responding to failure
9. Dealing with an accusation
10. Getting ready for a difficult conversation
Planning skills
1. Deciding on something to do
2. Deciding what caused a problem
3. Setting a goal
4. Arranging Problems by importance
5. Making a decision
6. Concentrating on a task
Others
1.
2.
3.
8
PHYSICAL EDUCATION SKILLS MOTOR
CHECKLIST
SKILL
BODY
MANAGEMENT
SUCCESSFUL
UNSUCCESSFUL
Spatial Awareness
Moving Balance
Stationary balance
Left
Right
LOCOMOTOR
Walk
Run
Horizontal Jump
Vertical Jump
Hop
Gallop
Skip
BODY FITNESS
Flexibility
Aerobic Development
Arm-Shoulder Strength
Abdominal Strength
OBJECT
MOVEMENT
Self toss
Underhand Throw
Overhand Throw
Catch
Bounce
Kick
Strike
Adapted from: http://www.nhcs.net/sped/MANUAL/APE%20-%20PE%20Skills%20Motor%20Checklist.pdf
9
What Do We Want Our Students to Know?
Overview of Academic Standards in Selected Subjects
English-Language Arts Domains and Strands
All Grades have the same Domains. The complexity and expectation of the standards increase
through the grades
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
2.0 Reading Comprehension
3.0 Literary Response and Analysis
Writing
1.0 Writing Strategies (Organization, Penmanship, Research and Technology,
Evaluation and Revision)
2.0 Writing Applications (e.g. Narratives, Reports, Letters, Technical Writing, Job
Applications and Resumes)
Written and Oral English Language Conventions (Grammar, Usage, etc.)
Listening and Speaking
1.0 Listening and Speaking Strategies ( Comprehension, Organization and Delivery of
Oral Communication, Analysis and Evaluation of Oral and Media Communications
2.0 Speaking Applications (Persuasive speeches, multimedia presentations0
Math Standard Domains
From K-7, each of these different math domains are covered with increasing depth and
complexity
1. Number Sense (Estimation, addition, subtraction, fractions etc.)
2. Algebra and Functions (Number sentences, equations etc.,)
3. Measurement and Geometry
4. Statistics, Data Analysis and Probability (Graphing, Patterns, etc.)
5. Mathematical Reasoning
8th Grade - 12th grade offerings
Algebra 1, Geometry, Algebra II, Trigonometry, Mathematical Analysis, Linear Algebra,
Probability and Statistics, Calculus
10
Science
From K-5, each of these different science areas are covered with increasing depth and
complexity
1. Physical Science (i.e light, sound, temperature, chemistry)
2. Life Science (i.e. plants, animal, humans)
3. Earth Science ( i.e. geology, weather, oceans, astronomy)
4. Investigation and Experimentation
Middle School Focus
6th grade – Earth Science
7th grade – Life Science
8th grade - Physical Science
High School Offerings
Physics, Chemistry, Biology/Life Sciences, Earth Science
History-Social Studies
All grade levels have standards dealing with Historical and Social Science Analysis Skills
increasing in depth and complexity
Kindergarten: Learning and Working Now and Long Ago
Grade One: A Child’s Place in Time and Space
Grade Two: People Who Make a Difference
Grade Three: Continuity and Change
Grade Four: California: A Changing State
Grade Five: United States History and Geography: Making a New Nation
Grade Six: World History and Geography: Ancient Civilizations
Grade Seven: World History and Geography: Medieval and Early Modern Times
Grade Eight: United States History and Geography: Growth and Conflict
Grade Ten: World History, Culture and Geography: The Modern World
Grade Eleven: United States History and Geography: Continuity and Change in the 20th
Century
Principals of American Democracy and Economics
Health Education
All grade levels with increasing levels of complexity and depth. Some grades skip certain
domains.
1. Nutrition and Physical Activity
2. Growth, Development and Sexual Health (Sexual Health begins in grade
5)
3. Injury Prevention and Safety
4. Alcohol, Tobacco and other Drugs
5. Mental, Emotional and Social Health
6. Personal and Community Health
Each Domain has standards that cover the following areas
Standard 1 - Essential Health Concepts
Standard 2 - Analyzing Health Influences
11
Standard 3: Accessing Valid Health Information
Standard 4: Interpersonal Communication
Standard 5: Decision making
Standard 6: Goal Setting
Standard 7: Practicing Health-Enhancing Behaviors
Standard 8: Health Promotion
Visual and Performing Arts
Areas:
 Dance
 Music
 Theater
 Visual Arts
The following standards are found at all grades levels and every performing
arts area with increasing levels of complexity and expectation of mastery of the skills involved
leading to advanced performance level.
1.0: Artistic Perception: Processing, analyzing, and responding to sensory information
through the language and skills unique to the different performing art areas
2.0: Creative Expression: Creating, performing and participating in the performing art
area
3.0: Historical and cultural context: Understanding the historical Contributions and
Cultural dimension of the performing art area
4.0: Responding to, analyzing and making judgments about works of the performing art
area
5.0: Connecting and applying what is learned in the performing art area to learning in
other art forms and subject areas and to careers.
12
What’s in a Name?
Vocabulary Related to Skill Development Strategies
Direct Instruction (after school way): Strategy in which specific skill(s) are taught or
reinforced directly. The skills are usually practiced out of context from real life
experiences/activities.
Examples:
o teaching basketball dribbling by doing court dribbling drills
o teaching math facts by playing Addition Bingo or using flash cards
o vocabulary development using crossword puzzles
o staff lectures on a topic
Intentional Integrated Skills Development: Strategy in which staff determines skills they
want to reinforce, and develop ways to integrate those skills into enrichment activities that
are hands-on and active. Can be project based or be integrated into a shorter activity.
Examples:
o Determining the cost of supplies for a cooking activity (reinforcing money concepts, addition,
subtraction etc.)
o Making and modifying paper airplanes and holding a paper plane flying contest (Practicing
scientific questioning process and collecting data)
o Researching facts about animals and making a poster ( research skills, science skills)
o Making a friendship bracelet and giving it away with a letter describing why the specific colors
were selected ( letter writing and following directions)
Project Based Activities: Strategy in which youth are engaged, usually in groups, in learning
essential knowledge and life-enhancing skills through an extended, student-influenced
inquiry process structured around complex, authentic questions and carefully designed
products and tasks. Check out the following website for more information- http://www.sunassociates.com/lynn/pbl/pbl.html
Examples:
o Painting a Wall mural
o Development of a tourist guide for area
o Putting on a Kids’ News Show
o Producing a Program Year book
o Developing an awareness campaign for a social issue
Program Structures
Tutoring: Individualized or small group systematic support to overcome specific identified
deficiencies of youth usually based on diagnostic information
Enrichment Classes: Usually enrichment classes are focused on one type of activity with
the purpose of increasing the skill in that specific area. Often, direct instruction is a major
part of enrichment classes as well as many opportunities to practice the specific sub skills of
the activity. (Many times these types of classes are provided by outside providers.)
Examples:
o Dance class
o Welding class
o Basketball class
o Chess class
o Drama class
o Guitar class
13

