Non-Linguistic
Representation
Strategies and Resources Teachers
What is Non-Linguistic Representation?
Knowledge can be stored in two forms: linguistic and
non-linguistic. When students learn non-linguistically, they
use their senses to help them gain knowledge. This is
often done using visual representations (pictures or
models) or kinesthetically with tactile stimulation. Teaching
students in a nonlinguistic way has shown to not only
stimulate and increase brain activity when learning, but
also helps in increasing student interest when learning new
concepts.
How do I use it to teach?
Several strategies for teaching students nonlinguistically across the curriculum have been compiled
into this site, each one aligned with the Tennessee State
Standards. These strategies can be used either as
independent practice activities after a lesson has been
taught or as learning center activities.
Non-Linguistic Strategies for Reading
Vocabulary
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Illustrate vocabulary words to show meaning.
Make pictures out of the vocabulary words, using the actual letters in the words to make pictures
with in order to help understand the meaning.
Play charades to help show meaning of new words.
Create webs for vocabulary words in Kidspiration with bubbles branching off center word that include
synonyms, antonyms, definition, sentences, parts of speech, etc.
Sequencing
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Illustrate different events in a story and then sequence them in the order they occurred in the story.
Illustrate the beginning, middle, and end of a story using a film strip outline.
Create a web in Kidspiration to order events from a story.
Plot
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Using a large cut out of a triangle, label the bottom left vertex “Problem”, the top vertex “Climax” or
“Turning Point”, and the bottom right vertex “Solution.” Then have the students write the
corresponding information in each vertex of the triangle.
Illustrate the problems and solutions of different familiar stories that have been read, such as fairy
tales or fables, then mix them up and try to match the problem of one story to its solution. (Group
activity for 3 or more students)
Author’s Purpose
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Label three buckets or bins as “To Persuade”, “To Entertain”, and “To Inform” then have the
students determine the author’s purpose of a large selection of different books by sorting them into
the correct bucket.
Cause and Effect
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Illustrate events from a story then pair two of the events together to show how one event caused the
other to happen.
Using pre-made cards with one event written on each, pair cards together to show a cause and
effect relationship between events.
Use a T-Chart with one column labeled “Cause” and the other labeled “Effect” and draw pictures in
the correct column to represent events that would illustrate a cause or an effect of a situation. (Can
also be done by just writing events in each column)
Different forms of Text
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Write different characteristics of Fairy Tales, Fables, Legends, and Myths on note cards and have
students sort them under the correct type of story. (A sentence strip pocket chart works well for this
activity)
Fact and Opinion
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Use a 2-column chart with one column labeled “Fact” and the other labeled “Opinion” and list
different facts and opinions from a story in each column.
Using the same 2-column chart, give students cards with facts and opinions written on them to sort
under the correct heading.
Use the pre-made Fact and Opinion chart in Kidspiration for distinguishing statements found in a
story that was read.
Drawing Conclusions/Inferring
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Use a 3-column chart with columns labeled “Questions”, “What I Know”, and “Inferences” or
“Conclusions” and have students fill out the chart as they read a story to help them draw conclusions
from what they read.
Non-Linguistic Strategies for Language
Types of Sentences
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Use comic strips to identify different types of sentences as being either Declarative, Interrogative,
Imperative, or Exclamatory according to the end marks at the end of each sentence.
Write the words Declarative, Interrogative, Imperative, and Exclamatory in the shape of the end point
they represent. (Ex. : The word “Declarative” should be written around a circle or in the shape of a circle to
represent a period)
Parts of Speech
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Find pictures of people, places, and things in a newspaper or magazine to cut out and sort into a 3column chart with corresponding headings to show different examples of Nouns.
To teach common and proper nouns, use a 2-column chart with the first column labeled “Common”
and the second labeled “Proper” to sort words that have been cut out of a newspaper or magazine.
Use picture cards of people and things to match with pronoun cards that would take the place of the
nouns in the pictures.
Teach linking verbs on fingers to help remember them
Draw a picture of yourself as a baby, child, and adult then label each as being either past, present,
or future. Use a small cube tissue box to put strips of paper with sentences written on each into.
Students will pull out strips of paper and look at the underlined word to determine what part of
speech it is. Once the part of speech is determined, the student will put the sentence strip into the
correct pocket on the side of the box.
Complete pre-made parts of speech charts in Kidspiration.
Synonyms, Antonyms, and Homonyms
 Use pictures of people, objects, or depictions of actions or emotions to match with other pictures or
words that would be either the synonym or antonym for the original picture. (pg. 153 Support Blackline
Master Book)
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Illustrate the synonym and antonym for different words.
Match pictures of objects or depictions of actions with pictures that are homographs of those objects
and actions.
Make a flip book for homophones by drawing a picture of an object on the flap and then a picture of
an object that is a homophone of the first picture on the inside of the book (under the flap). This can
also be done for homographs.
Analogies
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Using picture cards showing different nouns, correctly place cards into the blank spaces of an
analogy sentence ( ___: ___ : : ___ : ___ ).
Contractions
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Using pre-made cards, match cards with the contractions to cards with the words that make up each
contraction.
Write contractions on sentence strips and use elbow macaroni noodles for the apostrophe in the
contraction.
Look through the comics of a newspaper and find comic strips that use contractions. Cut out the
comics that have contractions, circle the contraction, and glue onto construction paper, writing the
two words that make the contraction below it.
Compound Words
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Write single words onto note cards (one word per card) and give one card to each student. Have
the students walk around to find another word that could be paired with theirs to make a compound
word. (Cards can then be put into a center to use as a matching game)
Abbreviations
 Match pictures of people or objects to the correct abbreviations of the words that the pictures
represent. (Ex.: Picture of a Doctor matched with a card that reads Dr. )
Plurals and Possessives
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Match pictures of people to pictures of objects, then write a sentence using a possessive noun that
tells about the pictures.
Using pictures of singular nouns write the plural form of each of the nouns.
Write sentences using a possessive noun on a sentence strip, using elbow macaroni noodles as the
apostrophe for the possessive.
Similes and Metaphors
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After reading the book, The Long and Short of It by Cheryl Nathan and Lisa McCourt, have students
identify the similes found throughout the story and then turn them into metaphors by taking out the
word “as”. Then have the students illustrate the metaphor that was created.
Subject-Verb Agreement
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Use subject cards with names of people or pronouns on them to match with verb cards containing
verbs that end in –s and verbs that do not end in –s, to show correct subject-verb agreement.
Prefixes, Suffixes, and Root Words
 Use cards with prefixes, suffixes, and root words on them to put together to make new words. (Be
