Educator’s Guide Hardcopy $5.00 PDF available for FREE

Thanks to Jackson EMC for their support in helping make this project possible.

Check out our Gift Shop and Pottery Studio While You Visit!

Volunteers needed in many different areas. Call for more information!

Interactive Neighborhood for Kids, Inc. The Featherbone Communiversity 999 Chestnut St, SE, Ste 11 Gainesville, GA 30501 Gainesville, GA 30501 770-536-1900 770-536-1900 www.inkfun.org www.inkfun.org

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Mission Statement

A 501c3 non-profit organization since 2002, INK strives, through the exhibits, to create a unique environment in which children of all ages, abilities, and experience can feel free to imagine, create, and explore beyond their dreams.

INK provides a professional work environment that is challenging, rewarding, creative, and respectful of ideas and individuals.

A one-of-a kind destination point for thousands of families, INK is a celebration of childhood, family, and community.

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Hours of Operation

Monday through Saturday 10:00am -5:00pm

Sunday 1:00pm -5:00pm

Closed Easter Sunday Memorial Day 4th of July Thanksgiving Day Christmas Day

Interactive Neighborhood for Kids, Inc. 999 Chestnut Street # 11 Gainesville, GA 30501 770-536-1900 770-536-5459 fax www.inkfun.org [email protected]

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Museum Directions

INK is located in Gainesville, GA just off exit 22 of Interstate 985 in the former Warren Featherbone build- ing now known as “The Featherbone Communiversity.” From Interstate 985 Take exit 22, and at the end of the ramp make a left onto Highway 129. Go through two red lights, the second one being located at Ridge Road. Take the next left onto Chestnut Street. Park in the first parking lot on your right. INK’s entrance is located on the Chestnut Street side of building under the blue awning toward the middle of the building. From 400N Go down Hwy 53 East (Dawsonville Hwy). (This is a right after the outlet malls after a Wendy’s.) Continue to Jesse Jewell Pkwy intersection and take a right. Turn right onto Hwy 129 (EE Butler Parkway) right after the Holiday Inn. Stay on your right hand side and go approximately ¾ of a mile. Just after the bridge, turn right onto Chestnut Street. Turn right into the first parking lot on the right. The main entrance is in center of building on the Chestnut Street side, under the blue awning. From Dahlonega Take Hwy 60 to Gainesville. Continue on Hwy 60/Hwy 129 onto Green Street. Just past the U.S. Post Office, which is on your left, you will angle to the left, remaining on Hwy 129 (EE Butler Parkway). Go one mile and make the next right onto Chestnut Street. Park in the first parking lot on the right. We are located in The Feath- erbone Communiversity Building. The main Entrance is in the center of build- ing on the Chestnut Street side.

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Field Trip Information NOTES:

Group Visits Interactive Neighborhood for Kids is a wonderful extension of the classroom. Our exhibits are designed to complement and enhance class- room learning by providing experimental, hands-on learning opportunities in a realistic setting. Educators are given the tools to: encourage hands-on, interactive play, to develop and build new skills, to be eager and curious about learning together. If your group has not been to our Museum—you are missing a great lifelong learning opportunity! Reserve your trip today! Bus Drop off and Parking Bus drop off takes place on Chestnut Street; children may unload onto the front lawn area. Bus parking is located in the large parking lot in the common parking area, across from the Hall County Recycling Center. Eating Accommodations The Museum has a designated area in which groups with advanced reserva- tions may have snacks or lunch. Our staff will be happy to assist you with options such as ordering pizza or burgers, or a selection of concessions that you may purchase upon arrival. Bagged lunches are also welcome. If an area has been reserved, the group coordinator will guide you to the eating area where you can store your coolers, bags, etc. Food is not allowed in the exhibit areas at any time.

INK A Place for Discovery and Lifelong Learning

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Plan Your Trip INDEX:

The staff at INK is happy to assist you with your visit. To schedule a field trip, please call 770-536-1900 or email us at [email protected]. We will help to plan the best date and time for your group. A nonrefundable $50.00 deposit is required to reserve your trip which will be applied to your total admissions for the day. Please plan your visit for at least two hours to complete the exhibit areas. Schedule, in advance, extra time for lunch and/or special activities. We can assist you in adding great activities such as painting your own pottery, a special arts and craft project, or even a special magic show for an additional fee. INK requests that groups provide one adult chaperone for every 6 children for appropriate supervi- sion. If your agency cannot provide appropriate supervision, please let us know in advance so that we can make arrangements for additional staff to be on hand for a small additional charge.