Enrichment Clubs: Can be the same as enrichment classes, but can also integrate
different types of activities related to a topic or theme. For example, an Automobile Club
might involve reading stories about cars, drawing a futuristic car, and taking apart a motor.
The primary purpose of clubs is to expose youth to new ideas and activities, rather than
increasing the skills of a particular task.
Examples:
o
o
o
o

Dinosaur club
Gardening Club
Rocks and Minerals Club
Japan club
Themes: A topic or subject that is explored using various resources and activities. In
afterschool programs, a theme can be explored in a club or can be the organizing principle
for much of the program’s activities over a period of time. The Automobile Club described
above is an example of a thematic driven club. An example of a theme that provides the
organizing structure for much of the program’s activities is the following:
o An Ocean Theme








Arts and crafts: Tissue Paper Ocean Collage, Shell Boxes, Yarn Octopuses, Jelly
fish mobile, Ocean Mural
Science: How big is a Baleen Whale? Cleaning Up the Ocean, Power of waves
Literacy/Language Arts: Ocean animal Acrostic Poem, Reading When Woman
Became the Sea: A Costa Rican Creation Myth, Researching and making a poster
on a sea animal
Games: Sharks Attack, Octopus Tag, Battleship
Homework time: Ocean Crossword Puzzles, Ocean Vocabulary Dictionaries, Ocean
theme math facts
Cooking: Fear Factor Taste test, Tuna sandwiches, “Sandy” Desert
Extras: Watch Finding Nemo, Scuba Diver guest speaker
Culminating Event: Visit to the Aquarium, “Beach” party
14
Planning
Tools
15
Skill Development Worksheet
Theme: ________________________________
Culminating Activity: ______________________Date: ____________
Skills to be developed
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
Activity
Date
Skills Development Strategy
16
Planning a theme
1. Select a theme.
2. Brainstorm using the theme web what you want the children to
learn about the theme. As you get more comfortable developing
themes, you can involve the children in this activity. Remember to
include the following types of learning:
 Facts/Concepts
 Feelings
 Processes
3. Brainstorm and organize activities. Types of activities might
include
 Arts and Crafts
 Drama
 Field trips
 Models/dioramas, murals
 Dance
 Guest speakers
 Listening/Reading to books
 Career exploration
 Movies
 Writing: journals, poems, descriptions, letters
 Games
 Dance
4. Sequencing and Scheduling: Determine the answers to the
following questions and then schedule activities
 How long will the program be involved with a theme?
 Which groups will do which activity?
 How many days in the week will you be involved in themerelated activities?
 Decide on the culminating event and the date that it will be
held.
 Working backwards from the culminating event, slot the
activities into specific dates and times.
17
Theme:
Theme Web
Types of Activities that
could go in the circles
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Craft projects
Cooking projects
Literacy activities such as
books and writing
Guest speakers/Field
trips/films
Games
Performing Arts – dancing,
plays, drawing and painting
Career Exploration
Science experiments
Math activities
Miscellaneous
Culminating Activity:
18
Resources
19
Activity Resources
Resources for Math Activities








