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Upper Elementary School: READ! Modules

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Module 1: Diary of a Wimpy Kid Module 1: Diary of a Wimpy Kid

Table of Contents

ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 4

REQUIRED MATERIALS 5

EVENT PLANNER 6

MONDAY:LET ME INTRODUCE MYSELF 7

TUESDAY: TEAMWORK IS TREMENDOUS 12

WEDNESDAY:LEAPING INTO LEADERSHIP 19

THURSDAY: PASS THE POPCORN!!! 24

FRIDAY: TEAMWORK =WINNING 30

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About This Module

Members will discover their leadership characteristics and use Overview journaling as a way to express their thoughts and ideas.

If you could write a book about you, what would be the most interesting moment in your life?

What do leadership skills look like?

Driving Questions What leadership characteristics do you possess?

Besides the cartoons, in what ways do you think the book is different from other novels you have read?

This is Me…Poster Session Product of the Week Biopoem Fictional Character

Journal Writings Community Sharing We Can Build it!! Event Leadership Comic What are your goals? What do you believe in? What gives you hope? We all have possessed some of the traits of a “Wimpy Kid” but what Introduction attributes help us overcome them? This module will help members discover the leader that lies within.

If you could write a book about you, what would be the most Special Notes interesting moment in your life?

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Academic Vocabulary

Word Definition

Leader a person who has commanding authority or influence

Honesty showing or suggesting a good and truthful character

Role Model someone who another person admires and tries to be like

someone who teaches or gives help and advice to a less experienced Mentor and often younger person

Follower a person who likes and admires (someone or something) very much

a person who can think about or plan the future with imagination or Visionary wisdom.

Integrity the quality of being honest and having strong morals

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Required Materials

Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.

Questions (Facilitator Resource) Paper Brown Grocery paper Bags Music Player

Comic Template

Diary of a Wimpy Kid Movie (Any one of them…) Scissors (per team) Chairs (per partnership) Poster Board/ Construction Paper (per team) 1 per Team Markers/Colored Pencils/ Crayons (per team) Pencils/Pens (per team) Magazines/Newspaper (per team)

Diary of a Wimpy Kid Do It Yourself Book (1 per member) 1 per Member file:///C:/Users/bgarlington/Downloads/Manga_Page_With_Sta r%20(1).pdf (per member)

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Event Planner

Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location

Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

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Monday: Let Me Introduce Myself

Monday Warm-up

Learning Center or Multipurpose Location Estimated Time 15 minutes Center

Say: Who are you? What do you think you have to offer the world? Are

you a leader? What leadership characteristics do you have? Let’s listen to a pep talk from Kid President… A Pep Talk from Kid President Steps to Follow https://www.youtube.com/watch?v=l-gQLqv9f4o(3:27)

What did you get from this pep talk? Do you think you are capable

of doing anything you can imagine?

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Monday Activity 1 What’s in a Journal?

Estimated Location Multipurpose Room or Tech Center 30-45 minutes Time

Who are you? What do you aspire to be? Members will share their dreams and Description aspirations through an interactive activity.

Members will create a poster session (a way for members to present and exchange ideas Objective about a topic) that represents who they are.

Diary of a Wimpy Kid Do It Yourself Book (1 per member) What You Need Scissors

How to Prepare Say: We are going to get to know ourselves through a process called journaling. When you journal you write down thoughts and ideas in 1 a book. We will be doing our journaling in a book and also through Steps to Follow activities. As we journal, we will think about what makes us who we are and how we show leadership as individuals. Introduce the book and have the members and allow them to 2 peruse the pages to become familiar with it. 3 Complete the first few pages of the book.

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Monday Activity 2 Who Am I?

Estimated Location Learning Center or Multipurpose Room 30 -45 minutes Time

Description Members will participate in an interactive getting acquainted activity.

Objective Members will recognize likes and dislikes of members in their class.