Cancellation Policy Your $50 deposit is nonrefundable. INK realizes that emergencies arise from time to time. We will be happy to work with you to reschedule your trip if something happens with your original scheduled date. You MUST contact INK as soon as possible to reschedule your visit.

Group Rates Number of Visitors: Group Rate: 10 - 20 $7 per person 21 - 30 $6 per person 31 + $5 per person

Extras  Marco’s Pizza can be delivered hot for your group! Large one topping pizza $10; Specialty pizza $14  Juice Pouches are only $0.75 cents per pouch. Other concessions also are available at the admissions desk.  McDonald’s Happy Meals are available upon request. Call for details.  INK’s Paint-Your-Own Pottery Studio is available to your group upon advance request. Items begin at only $3 per piece.  INK has a gift shop with items beginning at $1. Don’t miss taking home your INK souvenir. Be sure to let the parents know so they—and you—

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can shop during your visit!

Special thanks to all who helped make this booklet INK Field Trip Rules for Educators and Kids possible.  Please use your walking feet. Running is not permitted inside museum.  Use your inside voices. Lil Bell  Please bring your imagination to have lots of fun! Carman Delgado  Share with others and return items to their proper places. Marla McGhee  Stay with your group. Phillippa Lewis Moss  Use your imagination and role play in the exhibits provided. Dana Miller  Take turns at exhibits. Betsy Adams  Respect the museum property. Sheri Hooper Maleigh Watson  Food and beverages permitted in the designated areas only. And many others!  Smoking is not permitted.  Be sure to clean up each area before you leave the room.  Follow the directions of the museum staff. If you have ideas to complement this booklet please  No climbing on the back of the fire truck. contact info@inkfun org.  Shoes must be worn at all times with the exception of the large family play station.  Everyone is a kid at INK! We expect the adults to have as much fun as the kids.  Have fun!!

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General Group

Information Play acts as an integrating  Please have your group arrive on time. Promptness is key and allows your children longer playing time in the museum. mechanism which enables children  Each field trip group should be divided into subgroups; one adult per six children are required (please plan this, according to what you have to draw on past experiences, worked out with the group coordinator, prior to arriving to the museum). represent them in different ways,  Children and adults should wear some form of identification with the school name, teacher’s name and school’s telephone number visible. make connections, explore  When arriving at the museum, a staff member will greet you. Your stu- dents will be asked to sit in a designated area to listen to instructions be- possibilities, and create a sense of fore entering the museum. At this time, a representative from your group will be able to visit the admissions desk to take care of the field trip bal- meaning…It integrates cognitive ance.  When you arrive, we will have a rotation schedule planned for your group processes and skills which assist in to visit each section of the museum. This ensures that all children can play in every exhibit and make the most of their experience at INK. learning. Some of these develop  If you are eating lunch at the museum, it will be planned as part of your spontaneously, others have to be rotation schedule. If you have a preferred time that you would like to eat, please let the group coordinator know in advance of your trip. learnt consciously in order to make  If you have any questions about the museum exhibits, please locate a mu- seum staff member, and he or she will be happy to assist you. learning more efficient. We would all  We have a wonderful gift shop complete with educational toys including Melissa and Doug items. Children are only allowed in the gift shop like children to become successful when accompanied by an adult. Items for purchase begin at $1.00. learners.  Chaperones must accompany children in all exhibit areas.  Please share this information with each of your chaperones planning to participate in the field trip. —Bennett et al. (1996)

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Additional ideas for Intermediate Post-Visit Activities Our exhibits offer the setting for 1. “What’s My Line?” Allow students (one at a time) to occupational role play. Young secretly choose a career they saw at INK and answer the other students’ questions (“20 Questions” style) about that visitors are always busy prepar- job until they can guess which one the student who is “it” ing themselves to become a has chosen. firefighter, a pilot, a dancer, a banker, a chef in our restaurant, 2. Conduct research to find out more about the different or even a dentist, a doctor, or a functions of each area of the brain. nurse!

3. In a small group: Write up then act out a court-room Kids and their chaperones can scenario. (Be sure to include the various areas/duties you discover new ways to explore, saw represented in INK’s courtroom area.) to negotiate and to share their 4. Writing Prompt: Who would you most like to be in a feelings during their visit to courtroom and who would you least like to be in a INK. Our museum is consid- courtroom? Why? ered by many educators to be “an extension of the class- room.”

The exhibits are designed to complement and to augment curriculum while students build new life skills in our infor- mal, entertaining, and learning environment. INK is com- mitted to serving the needs of children and families by providing exhibits and programs designed to stimulate curi- osity and motivate learning.