Mixing In Math: Great resource describing activities that integrate math- http://mixinginmath.terc.edu
Making Math more Fun: Series of downloadable materials that is easily reproducible for $27.97. You can
also sign up for a weekly online newsletter for free that has a free downloadable game:
www.makingmathmorefun.com
On-Line Printable worksheets divided by grade and skill- http://www.kidzone.ws/math/index.htm
Sudoku
o Click on the print for Sudoku Kids 4 x 4 and 6x6 http://1sudoku.com/print/
o MyPuzzles.org: Requires a one-time cost of $6.95 to download 110 puzzles:
o http://mypuzzle.org/sudoku/sudoku-for-kids.html
rd
o Many 9x9 easy printable Sudoku puzzles 3 grade + http://www.sudoku9981.com/sudokupuzzles/kids.php
o Easy 4x4 and 6x6 Sudoku puzzles: http://www.sudoku9981.com/sudoku-puzzles/kids.php
o Colorful Sudoku puzzles: http://www.bravekidgames.com/free-printable-worksheets-sudoku.html
Tangrams
o Colorful tangram puzzle patterns: http://www.activityvillage.co.uk/tangram_puzzles.htm
o Puzzle patterns that show the shapes (for younger participant:
http://www.abcteach.com/directory/basic/math/geometry/trangrams/
o Patterns and explanation on how Tangrams work:
http://www.auntannie.com/Geometric/Tangrams/Index.html
Line and Graph Design books: found on http://teacherexpress.scholastic.com/subject/math
Math Skills Made Fun: Dazzling Math Line Designs: Grades 2-3 - $9.95
o Math Skills Made Fun: Dazzling Math Line Designs (4-5) $9.95
o Amazing Math Puzzles & Mazes Grades 6-8 $7Math Skills Made Fun: Great Graph Art Around
the Year $10.95
Websites with Interactive math practice
th
o Practice questions from pre-K to 8 grade: http://www.ixl.com/
o A+ Math: Interactive website with games, flash cards, worksheets, and
homework helper http://www.aplusmath.com/
Resources for Language Arts Activities
Sites with content area vocabulary lists
Math, Science and social studies terms for 3 rd - 5th grade
http://sb058.k12.sd.us/Vocabulary/click_on_the_grade_level_to_find.htm
o Terms for Everyday Math by grade level up to grade 4 http://www.livoniapublicschools.org/Garfield.cfm?subpage=17430
Sites with Sight Word/High Frequency Words
o Flash Cards- http://bogglesworldesl.com/dolch/flashcards.htm
o Great website with many flash cards and downloadable games:
http://www.theschoolbell.com/Links/Dolch/Contents.html
Sites to download Graded Reading Passages
o Readworks: Dowloadable passages by grade level with comprehension questions. Must
register to use but free: http://www.readworks.org/books/passages
o Reading A to Z: Over 1,000 downloadable leveled books with worksheets. This site charges $74.94
per site and you do have to pay for printing out the books, but it is cheaper than buying that many
books.
Book: Fun Literacy Activities for After-School Programs: Books and Beyond - Sue Edwards and Kathleen
Martinez, School-Age Notes,2004
o
20
Science Sites
Websites with Information about doing science in afterschool programs

Coalition for Science After School: Has great links to different programs and supports for integrating science
into your programs: http://www.scienceafterschool.org/
Websites for experiments
 Surfing the Net with Kids: Science: http://www.surfnetkids.com/directory/Science/
 Steve Spangler’s “Making Science Fun”: Commercial site but has great experiments with short videos
demonstrating them. http://www.stevespanglerscience.com/experiments/
 PBS Zoom Science: Short experiments that you can expand. The participants can send in their results.
http://pbskids.org/zoom/activities/sci/
 Early Elementary Science Activities: http://www.reachoutmichigan.org/funexperiments/quick/earlyelem.html
 Pro Teacher – Science Links -Lots of links to other sites with descriptions of science activities.
http://www.proteacher.com/110053.shtml
 Exploratorium After-School Activities- Has video demonstration of 8 different activities
http://www.exploratorium.edu/afterschool/activities/index.php
 Exploratorium Hands-On Activities: http://www.exploratorium.edu/explore/handson.html
Social Studies Sites