Chairs What You Need Questions (Facilitator Resource)

How to Prepare

1 Line up 2 rows of chairs facing each other. Sit in the chairs “knee to knee” with a partner (actually about 1 foot 2 apart). Explain this is a get acquainted activity. Members will introduce 3 themselves to each other and then answer the question you ask. Members have approx. 1-2 min. to answer the question. 4 Change seats when directed by the Facilitator. Steps to Follow Move 1 seat to the left (or right). Persons on the end rotate around to the other end of their line. Always have people move the same 5 direction for each switch, otherwise you end up with people getting back to a partner they’ve had before. Introduce yourself to your new partner and answer a new question 6 that’s posed by the Facilitator. Rotate until you have acquainted yourself with everyone in the 7 class.

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Questions 1. Tell about a favorite vacation you’ve taken. 2. If you were a vending machine, what would you dispense? 3. Tell about your favorite way to relax. 4. Something that always makes you laugh when you think about it. 5. If you could invent something, what would you invent? 6. Tell about a favorite toy/game you had as a child. 7. If you could win an award or prize for something, what would you like to 9. What is one thing you want to accomplish this year? 10. If you were a hot air balloon, where would you go? 11. If you won $1000 on a call in radio contest today, what would you do with the money? 12. Tell about a favorite book you’ve read. 13. Tell about your favorite thing to do in your free time. 14. Other questions can also be used.

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Monday Activity 3 What’s in a Journal?

Estimated Location Learning Center or Multipurpose Room 30-45min Time

Members will learn the fine art of journaling as they discover that journals can be a form Description of self-exploration and freedom of expression.

Members produce a journal entry based on selected topics. Objective

What You Need Diary of a Wimpy Kid Do It Yourself Journal

How to Prepare

1 Discuss diary and journal writing with the class. Members will offer their ideas about what distinguishes journals, diaries, and blogs. Ask students to offer reasons why they or others write down their private Steps to Follow 2 thoughts, how this exercise can benefit the writer and how it can affect readers. Tell students they will be journaling in their Diary of a Wimpy Kid Do It 3 Yourself Journals.

Monday Cool Down Estimated Time 5 minutes

Pair/Share – “Tell the person next to you . . .”

Steps to Follow Have members verbally summarize something they learned, something they found interesting and something they will share with someone at home.

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Tuesday: Teamwork is Tremendous!

Tuesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Say: Sometimes leaders have to give their team words of encouragement. Encouragement helps them to keep going when they are discouraged. Let’s practice making positive statements about ourselves with these positive statement starters. Ask the following and have the children complete them on sentence strips. (Prepare these on strips of paper and have the members choose one randomly.) 1. I am proud that on my own I can 2. I am proud that I spent my allowance on... 3. I am proud that when I am scared I... 4. I am proud that I made a friend happy by... 5. I am proud that even when the other kids did.... I ... Steps to Follow 6. I am proud that this summer I... 7. Something that my family has done together this year that made me proud.... 8. I am proud that I use my toys... 9. I am proud of what I did about.... 10. I am proud when the other kids say that.... 11. I am proud that I keep healthy by... 12. I’m proud that I helped make my school a happier place by... 13. I’m proud that my mother/father... 14. I’m proud that I learned a new skill when... 15. Something I worked hard for is.... 16. Something I own that I’m really proud of is... 17. A habit I have that I’m really proud of.... 18. Something I really like about myself is... 19. Something I’ve done for my family that I’m proud of is... 20. Something I’ve done for someone else that I’m proud of is...

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Tuesday Activity 1 Bio-poem

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Who am I? Members will explore this question as they write a poem about themselves and Description the leadership characteristics they feel they have.

Objective Members will create a Bio=poem about themselves.

Pencils What You Need Paper Markers/Colored Pencils

How to Prepare

Create a Bio-poem that includes:  Your first and last name  Three or four traits  An important relationship,  Things you love 1  Feelings you have Steps to Follow  Things your afraid of  Some of your accomplishments  Things you want to do or see  Where you live and  Leadership characteristics you possess 2 Decorate your poem after writing.