sure that the prefix and suffix cards have the meanings written on the back) Fill in the word builder
chart with the prefix or suffix and root word you put together, then write what the new word means.
Non-Linguistic Strategies for Writing
Sequential Order
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Use a flow chart when brainstorming for writing to help in sequencing the events.
Use a paragraph sequencing chart to write story, then cut apart the sections of the chart and
arrange in an order that shows a chronological order of events. (This can also be done to sequence
individual sentences within a paragraph)
Create a flow chart in Kidspiration to help with brainstorming and sequencing ideas for writing.
Writing Process
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Use graphic organizers to brainstorm and organize ideas for writing.
Use 5 W’s Writing Chart* to brainstorm ideas for writing, then put the ideas together to write a story.
Use pictures from old calendars for writing prompts. Students look at the picture and write a detailed
story about what may be happening in the picture.
Non-Linguistic Strategies for Math
Place Value
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Allow students to use individual place value charts* that are laminated so they can be written on and
wiped off to use over and over.
Use large place value charts (Hundreds – Ones) to separate base ten blocks onto to show a
difference in value of each place value.
Create place value charts in Excel.
Comparing Numbers
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Put small objects (ex: pennies, small base ten cubes, m&m’s, etc.) into the pans of a scale to help in
determining the greater and lesser number. For example, when comparing 17 and 30, put 17
objects in one pan and 30 in the other. (Can also make objects represent 5 or 10 units)
Show students how to draw Pac-Man on the < or > symbols and tell them that Pac-Man always eats
the bigger number.
Patterns
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Use pattern blocks to practice making patterns and determining what would come next in an already
given pattern.
Create patterns with pictures and shapes with Kidspiration.
Problem Solving
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Use Word Problem Organizers* to organize information in word problems.
Highlight the important information in a word problem to make solving easier.
Estimation
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Using a rounding chart*, have students shade in the number they are rounding and have them count
forwards and backwards on the horizontal line their number in on. After determining which direction
is the shortest, they should round their number to the number they see on that end.
Multiplication & Division
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Use small objects to group together to demonstrate the concept of multiplying and dividing.
Use tick marks grouped together when multiplying and dividing. For example, if you have 3 groups
of 4 tick marks, you’d have12 total marks: llll llll llll (3 x 4 =12)
Linear Measurement
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Practice measuring objects in the room with a ruler to the nearest 1/4 inch or centimeter.
Measurement Units
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Make posters labeled with different units of measure (inch, foot, gallon, Fahrenheit, milliliter, pound,
etc) and have students take turns drawing pictures of objects on each poster that would be
measured in those particular units.
Perimeter
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Use yarn, cotton swabs, toothpicks, spaghetti noodles, etc. to make a rectangle on paper. After the
rectangle is made and material has been glued down, have students measure the length of each
side with a ruler and then determine the perimeter of the rectangle.
Area
 Using graph paper of any size, have students create and shade in a figure using the squares on the
paper. Then have them determine the area of that figure by counting the number of squares used to
make the figure.
Time
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Using copies of the clock patterns in the Teacher’s Resource Book, have students draw arrows on
the clock in whichever position they choose, then write the time they drew below the clock.
Using the classroom schedule and small blank analog clocks, have students draw arrows on the
clocks for the start of each activity throughout the day.
Given two pictures of clocks, one for the start time and one for the end time, have students
determine how much time has passed between the start and end times.
Use a 2-column chart with one column labeled “Hours” and the other labeled “Minutes”. After given
a start and end time, have students determine how many hours have passed in the hour column,
then transfer the last hour written to the minute column to continue figuring how many minutes have
passed.
Temperature
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Use a real (working) thermometer in your classroom to have students practice determining the
temperature of the room throughout the year.
Keep a record of the high and low temperatures for the week posted in the classroom and have the
students shade in blank thermometers (found in Teacher’s Resource Book) with each day’s
temperatures. Students can use the thermometers they shaded in with Fahrenheit readings to
determine what the temperatures would also be in Degrees Celsius.
Probability
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Have students choose 4 or 5 colors to color in10-20 circles on a page. Have students list the names
of the colors they used and what the probability would be for choosing a circle of that color.
Use a box or bag that cannot be seen through to hold different colored counters or blocks. Have
students take each piece out of the box or bag and count how many of each color there is. Then
have students predict which color they’d most likely and least likely choose. Then after putting the
pieces into the box or bag, have students take turns drawing one piece at a time and tallying how
many of each color was chosen to compare to their predictions.
Data Collections
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Have students conduct a survey of favorite things from the students in the classroom or in a
neighboring classroom, collecting the data in a pre-made chart. Then have students make a line or
bar graph with the data they collected.
Create data tables and graphs in Excel.
After creating several data tables and bar graphs in Excel, print and cut out and have students
match the tables to the graphs that they correspond to.
Graphing
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Using the graphs the students made from the survey they conducted, have students write one or two
sentences explaining their findings.
Using graph paper or already made coordinate grids with x and y axes, have students practice
plotting points on the grid with given coordinates.
Create data tables and graphs in Excel.
Fractions
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Using graph paper of any size, have the students mark off a certain number of squares on the paper
(denominator), and then have them shade in any number of squares that they marked off
(numerator). Have the students write a fraction for the area that is shaded.
Use Fraction Bars to practice adding and subtracting fractions.
Create fractions boxes in Excel by shading cells with 2 different colors on a spreadsheet.
Equivalent Fractions
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Use Hershey’s Chocolate Bars (large) to help demonstrate equivalent fractions.
Improper Fractions & Mixed Numbers
 Have students use graph paper to draw and shade in squares representing mixed numbers. Then
have the students count how many total squares they used to make their mixed number and to write
that number as the numerator of a new fraction, using the same denominator from the mixed
number (improper fraction). This can also be done inversely to determine mixed numbers from
improper fractions.
Identifying Figures
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Using 3 small pieces of yarn (approximately 6 inches long), tie one knot at both ends of one string
(line segment), tie one knot at one end of another string (ray) and leave the last one without any
knots (line). Have students slide their fingers to the ends of each string to feel for knots. Tell them
the knots represent end points and have them determine what each string then represents according
to the number of endpoints each one has.
Transformation & Symmetry
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Practice drawing pictures of what figures would look like if they were flipped over or slid to the other
