May the Force be with you!

Subject Area: Science

Materials: *number of each object depends on class size
Loose leaf paper, plastic bags, plastic or rubber balls, which will replace the egg for practice, scissors, string,
tape, eggs.
Introduction (15 minutes):
Class discussion:
1. What is a force? (a pull or a push)
2. Can you name me some different kinds of forces? (gravity, muscular, buoyancy, friction, magnetic, static
electric)
*Use prompts: when you drop a ball from the top of a hill, what makes it go down?
Development (50-55 minutes):
Quick experiment: If I take a sheet of paper and a ball and hold them at the same height, which will land first
the sheet of paper or the ball? Ask why the ball landed first. Then crumple the sheet of paper in a ball and do
the experiment once more (this time they will both hit the ground at the same time). Ask why again. What
force is acting on the ball (pulling it downwards)? Answer: air resistance.
Their task: In groups, design a machine which will slow down an egg as it falls to the ground, preventing it
from breaking. Students can use; ball, paper to cut, plastic bags, scissors, string and tape.
Procedure:
1. Discuss what you would like to create with your partners. (5-10 mins)
2. Draw a model of machine (5 mins)
3. Create design. (30 mins)
4. Test your design against a ball with nothing on it. (10 mins)
Wrap-up: Test out machines with eggs
Remedial: Give more guidance; a larger surface=more air resistance.
Enrichment: Cut the paper, plastic bags and string into smaller pieces.

Fairy Tales with a Twist

Subject Area: ELA, drama

Materials:
4-5 classic fairy tale books (Little Red Riding Hood, Ugly Duckling)
4-5 small bags with 6 random object in each bag (the weirder the better)
Introduction (5-10 minutes):
Discuss each of the fairy tales with students, in case some students dont know them.
Divide class into 4-5 groups.
Explain the activity: each group will get a fairy tale and a bag with objects. They must incorporate ALL of the
objects and retell the fairy tale using the objects. They can change parts of the fairy tale, add characters etc
Development (30 minutes):
Groups discuss how they want to incorporate the objects (10 minutes).
Groups practice their skits (20 minutes).
Wrap-up: Groups can present their skits to the class or you can team up 2 teams and they can show each other
their skits.
Remedial: Make sure they know and understand the story. Give them easier objects.
Enrichment: Make smaller groups and give them most random objects you can find.

Merry Happy Day

Subject Area: English Language Arts
Materials: Worksheets
Introduction: (5-10 minutes)
There are some really unusual and unique holidays being celebrated every day around the world. Examples:
Santarun, Wales
Last week of November or the first week in December. Thousands of runners dressed up as Santa Claus run
over 7 kilometers. The run is organized by a charity. The run is in the Guinness World Record.
Three Kings Day (Da de los Reyes), Mexico
Three Kings Day commemorates the end of the Epiphany on January 6. The holiday is based on the biblical
story of the Three Kings, who saw a bright star the night Christ was born. Gifts are given and Mexicans bake a
Rosca; a ring of sweetbread in which a small baby Jesus figure is baked into the bread. The one who finds this
figurine becomes to host for another partyCandelaria in February.
La Tomatina, Spain
The Spanish town of Bunol hosts an event on the third week of August. First, the towns young men try to climb
a greased pole to get a ham on top. When one finally dislodges the pork, Bunol explodes into one of the worlds
largest food fights. Over 150,000 tomatoes are specially shipped in and pre-crushed for locals and tourists alike
to throw at each other.
Development:
-

Students have 10 minutes to brainstorm different people or things that are

important to them, and fill out the graphic organizer.
(45 minutes) Students will fill out the handout with the 6 Ws (who, what, when...).

Wrap-Up: Have students present their holiday to the class or share in small groups.
Additional Links:
http://www.educationworld.com/a_lesson/lesson/lesson018.shtml
Cycle Adaptations:
Cycle 1: Students can draw and explain their drawings if they are having a hard time
writing.
Cycle 2: Students should write short sentences, longer ones for stronger students.
Cycle 3: Students should write paragraphs and could form an essay with an introduction,
development and conclusion.
Remedial: If available, students could use technology. Ask for less writing, depending
on childs capabilities.
Enrichment: Ask students to edit their work. Once edited they could create a poster to
promote their holiday.

Name: ___________________________________________

Date: ________________________________________

Merry Happy Day

10 things that really matter to me.

ME

Person
Object
Place
Food or drink
Other

Theres no Debate About it!

Subject Area: English Language Arts
Materials: Minimum 10 students
Introduction (15 minutes):
Moderator (teacher) calls the debate to order, poses the debatable point/question, and
introduces the debaters and their roles.
Development (1h 15 minutes):
-

Class is split up into two teams.