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How to Write a Bio-Poem (Line 1) First name (Line 2) Three or four adjectives that describe the person (Line 3) Important relationship (daughter of . . . , mother of . . . , etc.) (Line 4) Two or three things, people, or ideas that the person loved (Line 5) Three feelings the person experienced (Line 6) Three fears the person experienced (Line 7) Accomplishments (Line 8) Two or three things the person wanted to see happen or wanted to experience (Line 9) Leadership Characteristics they possess (Line 10) Last name

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Tuesday Activity 2 Musical Paper Bags

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Description Members will use their communication and teamwork skills to play a game.

Objective Members will use problem solving and communication skills in an interactive game.

Brown Grocery paper Bags What You Need Music Player

How to Prepare

Place the paper bags on the floor around the room. Tell members that when the music starts, they are to mingle around, dance if they wish. The goal of this activity is about working as a team to 1 ensure everyone gets on a bag! When the music stops, each person has to have both feet on a paper bag. Tell them you will countdown 3-2-1 after the music stops and they must have everyone on a bag when you get to “1” . Start music again, 1 or 2 paper bags are removed. Participants walk 2 around again to the music and repeat the process. (Just like musical chairs.) Steps to Follow Ask the following reflection questions: What was easy, what was hard about this challenge? How did people help or encourage each other? 3 How did you work as a team? Did someone take on a leadership role or was there shared leadership? Note: If a person in each group asks, if the bag can be ripped or if they can rip it in small pieces so that each person can stand on a piece?” 4 Respond by saying, “We never said you couldn’t.” Sometimes the group has 1 bag left and is struggling to figure out a solution. If needed, you can give them a hint such as asking: ”Is there any way

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you can think of to increase the space on the bag?” or “Can you think of any way to spread out the people but still have everyone touching a bag?”

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Tuesday Activity 3 Response Journal

Location Learning Center or Multipurpose Room Estimated Time 30 – 45 minutes

Members will learn the fine art of journaling as they discover that journals can be a Description form of self-exploration and freedom of expression.

Members produce a journal entry based on selected topics. Objective

Diary of a Wimpy Kid Do It Yourself Journal What You Need

How to Prepare

Discuss diary and journal writing with the class. Members will offer 1 their ideas about what distinguishes journals, diaries, and blogs. Ask students to offer reasons why they or others write down their Steps to Follow 2 private thoughts, how this exercise can benefit the writer and how it can affect readers. Tell students they will be journaling in their Diary of a Wimpy Kid 3 Do It Yourself Journals.

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Tuesday Cool Down Estimated Time 10 minutes

Three W's Members will discuss or write What did we learn today? Steps to Follow 1 So What? (relevancy, importance, usefulness) Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

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Wednesday: Leaping into Leadership

Wednesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Facilitator will show members the following videos on leadership.

Leadership Videos https://www.youtube.com/watch?v=HxEntJiIEd0 Steps to Follow https://www.youtube.com/watch?v=CBi5E5OMKic Ask: What leadership skills did you see? What other characteristics of leadership did you see?

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Wednesday Activity 1 Design A Comic on Leadership

Location Multipurpose Room or Learning Center Estimated Time 39 0 45 minutes

What does a leader look like to you? What would they do? Are they super heroes? Description Members will design a comic strip representation of their idea of a leader.

Objective Members will create a leadership comic.

Comic Template file:///C:/Users/bgarlington/Downloads/Manga_Page_With_Star%2 0(1).pdf What You Need Pencils Markers/Colored Pencils

How to Prepare Get your idea by imagining something funny that could happen at 1 school or home. Choose your characters and give them names. Think of a title that sums up the story. Plan your story. Plan what will happen in each box. Sketch a rough 2 Steps to Follow draft first. 3 Share comics with the class. Use the boxes below to write your own short comic strip. Here are 4 five tips to get you started.