side of a line. A 3-column chart could be used.
Use paper cut into certain figures (square, rectangle, heart, octagon, etc) to fold to show lines of
symmetry. Each fold would represent a line of symmetry.
Given particular 2-D figures, have students draw a congruent figure for each. Tracing paper may
also be used.
Non-Linguistic Strategies for Science
Planets (4.7.spi 1: Determine the order of the planets according to their distance from the sun)
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Cut 3x5 note cards in half and give each student 9 halves. On the blank sides of the cards the
students should draw a picture of each planet, using appropriate colors and distinctions. Students
can then write important facts about each planet on the back of each card. Punch a hole in the top
and bottom (center) of each card and tie them together in order from the sun using small pieces
(approx. 2 inches long) of yarn. You can use yellow construction paper cut into a circle to represent
the sun to tie to the Mercury planet card.
Use the halved Planet cards that were made by the students to glue to a sentence strip in the
correct order instead of tying them together. (Information for each planet would then need to be
written underneath its picture on the front of the cards instead if done this way.)
Have students draw and label the sun and planets in our solar system.
Choose 10 students in class to represent each of the nine planets and the sun. In a large open
space (ex: gym or playground), have the students line up in order with the Sun being first and Pluto
being last, and then have students start walking around the Sun (staying in order) to demonstrate
how the planets move around the sun. This can also be done with just 3 people representing the
sun, earth, and the moon to show how the Earth revolves around the sun while the moon revolves
around Earth.
Moon Phases (4.7.spi 2: Identify the phases of the moon in the correct sequence)
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Use Oreo cookies to create the moon phases. Open cookies and scrape off enough icing to
illustrate the illuminated part of the moon for each phase. Then eat!
Give the students black construction paper cut into 2-inch circles then let them color the illuminated
part of the moon at each phase with white chalk or crayons.
Shadows (4.7.spi 3: Recognize that the length and position of a shadow is related to the sun’s location)
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Take students outside at different times of the day (8am, Noon, 2pm) to let them see how their
shadow looks when the sun is in different positions in the sky. Have students face different
directions during this activity too to see where their shadow is on the ground. A pre-made table can
be used to log student observations.
Draw what your shadow will look like at different times of the day.
Clouds (4.8.spi 1: Identify the cloud types associated with specific weather conditions)
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Use cotton balls to create different types of clouds, then glue onto blue construction paper and label.
Use white chalk on dark blue construction paper to draw different types of clouds. Have students
write the type of weather associated with each type of cloud.
Use the Cloud Activity in Kidspiration to review types of clouds. (In Science Activities)
Weather Instruments (4.8.spi 2: Choose appropriate instrument for measuring atmospheric conditions)
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Use pictures of a barometer, thermometer, anemometer, and rain gauge, have students glue them
onto paper and write the name of each and what they are used for underneath.
If instruments are available, have students take them outside and use them to measure atmospheric
conditions, such as the temperature, humidity, and barometric pressure.
Water Cycle (4.8.spi 3: Identify the basic features of the water cycle)
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Have the students illustrate and label the three stages of the water cycle.
Give the students a map of the U.S. and have them find and label the oceans that surround our
country. Ask students to think about how the oceans might affect the weather and climate of certain
places pointed out on the map.
Geological Features (4.9.spi 1: Recognize specific geological features; 4.9.spi 2: Affects of wind and water on
geological features)
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Give students pictures of natural bridges, mountains, valleys, peninsulas, islands, and other
geological features. Have students infer on how these features were formed.
Have students bring in a rock from home (if possible) or to find one on the playground. Have
students study their rock to feel it and look at its shape. Then have the students make inferences for
how it got to be that way, such as from wind and water.
Fill a pan with dirt and have students use a straw to blow on the dirt, observing what happens to the
dirt. Then have students pour a small amount of water onto the dirt, continuing to observe what
happens to the dirt. This shows how wind and water affect the land.
Layers of Earth (4.9.spi 3: Identify the layers of the Earth)
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Have the students illustrate and label the layers of the earth.
Use three different colors of Play-Dough to create a model of the Earth. Choose one color of Playdough and roll into a small ball. Take a different color of Play-dough and wrap a thick layer around
the ball. Take the last color of Play-dough and wrap a thin layer around the ball and first layer. Cut
the model in half and observe the three layers representing the crust, mantle, and core.
Earth Materials (4.10.spi 1: Choose and classify appropriate uses for earth materials)
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Use a graphic organizer to organize ideas for using certain earth materials, including fossil fuels.
Soil (4.10.spi 2: Identify the basic characteristics of soil)
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Let students dig through soil to identify its basic characteristics.
After discussing the basic characteristics of soil, let students create their own “soil” with food. Use
crumbled chocolate cookies for the soil, gummy worms, and small candies to represent nutrients.
Put together then eat!
Renewable and Nonrenewable Resources (4.10.spi 3: Distinguish between each)
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Use picture cards of different types of resources* to be cut out and glued onto construction paper
divided into two columns labeled Renewable Resources and Nonrenewable Resources.
Instead of using pre-made picture cards, have students draw their own pictures of different
resources.
Motion (4.11.spi 1: Select factors that have the greatest effect on the motion of an object)
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Have students slide an object across a tile floor, carpeted floor, grass, and gravel (or other surface)
with the same force each time and measure the distance it traveled along each of the surfaces.
Have students determine which surface produced the most friction on the object and which allowed
it to move the most freely according to how far the object traveled across each surface.
Gravity (4.11.spi 2: Recognize the effects of gravity)
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Use an “If, Then” t-chart to list ideas about the effects of gravity on objects. For example, in the “If”
column write, “If the pencil rolls off of the desk…” and in the “Then” column write, “Then gravity will
cause the pencil to fall to the floor.”
Simple Machines (4.11.spi 3: Recognize simple machines)
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Find and list examples of pulleys, inclined planes, and levers found around the classroom or on the
playground.
Find pictures in magazines of examples of simple machines then cut out and glue onto construction
paper under the correct name of the machine.
Draw pictures of objects that are examples of different simple machines.
Complete the Simple Machine chart in Kidspiration. (In Science Activities)
Speed (4.11.spi 4: Determine how speed affects distance traveled over time)
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Take students out to the playground and have half of the class run a particular distance and have
the other half of the class walk the same distance. This will demonstrate to the students that the
faster the speed, the less time it takes to get from place to place.
Physical Properties (4.12.spi 1: Select an object according to its observable physical properties)
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Play “I Spy” with the students by giving them descriptions of things found around the room using
only the physical properties of each object (color, shape, texture, weight, volume, length).