INK provides over 24,000 square feet of interactive fun and learning.

Our museum helps children to develop essential foundational skills.

36 9 Pre and Post Planning

Suggested Pre-Visit Activities

Level: Primary (K-2) Draw a picture of a job you would like to do when you grow up. -Kindergarten: Label your drawing. -1st grade: Write 1 or 2 sentences about your picture. -2nd grade: Write a paragraph about your drawing.

Level: Intermediate (3-5) Research career opportunities related to the areas you will be exploring on your trip to INK and write about a few careers that you might like to have in the future. (Customize this assignment by having the children do this writing as narrative, expository, etc. to match your quarterly writing objectives.)

Suggested Post-Visit Activities

Level: Primary (K-2) Draw a picture of a new job that you found out about at INK that you might want to do when you grow up. -Kindergarten: Label your drawing. -1st grade: Write 1 or 2 sentences about your picture. -2nd grade: Write a paragraph about your drawing.

Level: Intermediate (3-5) Explore through research a new career or two that you might be interested in as a result of your trip to INK. (Customize this assignment by having children do this writing as narrative, expository, etc. to match your quarterly writing objectives.)

10 35 Stage Area

Level: Primary (K-2)

Activity 1: Follow the teacher in pantomiming different occupations seen at INK. GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV2

Level: Intermediate (3-5)

Activity 1: Career Charades: Students take turns acting out and guessing different occupations seen at INK. GPS - ELA3LSV1, ELA4LSV1, ELA4LSV2 ,ELA5LSV1, ELA5LSV2, S3CS8, S4CS8, S5CS8

34 11 MUSEUM CURRICULUM

Correlating the Georgia Professional Standards for Educators Library With Interactive Neighborhood for Kids Areas of Exploration Level: Primary (K-2)

(created by Marla McGhee, teacher from the Gainesville City School System Activity 1: Practice reading and listening skills. for INK in Gainesville, Georgia, July 2008) GPS - SSKE2, ELAKR1, ELAKR2, ELAKR3, ELAKR4, ELAKR6, ELA1R3, ELA1R4, ELA1R5, ELA2R1, ELA2R2, ELA2LSV1

Activity 2: Work on puzzles. GPS - MKP1a, M1P4a, M2P4a Post Office

Level: Primary (K-2) Activity 3: Locate parts of books. GPS - ELA1R6, ELAA2R4 Activity 1: Discuss the purpose of the post office. GPS - ELAKLSV1h, ELA1LSV1bcf, ELA2LSV1a Level: Intermediate (3-5)

Activity 2: Role-play as a postal worker, and postal customers, mail Activity 1: Practice reading and listening skills. carriers. GPS - ELA3R1, ELA3R2, ELA3R3, ELA4R1, ELA4R2, ELA4R4, GPS - SSKE1, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a ELA5R1, ELA5R4, ELA4LSV

Level: Intermediate (3-5) Activity 2: Practice research skills using encyclopedias.

Activity 1: Discuss the post office as a division of the Federal GPS - ELA4W3, Government, paid for by taxes. ELA5W3, GPS - SS5E2c, SS3E2 ELA5LSV1, ELA5LSV Activity 2: Discuss the effect of email on the role of the post office. GPS - SS5E1f, SS4E1f Activity 3: Locate the different parts Activity 3: See proper format for addressing letters and placing stamps of books. correctly. (Follow up at school with letter writing and envelope GPS - ELA3R3, addressing.) ELA4R1, ELA5R1

GPS - ELA5C1, ELA4C1, ELA3C1

Activity 4: Weigh sample letters on a scale and determine which need additional postage, according to a chart/poster in post office area. GPS - S3CS3, M4M1, S4CS2c, S4CS3, S5CS2c, S5CS3

12 33 J&J Foods Grocery Store

Animal Medical Center Clinic Level: Primary (K-2)