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Wednesday Activity 2 This is Me…Poster Session

Location Art Room Estimated Time 30-45 minutes

Having the confidence to lead is an important part of leadership. Members will share Description who they are through an interactive activity.

Objective Members will create a Poster Session to describe themselves.

Poster Board/ Construction Paper Crayons What You Need Magazines/Newspaper Pencils/Pens Scissors

Prepare Poster board/Construction Paper like the sample prior to How to Prepare the activity.

Say: 1 Now we are going to do an activity that will allow you to tell us who you really are. Facilitator will go over the Poster Session directions. 2 Draw a self-portrait on the poster board or construction paper. Steps to Follow Cut out pictures from the magazine or newspaper that best show 3 who they are. Include favorite foods, activities, pets, where they live, and whatever makes them special. Share poster session with members and discuss the meaning of the 4 pictures.

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SAMPLE

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Wednesday Activity 3 Reflection Journaling

Location Learning Center or Multipurpose Room Estimated Time 30 – 45 minutes

Members will learn the fine art of journaling as they discover that journals can be a Description form of self-exploration and freedom of expression.

Members produce a journal entry based on selected topics. Objective

What You Need Diary of a Wimpy Kid Do It Yourself Journal

Wednesday Cool Down Estimated Time 5 minutes

Pair-Share

Members will pair up and tell partner two things they have learned. Steps to Follow

Members will share out.

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Thursday: Pass the Popcorn!!

Thursday Warm-up

Learning Center or Multipurpose Location Estimated Time 15 minutes Room

Members will make a mask of the character from Diary of a Wimpy Steps to Follow 1 Kid mask in preparation to watch the movie. Materials: Popsicle Sticks, Glue, Markers/Colored Pencils

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Thursday Activity 1 It’s Not a Diary, It’s a Movie – Part 1

Location Learning Center or Multipurpose Room Estimated Time 30- 45 minutes

Description Members will watch the main protagonist of the Diary of a Wimpy Kid series.

Objective Members will view a movie based on the Diary of a Wimpy Kid book series.

What You Need

Diary of a Wimpy Kid Movie (Any one of them…)

How to Prepare

1 Watch the movie Diary of a Wimpy Kid. Steps to Follow 2 Write a journal reflection from the movie.

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Thursday Facilitator Resource Diary of a Wimpy Kid Mask

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Thursday Activity 2 It’s Not a Diary, It’s a Movie – Part 2

Location Learning Center or Multipurpose Room Estimated Time : 30-45min

Description Members will watch the main protagonist of the Diary of a Wimpy Kid series.

Objective Members will view a movie based on the Diary of a Wimpy Kid book series.

What You Need

Diary of a Wimpy Kid Movie (Any one of them…)

1 Watch the movie Diary of a Wimpy Kid. Steps to Follow 2 Write a journal reflection from the movie.

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Thursday Activity 3 Reflection Journaling

Location Learning Center or Multipurpose Room Estimated Time 30 – 45 minutes

Members will learn the fine art of journaling as they discover that journals can be a form Description of self-exploration and freedom of expression. Members produce a journal entry based on selected topics. Objective

What You Need Diary of a Wimpy Kid Do It Yourself Journal

How to Prepare

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Thursday Cool Down Estimated Time 10 minutes

Snowstorm Members write down what they learned on a piece of scratch paper.

Steps to Follow Given a signal, they throw their paper snowball in the air.

Members will pick up a nearby response and read it aloud.