Have students describe the physical properties of five objects found in their desks.
States of Matter (4.12.spi 2: Identify states of matter as being solids, liquids, or gases)
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Look through magazines (National Geographic being one of the best to use) to find different
examples of solids, liquids, and gases.
Have students draw a picture of a landscape that has at least one example of a solid, a liquid, or a
gas, labeling each.
Have students draw a picture of a solid, liquid, or gas that begin with each letter of the alphabet.
Changing State (4.12.spi 3: Determine how various types of matter change state)
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Use a Bunsen burner, a glass beaker, and ice cubes to demonstrate how matter will change from
being solid to liquid and liquid to gas using only heat.
Give students ice cubes, popsicles, or chocolate bars to hold in their hands to observe what
happens to a solid when heat is added to it.
Physical Changes (4.13.spi 1: Choose features associated with physical changes)
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Give students a blank piece of paper and ask them to show how it can be changed physically.
Students may choose to cut the paper into a different shape, cut it smaller keeping the same shape,
or color it.
Mixtures (4.13.spi 2: Identify characteristics of mixtures; 4.13.spi 3: Methods for separating mixtures)
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Give students a bag full of Lucky Charms cereal and have them separate the cereal pieces from the
marshmallows to demonstrate one way that mixtures can be separated.
Fill a glass halfway with water and pour one tablespoon of salt into it and stir. Show students that
this might look like a solution because the two can be mixed together, but then let the glass sit in the
room for a week or two to show students that as the water evaporates, the salt is left behind,
demonstrating another way mixtures can be separated (evaporation).
Energy (4.14.spi 1: Identify different forms of energy such as kinetic and thermal)
 When teaching each form of energy, give students clue words for remembering what each kind of
energy is. For example, within the word “thermal” is the word “heat” and students can practice
seeing the word heat when they read the word thermal. Also, the word kinetic sounds like “connect”,
which is something you do that requires motion. Students can use this clue to help them remember
that kinetic energy is energy of motion. Train students to see these words in their heads to help
them remember the two kinds of energy.
Sound (4.14.spi 2: Distinguish between the volume and pitch of sound)
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Use a radio to demonstrate volume and different voices to demonstrate pitch.
Have students fill glasses with water to different levels and then tap the sides of them with their
pencil. Have students determine which glass has the highest and a lowest pitch.
Show students what sound waves look like at different pitches. Have students draw what the sound
waves would look like for each glass of water they tap.
Circuits (4.14.spi 4: Recognize a simple electric circuit)
 Have students draw a picture of a simple electrical circuit, labeling the switch, battery, and light bulb.
Make sure the students draw the switch in the correct position to show that it has a complete
connection.
Conducting Heat (4.14.spi 3: Recognize that various materials conduct heat)
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Gather small objects such as cooking utensils that are metal, wooden, plastic, and cloth and set
outside in the sun for a couple of hours. Have students feel each object after it has sat out in the
sun and tell which ones are hottest to the touch. Tell students that the hottest ones are the best
conductors of heat and the coolest ones are the insulators.
Cut a small piece of tin foil, cloth, plastic wrap, and rubber and give to each student. Then give the
students four chocolate chips. Have students wrap each chocolate chip in each material and hold
tightly in their hands. After two minutes, determine how much of the chocolate chip has melted and
write observations on a given sheet of paper. After all four have been done the same way, find the
material that was wrapped around the chip that melted the most. This material was the best heat
conductor.
Plant and Animal Parts (4.1.spi 1: Identify the function of specific plant and animal parts)
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Draw and label a picture of a flower, showing the function of each part.
Look at pictures of different kinds of animals and make a list of the different parts each has, for
example: wings, scaly skin, beak, four legs, fur, large ears, etc.
Write different animal parts and characteristics onto note cards and have students figure out what
animal each part belongs to. Students can write their answers in a pre-made table.
Plant and Animal Cells (4.1.spi 2: Recognize the basic structure of; 4.1.spi 3: Identify functions of parts)
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Draw and label a diagram of a plant and an animal cell. Next to the label of each part, write what its
function is.
Edible Parts of Plants (4.3.spi 1: Match the edible parts of plants with particular plant structures)
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Divide a piece of copy paper into 8 squares. In seven of the squares, label with a different plant
part, such as leaf, stem, root, etc. Then have students write the name and draw a picture of a type
of food that they eat in each box to show examples of the seven edible parts of a plant. (Ex: lettuce
is a leaf, carrot is a root, pea is a seed, etc.)
Food for Energy (4.3.spi 2: Compare how various animals obtain and use food for energy)
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Use pictures of plants and animals to construct food webs and chains. Pictures can be drawn or cut
out of magazines.
Give students nametags with different plants and animals found in a particular environment and
have them stand in a circle facing each other. Give one student a tag that says SUN and give
him/her a ball of yarn. This student is to pass the yarn to a student that is representing a plant to
show that the sun gives energy to the plant. That student is then to pass the yarn to a student
representing an animal to show that the plant gives energy to the animal. Have students continue
passing the yarn around the circle to show how energy is given to or taken from organisms in an
environment, creating a food web.
Create a food chain using Kidspiration or complete pre-made food web activity.
Obtaining Oxygen (4.3.spi 3: Match the animal with their means of obtaining oxygen)
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Sort pictures of different kinds of animals according to how they obtain oxygen (lungs or gills).
Offspring (4.4.spi 1: Distinguish offspring from the parent)
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Give students pictures of both adult animals and baby animals to match together.
Have students make a flipbook and draw and label the adult animals on the outside flaps with their
offspring underneath the flaps on the inside of the book.
Use a T-chart to list the common characteristics of adult animals and their offspring. For example, a
Hen and a chick both have a beak.
Reproduction (4.4.spi 2: Recognize the relationship between reproduction and survival of a species)
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Use a cause and effect graphic organizer to organize ideas about how reproduction or lack there of
will affect a survival of species.
Life Cycles (4.4.spi 3: Select the illustration that depicts the life cycle of a specific organism)
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Have students draw the life cycles of certain animals, such as a frog, mealworm, or bird.
Environments (4.2.spi 1: Select plants and animals found in a specific environment)
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Show pictures of different biomes (desert, tundra, ocean, prairie, forest, etc.) and have students
make a list of animals that would be found in each type of place.
Show pictures of different animals and have students determine which biome they would live in.
Use a shoebox to create a diorama of a biome. Let students choose an animal and then create a
habitat for that animal in which it would be able to meet its needs. Use real plants and dirt or create
it out of paper, and create the animal out of paper or use a small stuffed animal or figurine of that
animal.
Complete Habitat pre-made activity in Kidspiration.
Interaction in Environments (4.2.spi 2: Recognize how plants and animals interact with each other)

