Classroom++Activities


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Classroom Activities

= Early Elementary Activity = toc = =

= = ???Where Are We Going?????

 Sequence of Instruction: [|baggage][|seat][|gate] ** Closure: ** ** Evidence of Learning: ** ** Reflection: ** ** Adaptions: ** Take lower students aside after the lesson and go over the ticket and passport again with them and review expectations.
 *  Objectives: **
 *  Students will understand the importance of their class country study.
 *  Students will learn what they are responsible for in order to travel.
 *  Students will become familiar with passports.
 *  Students will become familiar with airline tickets.
 *  Materials: **
 *  Teacher needs:
 * [|Passport forms]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">[|Tickets]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Students need:[[image:passport.jpg width="171" height="188" align="right" link="@http://afteramer...press.com/%20201001/10/%20why-ameri...to-travel/"]]
 * Pens
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Introduction: **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Tell students that they will be flying to Costa Rica when they return from Spring Break.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Explain why we will be flying there in relation to the South Side International Month. Explain why I feel it is important to learn about another country.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Ask students why they feel it is important to learn about another country.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Ask students what they think they will need in order to board the plane.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Ask about passports if students do not mention them.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Explain importance of passports.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Ask students who have traveled what they have experienced in airports. What did they have to do before boarding in the airplane.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Explain what the students can expect on Tuesday when they return as well as what is expected of them. Students who can not handle this activity will not participate. They can expect the following:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Pass out passports and go over it with students. Fill it out together as a class. Have them fill out the appropriate information. Help students as needed.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Collect passports.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Pass out tickets for them to fill out their name.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Go over the tickets and ask the following questions:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Ask for any questions?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Go over what to expect on Tuesday and expectations.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Students will understand why they are doing a class country study through discussion of what to why we are embarking on a month long study of Costa Rica. Teacher will listen for responses to why we are studying another country in order to assess whether or not students know why it is important to do so. Teacher will listen for responses such as "Because it is important to know how other people live who are not like us".
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Students will learn what they are responsible for in order to travel through discussion. Teacher will listen for student's responses to questions of what we need in order to travel by plane in order to asses if they are aware of what traveling by plane entails. Teacher will listen for responses such as "We need money, tickets, and passports".
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Students will become familiar with passports by making their own. Teacher will go through the steps of filling out one with students and discuss why it is necessary to have passports. Teacher will ask students why they need passports at the conclusion of lesson and will listen for responses that say to declare that we are citizens of the United States, etc..
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Students will become familiar with airline tickets through discussion of their own tickets. Teacher will go through the parts of the ticket with students and ask questions to the parts. Teacher will listen for responses that define each part of the ticket.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Can students identify the importance of studying another country?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Do students seem interested in their upcoming study?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Do students understand what can be expected for the flight simulation?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Do students understand what they will need in order to travel?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Do students understand why they need passports?
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Can students identify the parts of a ticket?

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Lesson adapted from ed.uiuc.edu <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;"> by Laura Worobec

= Upper Elementary Activity =

**Building a Costa Rican** **Volcano**
 * Content Area**: Science
 * Strategies**: Paper Mache, Observation, and Critical Thinking[[image:Volcano-lesson.jpg width="240" height="320" align="right" link="@http://www.flickr.com/%20photos/%20thepartyanimal/%204097641819/"]]

Volcano kits or paper mache and baking soda, vinegar, and food coloring. Also, trays that are at least an inch or so deep will be needed to have the volcanoes erupt in. Open-ended cylinders will be needed to form the volcanoes around and to add the vinegar and baking soda to. Dish-washing soap can be used to allow for bubbling up of the lava. Students will construct volcanoes and erupt them. They will also discuss in groups how this volcano is similar to real volcanoes in Costa Rica and what causes each to erupt. Begin by providing some background information on volcanoes and how they erupt. Introduce the two major types of volcanism, explosive and quiet, and ask children to find out whether the volcanoes in Costa Rica are explosive or quiet as they research what causes volcanoes to erupt. After these questions have been answered, have students prepare their paper mache to make their volcanoes with later in science class.
 * Materials**:
 * Performance Expectation**:
 * Directions**:

During this time, students will begin making their volcanoes by molding the paper mache around the cylinders in the shape of a volcano. Encourage students to add texture that is typical of a volcano. They should consider such things as crevices where the lava would flow down, which could be made by using a pencil to carve out a path for the lava to flow through. Once students are finished, have them place volcanoes in a safe place to dry. They need to be placed on some material that the base of them will not stick to.

Now students will finally get to erupt their volcanoes. This part of the lesson will take the least amount of time, but cannot be done until the volcanoes are fully dry. Put the volcanoes on the trays and place a heaping tablespoon of baking soda in the bottom of the cylinder and add a couple drops of food coloring and dish-washing soap, if desired. When they are ready to erupt their volcanoes, add about two parts vinegar to the one part baking soda. After the volcanoes have erupted, discuss with students the similarities and differences between their simulated volcano and real volcanoes in Costa Rica. For example, both erupt because of expanding gases that try to force their way out of the volcano, causing an explosion or lava flow in real volcanoes. If supplies are limited and/or behavioral problems are expected, consider just doing one volcano for the class. Also, to cut down on the behavioral problems and mess, it may help to perform the eruptions outside. Have students write about what they learned about volcanoes through this activity. They should include the similarities to their volcanoes and real ones as well as what they learned about volcanoes in Costa Rica.
 * Adaptation**:
 * Assessment**:

//Lesson adapted from// lessonplanspage.com

= Fine Arts Activity = = = = =


 * Title: Creating an Oxcart **


 * Performance Expectations**: Students will create and design their own replica of an oxcart and will discuss the uses and importance of one.


 * Content Area**: Economics and Fine Arts
 * Strategy**: discussion, creativity, drawing, and following directions


 * Materials**: poster board, ruler, scissors, glue, and markers or crayons


 * Directions**: Students will create and design their own oxcart using poster board for the base. The students will need to make a box with no lid using the poster board. The teacher should demonstrate how to do this. Have the students decorate their carts by making designs and using markers or crayons color them. They should decorate before they glue their box together. Next they will need to cut two circles out of a piece of poster board for wheels that will be glued to the sides of the box. Discuss with the students the uses of an oxcart today and in the past. The finished products will be displayed around the classroom.


 * Adaptation**: The teacher may wish to create his or her own oxcart to show as an example for the students. This activity may require a little more time than allowed, therefore the students may have to take them home and finish them there.


 * Evaluation**: The students will be expected to write about their oxcarts and what they learned new from this activity. The students will receive points for their oxcart in their fine arts class.

//Lesson adapted from// lessonplanpage.com //by Sara Broughton//

= Activities to do at home = = = = = Coloring Sheets Children of the World Color your Nation

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Costa Ricans love soccer but this is not the only thing for kids to do. They love to play trompos, yo-yos and canicas. The outdoor activities like quedo, bate, suiza, skating, biking, running kites, and , of course, most kids take advantage of our wonderful country and go fishing, swimming diving, kayaking, any time of the year all over the country.

//** Get out and play some of the activities the children of Costa Rica play! **//

= Additional Resources =

Costa Rica Reading List