Social Studies Websites: http://www.sldirectory.com/teachf/socsci.html Links for all types of social studies
websites
Mr. Donn’s Social Studies Website: http://www.mrdonn.org/ Lots of different links related to world
geography, countries, ancient and modern history
Social Students URLs for teachers: http://www.kathimitchell.com/ssurls.htm
Multicultural Games: http://www.germantownacademy.org/academics/ms/6th/MCGAMES/Directory.htm
Arts/Crafts Sites
 Arts and Crafts ideas using crayola products: http://www.crayola.com/
 Kinder Art: http://www.kinderart.com The arts and crafts ideas are for all ages
Nutrition Sites
 “My Pyramid for Kids” and My Plates units:

http://teamnutrition.usda.gov/resources/mypyramidclassroom.html, http://www.choosemyplate.gov/
Nutrition Explorations: http://www.nutritionexplorations.org/educators/teach-nutrition.asp Lots of great
activities including two reader’s theater scripts for lower and upper elementary grades
Suggested Resources for Social Skills Training
1.
2.
3.
4.
5.
6.
7.
8.
Basic Social Skills for Youth: A Handbook from Boys Town. (Can be gotten from School-Age Notes or
Amazon.com)
101 Life Skills Games for Children: Learning, Growing, Getting Along by Bernie Badegruber. Smart
Fun Book (Can be gotten from School-Age Notes or Amazon.com)
101 More Life Skills Games for Children: Learning, Growing, Getting Along by Bernie Badegruber.
Smart Fun Book (Can be gotten from School-Age Notes or Amazon.com)
Team-Building Activities for Every Group by Alanna Jones. Rec Room Publication. (Can be gotten
from School Age Notes and Amazon.com)
Adventures in Peacemaking. By William J. Kreidler and Lisa Furlong Project Adventure, Inc. (There is
also a pre-school version of this book.) (Can be gotten from School-Age Notes or Amazon.com)
Tribes by Jeanne Gibbs. Center Source (Can be gotten Amazon.com)
Tools for Teaching Social Skills in School by Michele Hensley et al. Boys Town Press Can be gotten
from Amazon.com
Second Step: A Violence Prevention Program. Developed by Committee for Children. Pre-school – 5th
grade curriculum. http://www.cfchildren.org/programs/ssp/overview/
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Theme Resources
Websites:
 Teacher Stuff Ato Z: http://www.atozteacherstuff.com/Themes/ Some of
the links lead to sites where things are for sale, but a lot of free ideas and
lessons. Over 50 themes.
 Teachers Corner: http://www.theteacherscorner.net/ Monthly and archived
themes that include links to various lesson plans etc.
 Enchanted Learning: http://www.enchantedlearning.com/Home.html Lots of free
material, but to get full benefit it requires a $20 subscription.
 Thematic Pathfinders for All Ages: http://www.42explore.com/index.htm - organizes on
line resource links for many different themes
Book: Colossal Clubs: Activities Based Curriculum for School-Age Programs, Kathleen
Martinez and Sue Edwards - available through Amazon.com
Units available on CD
Individual Units
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Belonging and Building Community – Family, Friends, Program and Local community
Body Maintenance – Fitness, Nutrition and Food Safety
Comedy Club – Improv, etc.
Cultural Sampler Two- Italy, Puerto Rico, Egypt, China
Cultural Sampler One – Ghana, Indian, Japan, Mexico
Expressing Yourself – Color, Texture, Sound (Elementary)
Helping the Planet with alternative Energy (Exploring technology - Pollution, Static Electricity and
magnets, solar energy, water and wind power
Music Production – Developing a virtual CD mix, advertising and Dance production
Peace Heroes – What is Peace and Significant Peace Heroes
Science Through Children’s Literature (Polymers, Weather and Balance!)
Science through Gadgetry (Earth Science, Forensics, Physical Science)
Sharing the Planet with the Animals – Endangered animals
Sports Galore – nontraditional games and craft, nutrition ideas
Time Travel through the Western World – Ancient Egypt, Incas/Aztecs, Colonial America, Medieval times
Where in the World Are We- map reading and physical geography
From Astronomy to Music: Embedded Literacy Curriculum for After-School
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Curriculum Overview
Literacy Development - The Modes and Processes
Unifying Activities
Cosmic Adventures
Flowering Earth
Ocean Adventure
Jewelry Making
Masks
Printmaking
Multicultural cooking
Multicultural games
Multicultural crafts
Drama
Musical Instruments
Movie Critic
Law and Order
You are here
Getting a Job
Tool Box
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