Give students nametags with different plants and animals found in a particular environment and
have them stand in a circle facing each other. Give one student a tag that says SUN and give
him/her a ball of yarn. This student is to pass the yarn to a student that is representing a plant to
show that the sun gives energy to the plant. That student is then to pass the yarn to a student
representing an animal to show that the plant gives energy to the animal. Have students continue
passing the yarn around the circle to show how energy is given to or taken from organisms in an
environment, creating a food web.
Affecting the Environment (4.2.spi 3: Identify ways that organisms affect their environment)

Use a cause and effect graphic organizer to organize ideas for ways organisms affect their
environment.
Plant and Animal Adaptations (4.5.spi 1: Match plant or animal adaptation to environmental conditions)
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Show students pictures of wild animals and ask them which parts of their bodies would help them to
survive in their habitat by meeting all of their needs. Parts may be used for defense purposes, for
hunting, for building shelters, for eating and drinking, for breathing, or for traveling.
Show students pictures of different plants, such as vines and cacti, and discuss their adaptations
(being able to climb or store water) and how those adaptations help them to survive.
Characteristics of Organisms (4.5.spi 2: Compare and Contrast organisms according to characteristics)
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Cut out pictures of both vertebrates and invertebrates from magazines to glue onto construction
paper under the correct type.
Have students complete a pre-made chart by finding information in books about reptiles, birds,
amphibians, and mammals about where they live and how they meet their needs.
Fossils (4.6.spi. 1: Match fossil evidence with organisms that are alive today)
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Look at pictures of animals’ feet and draw pictures of trace fossils that each animal could create.
Using Play-dough, create marks (such as foot prints or shell markings) in it and have students
determine what kind of organism or object would have created those markings.
Populations (4.6.spi 2: Identify plants and animals as being thriving, threatened, endangered, or extinct)