Level: Primary (K-2) Activity 1: Role-play cashier, shopper, bagger. GPS - SSKE1 Activity 1: Discuss animals as living things and discuss what living things need to survive. Activity 2: Sorting and Classifying GPS - SKCS1, SKL1, S1CS1, S1L1, S2CS1  Step 1: Place items from shelves where they belong on a floor-mat of the food pyramid. Activity 2: Discuss pets and the responsibilities of ownership.  Step 2: Restock shelves using written and visual clues on shelves. (Ex: food, water, love, cleanliness, medical care) GPS - SKCS4a, M1D1b, M2D1a GPS - SKCS1, SKL1, S1CS1, S1L1, S2CS1 Level: Intermediate (3-5) Activity 3: Discuss reasons for taking an animal to the veterinarian. (Ex: preventive care such as vaccinations, Activity 1: Using a poster of the food pyramid as a guide, create operations such as spaying/neutering [operations so they won’t healthy meals. have puppies] and emergency care.) GPS - M3D1, M3P4, M4D1, M4P1, M4P4 (Note that a veterinary office can function as a doctor’s office  Step1: Break into 3 small groups (1 - Breakfast, 2 - Lunch, and as a hospital for animals – services are not separated as they 3 - Dinner). are for humans.)  Step 2: Have groups shop for the healthy meal which they were GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1 assigned.  Step 3: Have each group present their healthy meals to rest of the Activity 4: Role-play veterinarian, veterinary assistant, and groups. client with pet. GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV2  Step 5: (Optional) Level: Intermediate (3-5) Lay all foods from the 3 meals down on the matching Activity 1: Make a chart about the needs of pets and determine area on the food pyramid floor-mat whether each need is to be met by the veterinarian or the owner. And analyze how these meals did GPS - M3D1, M3P5, ELA3LSV1, M4D1, M4P5, ELA4LSV1, or did not meet the daily food M5D2, M5P5, ELA5LSV1 pyramid requirements.

Activity 2: Discuss pet ownership as an economic choice. GPS - SS3E3, SS3E4, SS4E2, SS5E4

32 13 J. Green Salon Activity 3: Figure the cost of the meal above, including 10% tip (with or without tax). Level: Primary (K-2) GPS - M3N5, M4N3, M4N5, M5N2, M5N3, M5N5

Activity 1: Explore and discuss different services available at a Activity 4: Using the calculations from #1, 2, or 3 above, figure beauty salon. the change when subtracting the total from certain dollar GPS - SKCS1, ELAKLSV1, S1CS1, ELA1LSV1, S2CS1, denominations. ELA2LSV1 GPS - M3N2, M4N7

Activity 2: Role-play beautician and client. Activity 5: Figure out who the producers and consumers are in a GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV1 restaurant. (Related: Who is paying to come here? and Who gets paid to come here?) Activity 3: Discuss hair washing as part of proper hygiene. GPS - SS3E3 GPS - SKCS1, ELAKLSV1, S1CS1, ELA1LSV1, S2CS1, ELA2LSV1 Activity 6: Discuss the differences you see between this diner and a modern restaurant? (Ex: in décor, in price) Activity 4: Example: Here is today’s date (point on calendar). If I th GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1 make an appointment for the 15 (or another upcoming date), how many days is it until then? GPS - MKM2, MKP1, MKP3, M1M2, M1P1, M1P3, M2P1, M2P3

Level: Intermediate (3-5) O

Activity 1: Explore and discuss job opportunities in cosmetology R (use as new vocabulary). GPS - ELA3R2, ELA3LSV1, S3CS1, ELA4R3, ELA4LSV1, D S4CS1, ELA5R3, ELA5LSV1, S6CS1 E Activity 2: Discuss hair washing in the context of proper hygiene. GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1 R

Activity 3: Discuss impact of going to beauty salon within the con- text of U having to make economic choices. GPS - SS3E3, SS3E4, SS4E2, SS5E2, P SS5E4 !

14 31 Sun Trust Bank 50’s Diner Level: Primary (K-2) Level: Primary (K-2) Activity 1: Discuss why people use banks. Activity 1: Role play cook, server, customer. GPS - ELAKLSV1, ELA1LSV1, ELA2LSV2 GPS - SSKE1, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a

Activity 2: Look at tables, chairs, booths and calculate how many Activity 2: Making Change. people can sit in this restaurant at once. Listen to the talking penny tell how to make change for a GPS - MKN1a, MKP1b dollar. GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1 Activity 3: Count out coins to equal the price of a single menu item listed on the menu board. Activity 3: Counting coins. GPS - MKN1i  Kindergarten: -Count 5 pennies and relate this to a nickel. Activity 4: Servers and customers. -Count 10 pennies and relate this to a dime.  Step 1: Divide up into an equal number of servers and  First Grade: customers. -Count nickels up to a dollar.  Step 2: Customers each order a menu item and give their -Count dimes up to a dollar. servers more than enough money to pay for it. (Don’t include  Second Grade: tax or tip here!) -Discuss and model different ways to make change for a quarter.  Step 3: Servers count back change to the customer. -Discuss the number of pennies in a dollar.  Step 4: Change roles and do activity again. -Discuss the number of nickels in a dollar. GPS - M1N1f, M2Nic, ELAKLSV1h, ELA1LSV1bcf, -Discuss the number of dimes in a dollar. ELA2LSV1a -Discuss the number of quarters in a dollar.