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Friday: Teamwork = Winning

Friday Warm-up

Multipurpose Room or Learning Location Estimated Time 15 minutes Center

Say: Teamwork can lead to better decisions, products, or services. The quality of teamwork may be measured by analyzing the following 1 six components of collaboration among team members: Steps to Follow communication, coordination, balance of member contributions, mutual support, effort, and cohesion. Ant Teamwork 2 https://www.youtube.com/watch?v=PrhrBwQtYQU

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Friday Activity 1 Leadership Social Bingo

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Members will play a Leadership Bingo game that requires them to collect signatures of Description others that have similar leadership characteristics sharpening your saw as you

Members will recognize leadership characteristics in others while playing a game. Objective

Leadership Social Bingo Game What You Need file:///C:/Users/bgarlington/Downloads/LeadershipSocialBingo.pdf

How to Prepare Print out the game tables prior to the activity.

1 Play the Leadership Bingo Game. Steps to Follow 2 Share what you discovered about other members.

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Friday Activity 2 We Can Build It!

Location Art Room Estimated Time 30 -45 minutes

Members will use their imagination, creativity, and problem solving skills to Description collaboratively master a challenge. Members will be able to pick their teams and leader for the project.

Objective Members will work in teams to build a house out of household items.

2 Sheets of Paper (per team) 2 Band-Aids (per team) What You Need 2 Paper Clips (per team) 2 Sticks of Gum (per team)

How to Prepare Print out the game tables prior to the activity.

1 Review the materials that are available. Instruct members that they must designate one leader of the Steps to Follow 2 project and they must work together to build a home using the provided materials. 3 View all the homes that are created at the end of the activity.

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Friday Activity 3 Reflection Journaling

Location Learning Center or Multipurpose Room Estimated Time 30 – 45 minutes

Members will learn the fine art of journaling as they discover that journals can be a Description form of self-exploration and freedom of expression.

Members produce a journal entry based on selected topics. Objective

What You Need Diary of a Wimpy Kid Do It Yourself Journal

How to Prepare Reflection Journaling Discuss diary and journal writing with the class. Members will offer 1 their ideas about what distinguishes journals, diaries, and blogs. Ask students to offer reasons why they or others write down their Steps to Follow 2 private thoughts, how this exercise can benefit the writer and how it can affect readers. Tell students they will be journaling in their Diary of a Wimpy Kid 3 Do It Yourself Journals.

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Estimated Friday Cool Down 10 minutes Time

Three W's Members will discuss or write What did we learn today? Steps to Follow So What? (relevancy, importance, usefulness) Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

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Module 2: Surfer of the Century The Life of Duke Kahanamokus Module 2: Surfer of the Century The Life of Duke Kahanamokus

Table of Contents

ABOUT THIS MODULE 2

ACADEMIC VOCABULARY 2

REQUIRED MATERIALS 2

EVENT PLANNER 2

MONDAY: WELCOME TO HAWAII!! 2

TUESDAY: HELE MEI HOOHIWAHIWA (COME CELEBRATE) 2

WEDNESDAY: HAU’OLI (HAPPY, FUN, JOY) 2

THURSDAY: KUKUI (LEADER) 2

FRIDAY: KIPA HOU MAI (COME VISIT AGAIN) 2

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About This Module

Members will be introduced to Duke Kahanamokus and recognize his Overview global impact as a leader and sportsman.

What leadership characteristics do you see in this story?

Driving Questions How do you deal with obstacles?

What are some obstacles that you have overcome?

Beach Ball Collage Hawaiian Dream Desert Product of the Decorated Surf Boards Week Balancing Robot “My Future is Bright” Sunglasses Hawaiian Fruit Display Community Members will discuss their Hawaiian display of Sharing Event Olympic Rings and the Surfing Mural Welcome to Hawaii! The fresh, floral air energizes you. The warm, tranquil waters refresh you. The breathtaking, natural beauty renews you and the surfing is AMAZING!! Members will be introduced to the Introduction man, the legend….Duke Kahanamokus! He was a Hawaiian legend that put the sport of surfing on the map. What made Duke such a leader ? Let’s find out!