Use a four-column chart to organize ideas about which animal populations may be thriving,
threatened, endangered, or extinct.
Extinction (4.6.spi 3: Infer possible causes of extinction)
 Use a T-chart to organize ideas when inferring possible causes of extinction for different animals.
Non-Linguistic Strategies for Social Studies
Geographical Features on Maps (4.3.spi 2: Identify and use key geographical features on maps)
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To study geographical features of TN, make sugar cookies in the shape of TN and have the students
decorate them with blue icing to represent rivers, chocolate chips to represent mountains, red hots
candies to locate important cities, and mini Reese’s Peanut Butter Cups (placed upside-down) to
represent plateaus. Then eat!
Create symbols for different geographical features, such as mountains, rivers, plains, forests, and
valleys. Then use a blank U.S. map to draw the symbols on in the areas where these features
would be found. (Be sure to make a key!)
U.S. Land Features (4.3.spi 5: Determine how physical processes shape the U.S. features and patterns)

Use a cause and effect graphic organizer to help determine how physical processes, such as
erosion, volcanoes, plate tectonics, and flooding helped shaped the U.S. as we know it today.
Latitude & Longitude (4.3.spi 6: Use latitude & longitude to identify major North American cities on maps)
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Use maps to locate the cities on particular lines of latitude and longitude. Putting a map on
corkboard and using pushpins to mark cities may make the activity more fun for students.
Outline lines of latitude and longitude with crayons or highlighters when locating cities on a map.
Have students write the word Longitude vertically on their paper, and the word Latitude horizontally
on their paper to help them remember which line is which.
Use Google Earth to determine the latitude and longitude for certain cities in the world.
Pre-Colonial Native Americans (4.1.spi 1: Identify pre-colonial Native American groups)
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Use a web organizer to list all of the Native American groups that lived in pre-colonial America.
Create a triorama for different Native American groups in Tennessee and in the U.S., including the
Aztec, Mayans, Olmec, and Mississippi Mound Builders. Trioramas are in the shape of a pyramid
and will include different information about a group of people on each side of they pyramid.
Use a graphic organizer to organize information about different groups of people in order to compare
and contrast the cultures (religion, language, ethnicity) and societies of each.
Write information on note cards about different Native American groups and have students sort them
by group.
Native American Groups in TN (4.5.spi 1: Identify Native Americans in TN before European exploration)