Activity 5: Identify goods and services in this restaurant. GPS - MKN1, MKP5, M1N1, M1P5, M2N1, M2P3, M2P5 GPS - SS1E1 Activity 4: Explore a vault and an ATM machine and discuss the reason for each. Level: Intermediate (3-5) GPS - MKP4, SKCS1, ELAKLSV1, M1P4, S1CS1, ELA1LSV1, M2P4, Activity 1: Decide upon a meal (food and drink) and calculate the S2CS1, ELA2LSV1 cost. GPS - M3N2, M3P1 Activity 5: Role-play customer service representative, teller, and Activity 2: Figure the cost of the meal above, including tax. customer. GPS - M3N3, M4N3, M4N7, M5N2, M5N3, M5N5 GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV2

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Sun Trust Bank, continued Train Exhibit Level: Intermediate (3-5) Level: Primary (K-2)

Activity 1: Discuss goods and services available at banks. Wooden Train Area GPS - ELA3LSV1, ELA4LSV1, ELALSV1, SS5E2 Activity 1: Role-play in wooden train engine: conductor and passengers. Activity 2: Listen to talking penny tell how to make change for a GPS - SSKE1, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a dollar. GPS - M3P5M4P5, M5P5 Push-Button Neighborhood Activity 1: Compare and contrast the 2 different types of trains in the Activity 3: Learn what a budget is and discuss why it is important push-button neighborhood. to have a budget. Learn how to save money and discuss why it is GPS - ELAKLSV1, SKCS1, SKCS4, ELA1LSV1, S1CS4, S1CS5, important. (With older kids, include information on earning S2CS4 interest on your savings.) GPS - SS3E4, SS4E2, SS5E4 Activity 2: List different types of transportation, besides trains, that are in the push-button neighborhood. Activity 4: Learn about and practice filling out checks and GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1, S2CS4 deposit slips. GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1 Activity 3: Tell 2 different places you could eat in the push-button neighborhood. Activity 5: Discuss the role of banking in America, historically GPS - ELAKLSV1, ELA1LSV1, SS1E1, ELA2LSV1, S2CS4 and today. GPS - SS3E4, SS4E2, SS5E4 Level: Intermediate (3-5)

Activity 6: Discuss employment opportunities in the banking Activity 1:Push-button neighborhood transportation. industry.  Step 1: Name different types of transportation present in the push- button neighborhood. Dentist Office  Step 2: Classify different types of vehicles as business or personal. GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1, S3CS1, S4CS1, S5CS1 Level: Primary (K-2) Activity 2: Occupations Activity 1: Look at chart and name the parts of a tooth – talk  Step 1: Name all the different businesses in the push-button neigh- about which parts we can see easily. borhood. GPS - MKD1, M1D1, M2D2,ELAKLSV1, ELA1LSV1,  Step 2: List 12 jobs in the push-button neighborhood (can expand ELA2LSV2 to list skills for each). GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1

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Grandpappy Airlines Activity 2: Look at chart and count the number of teeth. Compare Level: Primary (K-2) this to the number of teeth you have right now.

GPS - MKD1, MKN1, MKN2, M1D1, M1N1, M2D1 Activity 1: Role-play as passengers, flight attendant, pilot, co-pilot, air traffic controller. Activity 3: Discuss reasons for going to the dentist. GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV1 GPS - ELAKLSV1, SKCS1, ELA1LSV1,S1CS1, ELA2LSV2, S2CS1 Activity 2: Estimation of space  Step1: Estimate/guess how many passengers can fit in this plane. Activity 4: Look at model/picture of a cavity and discuss what  Step 2: Find out how many people can actually fit by sitting in the happened. What can the dentist do to fix this? What can you do to plane. prevent it (brushing, flossing, limiting sugar)? GPS - MKP1, MKN1, SKSC2, M1P1, S1CS2, M2P2, S2CS2, S1CS2 GPS - ELAKLSV1, SKCS1, ELA1LSV1,S1CS1, ELA2LSV2, S2CS1 Activity 3: Flying Step 1: Discuss different things that fly. Activity 5: Role-play dentist, hygienist, and patient. Step 2: Classify things that fly as living or non-living and as natural GPS - SSKE1, ELAKLSV1, SS1E1, ELA1LSV1, ELA2LSV1 or man-made. GPS - MKD1, SKP3, SKL1, M1P2, S1L1, S1CS1, M2P2 Level: Intermediate (3-5)