Teacher hands each student a handout, which explains the roles and how the
debate will play out. As a class, students read through the handout thoroughly, and
ask any questions they may have regarding the roles and procedure of the debate.
(15 minutes)

(The teacher can either appoint students to fill each role, or allow them to organize
themselves on their own.)
-

Students then have 30 minutes to come up with their arguments, questions etc
(30 mins)

(Count down every 10 minutes or so to let the students know how much time they have
left.)
-

Finally, students have the debate, as described on the student handout (30 mins)

Additional Links:
http://www.educationworld.com/a_lesson/03/lp304-01.shtml#sthash.H2kPrvwA.dpuf
http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml

Theres no Debate About it!

Vocabulary:

Affirmative: For, positive, agreeing.

Negative: Against, disagreeing.

Each team consists of:

Lead Debater(s): Each lead debater presents one argument for their team's stand
on the topic of the debate.
Cross-Examiner(s): Each cross-examiner poses one question about the opposing
team's arguments. The cross-examiner(s) must try to come up with the opposing
teams arguments and prepare questions to poke holes in their arguments.
Summarizer: One student from each team will act as Summarizer. This student
closes the debate by summarizing the main points of his or her team's arguments.

How the debate plays out:

12345-

Affirmative position lead debaters present their arguments. (max 5 minutes)

Negative position cross-examiners question each of the affirmative arguments. (max 3 minutes)
Negative position lead debaters present their arguments. (max 5 minutes)
Affirmative position cross-examiners question each of the negative points. (max 3 minutes)
Summarizers close the debate by summarizing the main points of his or her team's
arguments.

Example:
Question: Should students be required to wear uniforms at school?
Affirmative lead debater arguments:
-

Yes, because it will be easier for students to get out the door in the morning, since they dont have to
decide what to wear.
Yes, because it will help put all students on an even playing field. Students will no longer be able to
show off about their clothes.

Negative position cross-examiners questions:

Dont you think children will always find something to show off about though? If it isnt their clothes it
might be their backpack or jewellery.

Negative position lead debaters arguments:

-

No, students should not be required to wear uniforms to school, because it eliminates our individuality
and our freedom of expression.
No, because school uniforms are very expensive and it is unfair to families who cant afford them.

Affirmative position cross-examiners questions:

-

Cant students express themselves through other things than their clothes?
Arent regular clothes just as expensive?

Affirmative summary:
-

We believe students should be required to wear uniforms at school because it will make the students
lives easier by not having to spend so much time thinking about what to wear every morning. In
addition, all students will be seen as equals since they are all wearing the same thing.

Negative Summary:
-

We believe students should not be required to wear uniforms to school, because they should be allowed
to express their individuality. Also, uniforms are more expensive than regular clothes and we think it is
unfair to impose this on families.

Debate Topics
1) Should children be permitted to purchase or buy whatever they want with their own money or
allowance?
2) Should children be permitted to get any style of haircut they want?
3) Should children be given an allowance?
4) Should children be permitted to go to a PG-13 or R rated movie?
5) Should children be permitted to have a pet?
6) Should children be required to do chores around the house?
7) Should children be permitted to have a TV in their bedroom?
8) Should children have homework assignments every night?
9) Should school hours be changed to 12:00 to 6:00 pm?
10) Should children between the ages of ten and thirteen be dropped off at the mall without adult
supervision?
11) Should skateboards be allowed on sidewalks?
12) Should animals be used for scientific experimentation?
13) Should computers replace teachers?
14) Should junk food be banned in schools?
15) Should cell phones be allowed in the classroom?
16) Should children be allowed to participate in beauty pageants?
17) Should student athletes have to have good grades in order to play sports?
18) If you see someone cheating on a test, should you tell?
19) Should bottled water be banned?
20) Should children be allowed to have Facebook accounts?

Gender Stereotypes
Subject Area: ERC, ELA

Materials: SmartBoard
Introduction (5-10 minutes):
Discuss the meaning of the words gender and stereotypes. Have students tell you
what they think and record their understanding. Make sure they understand what a
gender stereotype is before beginning the lesson.
Development (as long as you want it to take):
Go through each image and have students tell you what they see and notice, ask
questions to facilitate discussion.
Examples:
What could the image suggest? Why does she look so excited to use laundry detergent?
Why do you think they chose to use a woman/man to sell this product? What does the
background have to do with the product theyre selling? What does the word simple
suggest? Maybe explain the difference between an automatic and manual car. What
does the word bold suggest? What colors are being used to sell? Look at the words and
symbols in the background (baby and kids toys). Why do boys and girls need different
crayons? Be a man signifies being strong physically and emotionally, not crying, never
being scaredNot being a human.
Cycle Adaptations: Select only a few images to discuss for younger grades. Focus on
colors and toys.
Remedial: Ask students to discuss each image with a partner before bringing the
discussion to the whole class.
Enrichment: Ask students to write an ad for a product that disproves a gender
stereotype. Have them make a collage to represent their ad. Ex: I throw like a girl and
images of professional female basketball and baseball players.

GENDER STEREOTYPES

weird
this

Whats
about
one?

Be
a
man
What do people mean by this?