Use a three-column chart to organize information about the cultures of the Creek, Chickasaw, and
Cherokee Indian groups.
Native American Culture (4.1.spi 4: Examine how Nat. Am. cultures changed after European contact)
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Use a cause and effect graphic organizer to help show how Europeans caused hardships in the lives
of Native Americans when coming to live in America.
Fold a piece of copy paper in half horizontally. On the left, draw a picture of America before the
Europeans came and on the right, draw a picture of America after the Europeans came.
Explorers (4.3.spi 1: Identify the routes of the explorers of the Americas on a map)
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Give students a copy of a world map and have them use different colored crayons or pencils to mark
the paths of the explorers Columbus, Balboa, Pizarro, and DeSoto.
Locate major countries of the world involved with early American development by coloring in these
countries on a world map.
Use a graphic organizer to organize information about the motivations of each explorer to explore
and colonize the Americas.
Use a map of TN to draw the path DeSoto took when exploring the land that is now TN.
Resolving Conflicts (4.1.spi 3: Determine how various groups resolve conflicts)

Use a graphic organizer to organize information about different groups of people and how they
resolve conflicts, such as with tribal councils or courts.
Mayflower Compact (4.4.spi 3: Examine how Mayflower Compact is symbol of 1st U.S. government)

Use a graphic organizer to show the similarities and differences between the Mayflower Compact,
Iroquois League, and Virginia House of Burgesses.
Settlements on Rivers (4.3.spi 3: Reasons settlements were founded on major river systems)
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Make a list and illustrate reasons for settling along rivers. For example, draw a boat to illustrate
transportation, fish to illustrate food, etc.
Use a cause and effect graphic organizer to show reasons why people settled near rivers.
Barter vs. Money (4.2.spi 4: Recognize difference between a barter system and a money system)
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Use a Venn diagram to compare and contrast a barter system and a money system.
Allow students to practice bartering with you to get things that they want or need, such as pencils,
paper, erasers, and glue. Also allow them to use play money to buy these types of things from you.
Supply and Demand (4.2.spi 1: Recognize the concept of supply and demand)

Write scenarios about products students are familiar with on note cards that may cause a change in
either the supply or demand of the products. Have students sort the cards into two piles: Supply
Increase, Demand Decrease and Supply Decrease, Demand Increase. A fun idea for this is to make
all of the scenarios about one particular product, such as milk, and have students pull the cards out
of the container that product comes in, such as a milk jug.
Industries of Colonial America (4.2.spi 3: Identify the major industries of Colonial America using a map)

Have students design symbols that could stand for specific industries, such as cotton, wheat, and
iron. Give them a map of the 13 colonies and have them draw those symbols on the map in the
correct areas where they would be found. Be sure they create a map key for their symbols.
Cultural Groups in North America (4.1.spi 2: Identify North American cultural groups in the 17th Century)
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Use a 5 W’s chart to explain reasons for Europeans (Puritans, Quakers, French, Spanish) came to
America to live.
Use a U.S. map to locate different cultural groups in North America in the 17th century. Color the
states that exist today different colors according to which groups first settled there.
Make a poster for each cultural group to illustrate the differences in culture, religion, reason for
settlement, government system, and general ways of life (school, economy, townships).
River Systems (4.3.spi 4: Recognize river systems that impacted early American History)

Use a U.S. map to locate and outline (using different colors) the Mississippi River, Mystic River,
Charles River, and Hudson River. Then write the reason for their importance in the map key.
Reasons for Colonial Settlement (4.5.spi 5: Determine reasons for colonial settlement)

Use a cause and effect chart to organize information regarding the reasons why people settled in the
colonies (religion, economy, freedom).
Encouraging Change (4.6.spi 1: Recognize how groups work cooperatively to encourage change)

Use a cause and effect chart to organize information about how groups in America worked together
to change the country for the better.
American Revolution (4.5.spi 6: Examine events that led to the outbreak of the Am. Revolution)
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Use a cause and effect chart to organize information and events that led to the outbreak of the
American Revolution.
Draw pictures that illustrate causes of the American Revolution. For example, drawing pictures to
depict or represent taxes on goods, quartering British soldiers, and lack of representation.
Have students create a timeline of the American Revolution by ordering pre-made cards listing
important events from before, during, and after the Revolutionary War. Be sure to include events
such as the battle of Lexington and Concord, writing of the Declaration of Independence, and the
establishment of the U.S.
Use a filmstrip organizer to illustrate and sequence the important events before, during, and after the
American Revolution.
Before & After Am.Revolution (4.5.spi 11: Interpret visual contrasting life before & after Am. Revolution)

Fold a piece of copy paper in half horizontally. On the left side, draw a picture depicting America
before the Revolutionary war, and on the right side draw a picture of America after the war, including
the differences in education, family, size, transportation, and politics.
Branches of Government (4.4.spi 1: Identify the 3 branches federal and state governments)
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Create a book that organizes information about each branch of government.
Use the outlines of the White House, Capitol Building, and Supreme Court Building to list information
about each branch of government.
Write the roles of each branch of government on note cards and have students sort them to
determine which branch they belong to.
Provide students with a 3-column chart that is labeled for each of the 3 branches of government and
have them cut out and glue pictures and terms that correspond to each branch onto the chart. **
Checks & Balances (4.4.spi 4: Use a chart to show how branches of gov’t can limit each others’ powers)
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Use a graphic organizer (such as a three column chart) to list ways each branch of government
limits the powers of the other two branches.
Write the powers of checks and balances on note cards and have students sort them to determine
which branch of government the powers belong to.
Bill of Rights (4.4.spi 2: Identify rights outlined in the Bill of Rights, specifically Amendments 1, 5, 6, and 8)
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Make a flipbook to organize information about Amendments 1, 5, 6, and 8.
Use large cut outs of the numbers 1, 5, 6, and 8 and have students illustrate or write information
about each of these Amendments within the large number.
U.S. Constitution (4.5.spi 7: Determine why the Constitution was necessary)
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Use a cause and effect chart to list reasons why the Constitution was necessary.
After studying the preamble of the Constitution, have students define and then illustrate the words
Union, Justice, Tranquility, Defense, Welfare, and Liberty to help them understand the purpose of
the Constitution.
Use a Venn diagram to compare and contrast the Articles of Confederation and the Constitution.
U.S. Settlement Patterns (4.3.spi 7: How density, distribution, & growth rate affected settlement patterns)