Activity 1: Look at chart and name the parts of a tooth. Discuss Level: Intermediate (3-5) ways in which the hidden parts can be seen (X-rays can be taken,

Activity 1: Using charts and graphs, compare rates and the time takes tooth can pulled with roots attached). to travel to specific destinations. GPS - M3D1, S3CS2, ELA3LSV1, M4D1, S4CS1, ELA4LSV1, S5CS1, ELA5LSV1 GPS - M3D1, M3P3, M3P4, M4P2, M4P4, M4P5, M5D1A, M5P4c Activity 2: Discuss reasons for going to the dentist. Activity 2: Discuss airlines as a service. (Who gets paid to be on the GPS - S3CS1, ELA3LSV1, S3CS1, ELA4LSV1, S5CS1, plane? VERSUS Who pays to be on the plane?) ELA5LSV1 GPS - SS3E3, SS4E1, SS5E2A Activity 3: Discuss cavity prevention (brushing, flossing, limiting Activity 3: Discuss what makes man-made objects fly. sugar). GPS - S5CS4a, S4CS4a, S3CS4a GPS - S3CS1, ELA3LSV1, S3CS1, ELA4LSV1, S5CS1,

Activity 4: Discuss and list the different jobs with the air traffic ELA5LSV1 industry (Ex: pilots, stewards, air traffic controller, reservationists – related occupation of travel agent) and decide what type of skills Activity 4: Discuss job opportunities in dentistry (hygienist, den- (related to school subjects) are needed for each job. tist, orthodontics, oral surgery). GPS - S5CS8, S4CS8d, S3CS8d GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1

28 17 City of Gainesville Fire Truck Gainesville Radiology Group Level: Primary (K-2) Level: Primary (K-2) Activity 1: Fire Safety/Prevention. Activity 1: Discuss the job of a radiologist and when you would  Step 1: Discuss why we don’t play with matches. need to see one.  Step 2: Discuss smoke alarms (and changing their batteries). GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1  Step 3: Discuss what a family escape plan and why it is important. GPS - SKCS1, ELAKLSV1, S1CS1, ELA1LSV1, S2CS1, Activity 2: Watch X-rays on the large projector screen, and ELA2LSV1 predict which area of the body is shown in each frame. GPS - S1CS4&5, S2CS4a Activity 2: Stop, Drop, and Roll (discuss and practice). GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1 Activity 3: Match X-Rays to real body parts.  Step 1: Have a volunteer (child) lay on the floor. Activity 3: Calling 9-1-1 (discuss and practice).  Step 2: Have the other children place X-rays of arms, legs, and GPS - ELAKLSV1, ELA1LSV1, ELA2LSV1 brain next to the corresponding parts on the volunteer. GPS - S1CS4&5, S2CS4a Activity 4: Firefighters as Heroes- Discuss positive characteristics of community helpers such as firefighters. Activity 4: Role- play radiologist and patient. GPS - ELAKLSV1, ELA1LSV1, SSKE1, SS1E1, ELA2LSV1 GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV1 Level: Intermediate (3-5) Level: Intermediate (3-5) Activity 1: Review and act out. Activity 1: Using a poster of the skeletal system as a guide, lay  Step 1: Fire Safety and Prevention. out real X-rays on the floor as a model of the human body.  Step 2: Stop, Drop and Roll. GPS - S3SC3, S3CS4, S4CS3, S4CS4, S5CS3, S5CS4  Step3: Calling 9-1-1. GPS - ELA3LSV1, ELA4LSV1, Activity 2: Locate different areas of the brain on an MRI and ELA5LSV1 discuss the basic function of each area. GPS - S5CS8, ELA3W1, ELA3LSV1, ELA4LSV1, ELA5LSV2 Activity 2: Discuss fire safety as a community service, paid for by taxes. Activity 3: Discuss careers in radiology. GPS - SS3E2, ELA3LSV1, GPS - S5CS8, ELA3LSV1, ELA4LSV2, ELA5W2, ELA5W3, ELA4LSV1, SS5E2, ELA5LSV1 ELA5LSV2 Activity 3: Discuss firefighters as he- roes, including characteristics they share with historical American heroes GPS - SS3CG2, ELA3LSV1, SS4CG5, ELA4LS1, ELA5LSV1