Compare a U.S. population map from the 1800s to a population map of today to see differences in
the density and distribution of people across the country.
Population vs. the Environment (4.3.spi 8: Identify how population distribution affected the environment)

Use a cause and effect chart to show relationships between population distribution and
environmental issues such as water supply, air quality, and solid waste.
Lewis and Clark (4.5.spi 9: The influence of Lewis and Clark’s expedition on westward expansion)
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Draw a map of the land Lewis and Clark explored, marking important places and landforms along
the way, just as they had done on their journey.
Use a cause and effect chart to write ways Lewis and Clark influenced and helped settlers move
west.
Louisiana Purchase (4.5.spi 13: How the Louisiana Purchase influenced the growth of the U.S.)

Have students make a poster or brochure to advertise the purchase of Louisiana in order to
influence people to move there. Include information about the abundance of natural resources
found throughout the land as well as having a lot of open land to settle.
TN Racial & Ethnic Groups (4.1.spi 5: Identify various groups in TN at founding of statehood)
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Use a web organizer to list the seven racial and ethnic groups living in TN at founding of statehood.
Use a graphic organizer to list information about the Cherokee, Creek, Shawnee, English, Scottish,
French, and American Pioneers in Tennessee.
TN Agriculture (4.2.spi 2: Interpret a chart of major agricultural produce in TN)
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Use a blank map of TN to not only locate rivers, cities, and landforms, but to also illustrate the types
of industry and agriculture produced in the state. Students can create their own symbols for different
industries and crops grown in the state.
Create a brochure to try to convince people to move to TN. Include information about the state,
such as industry, agriculture, and landforms that will influence people to live there.
TN Political Leaders (4.5.spi 2: Identify major political leaders in TN)
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Create a “Wanted” poster for each notable Tennessean that includes a picture of him/her and
information on what makes him/her important to TN history.
Write the names of notable Tennesseans and what they’re known for on separate note cards and
have students match them.
Hardships of TN Settlers (4.5.spi 4: Identify hardships faced by early TN settlers in late 1700s)
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Use a landform map of Tennessee to point out how the state’s natural geography made settling TN
difficult.
Use a web organizer to show hardships TN settlers faced when living in TN in the 1700s.
John Sevier (4.5.spi 10: Recognize his accomplishments that contributed to TN history)

Use a graphic organizer to list contributions to Tennessee history, including the State of Franklin’s
one and only governor, Tennessee’s first governor, U.S. Congressman, and Revolutionary War
soldier.
Pre-Civil War (4.5.spi 3: Interpret a time line that depicts major pre-Civil War events)
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Write the events leading to the Civil War on note cards and have students sequence them.
Use a filmstrip organizer to illustrate and sequence important events leading to the start of the Civil
War.
Slavery (4.6.spi 2: Determine how the issue of slavery caused both political and economic tensions)
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Use a three-column chart to organize information about the political, economic, and social impact
that the slave trade had in America.
Use a graphic organizer to write information about how slavery caused political and economic
tensions between the government’s policy and the beliefs of abolitionists, plantation owners, and
loyalists.
Use a cause and effect chart to organize information about how slavery influenced states’ rights.
Teaching Resources
Textbook Manuals
Reading: Scott Foresman Reading: Leveled Reader Resource Guide (Graphic organizers)
Language: McGraw-Hill Language: Language Support Blackline Masters (Activities using pictures)
Math: Harcourt Math: Teacher’s Resource Book (Templates, Graphs, Visuals)
Science: Harcourt Science: Teaching Resources Book (Graphic organizers, Ideas for hands-on activities)
Social Studies: Harcourt Brace Social Studies: Activity Book and Tennessee State Activity Book
(Timelines, Pictures of people, Charts and Graphs)
Internet Sites and Software Programs
Math Web Activities:
http://www.aaaknow.com/grade4.htm#topic1
Science Web activities:
Changing states and water cycle:
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
Solar System:
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
Social Studies Web activities:
Lewis and Clark:
http://www.nationalgeographic.com/lewisandclark/
Underground Railroad Interactive:
http://www.nationalgeographic.com/railroad/index.html
Maps:
http://plasma.nationalgeographic.com/mapmachine/index.html
Google Earth: http://earth.google.com
Writing:
Kidspiration: Create characters for a story and create web organizers and outlines for
brainstorming story ideas.
All Subjects:
Kidspiration (for students): Have students make their own graphic organizers or use already
made organizers for different subjects/topics (under “activities” in starter box).
Inspiration (for teachers): Create or use already made webs, flow charts, and outlines to
scaffold student learning.
Clip Art:
From CMCSS Server: Select Sharing Folder, then Technology, then Graphics, then My
Pictures.