18 27 Courtroom Northeast Georgia Medical Center Clinic Level: Primary (K-2) Level: Primary K -2 Activity 1: What is a courtroom?  Step 1: Point out different areas of the courtroom. Activity 1: Role play doctor, nurse, patient. (Encourage question  Step 2: Have students predict which section has the most people. and answer format and have nurse retell doctor what patient said).  Step 3: Check your prediction by counting the amount of people in GPS - SSKE1, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a each section of the courtroom (Ex. jury, attorneys, judges).  Step 4: (Optional) Compare the numbers of people in two different Activity 2: Tell how you are different from a baby and an adult. sections and see which has the most (or least) people. GPS - SKL2c, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a

GPS - SKCS5a, S1CS5a, MKN1a, MKN1c, M1N1c Activity 3: Discuss reasons to go to the doctor. (Ex. vaccinations, illness, check-up) and to go to the hospital (Ex. severe illness, Activity 2: Role-play different members of the courtroom. operations, birth of a baby). GPS - SSKE1, ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a GPS - ELAKLSV1g, ELA1LSVce, ELA2LSV1e

Level: Intermediate (3-5) Level: Intermediate: 3-5

Activity 1: Discuss citizens’ rights to due process of law as granted Activity 1: Comparing weights. by the Constitution.  Step 1: Weigh yourself. GPS - SS4CG3b, SS5CG1  Step 2: Figure out how much more you weigh than an average newborn baby (at 7 lbs). Activity 2: Get to know the GPS - M3N2, MP31, M4M1, M4P1, M5P1 courtroom.  Step 1: Point out different areas Activity 2: List all the medical personnel who would work here. and jobs in the courtroom. GPS - ELA3W1, ELA3LSV1, ELA4W2, ELA4W3, ELA4LSV2,  Step 2: Make fractions to ELA5W2, ELA5W3, ELA5LSV2 represent different subgroups with in the courtroom. ***Examples of fraction questions:

~ Out of the total # of people in the The exhibit encourages multi- courtroom, what fraction are jurors? sensory learning through tools ~ Out of the total # of people in the that allow kids the opportunity courtroom, what fraction are to experience working (and attorneys? Kids can pretend to be playing) in the healthcare ~ Out of the total # of people in the a judge, sit on the industry. This fun-filled exhibit courtroom, what fraction are judges? witness chair and learn will help children learn, explore GPS - M3N5, M4N5, M5N2 and discover the world of using about the court system. their imagination.

26 19 Classroom Activity 4: Using senses of sight and hearing to stay safe. Level: Primary (K-2)  Step 1: Listen to siren and discuss warning sounds. Activity 1: Role-play teacher, students, principal, parent (at a  Step 2: Discuss the importance of the flashing blue lights and conference). what to do if you see them. GPS - SSKE1, ELAKLSV1, ELA1LSV1, ELA2LSV2 GPS - SKCS1, S1P1e

Activity 2: Take turns writing on board with chalk. Level: Intermediate (3-5)

GPS - ELAKW1, ELA1W1, ELA2W2 Activity 1: Measuring length and width of the sheriff’s car.

 Step 1: Discuss what unit of measurement would be best to Activity 3: Discuss how chalk is different from dry erase markers determine the length and width of the Sheriff’s car. (high-tech VERSUS low-tech and natural VERSUS man-made).  Step 2: Estimate the length and width of the Sheriff’s car. GPS - SKCS1, S1CS5, S1CS1  Step 3: Using a measuring tape, measure the exact length and width of the car. Level: Intermediate (3-5)  Step 4: Compare your estimate to the exact answer. Activity 1: Discuss job opportunities in a school – teacher, GPS - M3M2, M3P1, M4N1, M4P1, M4N2, M5P2, M5P1 principal, librarian, counselor, technical staff, maintenance staff. Activity 2: Discuss the function of law enforcement officers. GPS - ELA3LSV1, ELA4LSV1, ELA5LSV1 GPS - SS4CG3ab

Activity 2: Team challenge. Activity 3: Discuss the necessity of respecting the rights of  Step 1: Divide students into 2 teams – have 1 student from each others by obeying the laws, for the good of all citizens. (See the team be the “scribe” (introduce “scribe” as new vocabulary). poster of Citizen’s Rights and Responsibilities.)  Step 2: Draw a line down the middle of the board to make GPS - SS4CG4ab, SS5CG1a separate areas for team one and team two.  Step 3: Give the students a time limit (2 minutes) to list all the Activity 4: Discuss the things they have learned so far today at INK. fact that law  Step 4: The team with the most items on their list wins. enforcement is one of GPS - M3D1, M4D1,M5D2, ELALSV1, ELA4LSV1, ELA5LSV1, the services that citi- ELA5LSV2 zens pay for through their taxes. Activity 3: Discuss changes in use of chalkboard and chalk GPS - SS3E2, SS5E2c VERSUS white-board and dry erase markers.  Step 1: Determine origin of chalk (Limestone), chalkboard (Slate), dry erases markers, and white-board manufactured).

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The County Communicator  Step 2: Discuss high-tech VERSUS low-tech of above materials.  Step 3: Discuss environmental impact of these different Level: Primary (K-2) combinations of materials. GPS - SC3CE1, S3E1, ELA3LSV1, S4CS4, ELA4LSV1, ELA4LSV2, Activity 1: Create the front page of the newspaper. Look at your S5CS4, ELA5LSV1, ELA5LSV2 printed paper and go over spelling of words, paragraph organization, and punctuation/capitalization. Modular Play Station GPS - ELA1R1abc, ELA1R2a, ELA1R3, ELA1R4a, ELA2R1abcdg. Level: Primary (K-2)

Level: Intermediate (3-5) Activity 1: Find and identify as many shapes as you can in this area. GPS - MKG1a, M1G2 Activity 1: Create the front page of the newspaper. Look at your printed paper and identify paragraphs, sentences, and Activity 2: Discuss the importance of exercise as part of staying organizational structure. healthy. GPS - ELA4R1abdfh, ELA5R1abdf GPS - ELAKLSV1, ELA1LSV1, S1L1, ELA2LSV1

Level: Intermediate (3-5)

Hall County Sheriff’s Car Activity 1: Geometric Measurement.  Step 1: Measure square footage of different areas of the play space. Level: Primary (K-2)  Step 2: Compare measurements of different areas. Activity 1: What are rules and laws? GPS - M3M2, M3M3, M3M4,  Step 1: Explain why rules/laws are made and why they should M3P1, M4P1, M5P1 be followed.

 Step 2: Role-play being officer and person getting arrested for Activity 2: Geometric breaking a law. Understandings GPS - SSKE1, SSKCG1AB, ELAKLSV1H, ELA1LSV1bcf,  Step 1: Students will ELA2LSV1a classify the different types Activity 2: Look around the car and define the shapes seen and of quadrilaterals seen. their spatial relationships.  Step 2: Students will GPS - MKG1a, MKG2ab, M1G2 identify parallel and perpendicular lines within the Activity 3: Discuss how police/sheriff’s officers help us. play structure. The 20’ x 20’ colorful modular GPS - ELAKLSV1H, ELA1LSV1bcf, ELA2LSV1a GPS - M4G1, M4P3 play system is ready for kids to explore, climb, slide and crawl through the brightly colored maze.

24 21 “Buddy” Exhibit Activity 2: Using information gained through your senses, discuss The “Building a Healthy Body Exhibit” serves as INK’s core gallery on the difference in the muscle model VERSUS the fat model. health-related education and programming. The exhibit explores two GPS - SKCS1, SKCS5, S1CS1, S1CS5, S2CS1, S2CS5 primary themes: maintaining a healthy body in relation to nutrition, exercise, and lifestyle choices; and the anatomy of a healthy body in Activity 3: Work with and discuss the Healthy Diet Activity Board. relation to body systems, organs and functions. The main centerpiece is GPS - ELAKLSVI, ELAILSVI, ELA2LSV2 a larger-than-life boy named “Buddy” which stands for Body Under Development. Level: Intermediate (3-5)

Buddy is a fun, interactive exhibit that kids and educators can explore Activity 1: Make a Venn diagram comparing and contrasting the and gain a basic understanding of the following topics: Obesity/ healthy lung with the smoker’s lung. Exercise/Nutrition, Smoking, Hygiene/Germs, and Diabetes. GPS - M3D1, M4D1, M5D1

Walk behind Buddy for an detailed look at some of the organs inside of Activity 2: Make and discuss observations about the differences in your body. The heart, eye, and kidney models are only the a few of the the muscle model VERSUS the fat model. organs you can explore first hand! GPS - S3CS1, S3CS1; ELA3LSVI, SSSS4CSI, ELA4LSV1, S5CSI, Level: Primary (K-2) ELA4LSV1

Activity 1: Lung Comparisons. Activity 3: Work with and discuss the Healthy Diet Activity Board. Using information gained through your senses, discuss the similarities Extend the discussion to other ways of staying healthy, such as and differences in the healthy lung model VERSUS the smoker’s lung exercising and getting enough rest. model. GPS - EL34LSVI, ELA4LSV1, ELA5LSV1 GPS - SKCS1, SKCS5, S1CS1, S1CS5, S2CS1, S2CS5

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