Special Notes

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Academic Vocabulary

Word Definition

the use of words that mean the opposite of what you really want to say sarcastic especially in order to insult someone, to show irritation, or to be funny

benefit a good or helpful result or effect

contributions a payment for a special or extraordinary purpose

abolished to officially end or stop something

officiated to perform the official duties of a ceremony

hospitality generous and friendly treatment of visitors and guests

love, kindness, grace, affection, compassion; also traditional Hawaiian aloha greeting or farewell

an often unfair and untrue belief that many people have about all stereotypes people or things with a particular characteristic

native born in a particular place

maneuvers a clever or skillful action or movement

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amateur a person who does something for pleasure and not as a job

volcanic eruptions to send out rocks, ash, lava, etc., in a sudden explosion

sidelined a line that marks the outside edge of a sports field or court

feeble very weak

capsize to turn over : to turn so that the bottom is on top

shallow having a small distance to the bottom from the surface or highest point

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Required Materials

Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.

Surfer of the Century: The Story of Duke Kahanimoku Video: Hawaii Surfing https://www.youtube.com/watch?v=RUYYdDH2o0k#action=share (4:21) Surfing Huge Waves in Hawaii https://www.youtube.com/watch?v=RUYYdDH2o0k#action=share (1:29) Knife

‘King of All Swimmers’ & Shattered World Records in His 20s http://heavy.com/news/2015/08/duke-kahanamoku-125th- birthday-google-doodle-hawaii-swimmer-surfer-photos-video-hero- olympic-medalist-volleyball-family-death-wife-statue/ (6:07) Cutting board Facilitator Timer or clock that shows seconds Water Printer Pictures of Duke Kahanamokus Burner or Hot Plate Crust: 2 cups unsalted, roasted macadamia nuts ¼ cup granulated sugar 1 teaspoon salt 1/3 cup melted butter For the filling: 1 box instant coconut cream pudding mix 1 ¾ cups whole milk 12 ounces cream cheese, softened

engage express evaluate exhibit6 6 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus ¾ cup+12 teaspoons sweetened, flaked coconut ¼ cup granulated sugar 2 Tablespoons pineapple juice (reserved from the canned pineapple used in the recipe) 2 Tablespoons heavy cream 1/2 cup 1/2 cup macadamia nuts, chopped 12 sliced pineapple rings in 100% pineapple juice (the syrup kind is too sweet) (12oz) container Cool Whip, thawed 1 (6.5 oz) can Reddi Wip, whipped cream Chopped macadamia nuts for garnish Toasted coconut for garnish Real Pineapple, Bananas and watermelon (to serve after the activity)

Glue stick s Tall identical jars or bottles, such as empty, clear, plastic 1-liter or 2-liter bottles (2) 1 per Team Food coloring Vegetable oil (enough to fill the jars nearly full) A way to make one jar hot and one cold, such as by using a large

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White Paint

Green Tissue Paper

Red Tissue Paper Newspaper 6 yd 3/8 inch wide ribbon Light Colored (per member) 6 yd 3/8 inch wide ribbon Dark Colored (per member) Flower Pattern (per member) Thick Cardstock (per member)

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Event Planner

Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

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Monday: Welcome to Hawaii!!

Monday Warm-up

Estimated Location Learning Center or Multipurpose Center 15 minutes Time

Say: Let’s take a virtual visit of Hawaii through a person that became the living embodiment of Hawaii and its “exotic” culture. Duke

Kahanamoku was a symbol of Hawaii and everything that was believed to be good about the Hawaiian people: humble yet powerful, sensual and healthy, gracious and noble! Steps to Follow Duke Kahanamoku Quick History Part 1 https://www.youtube.c om/watch?v=5LTTo6ZjPDQ

Duke Kahanamoku Quick History Part 2 https://www.youtube.com/watch?v=LL49FFlmdhQ

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Monday Activity 1 Aloha!

Estimated Location Learning Center or Multipurpose Room 30-45 minutes Time

Oahu, the third largest of the Hawaiian Islands, pays tribute to Duke Kahanamoku. Description Members will be introduced to Hawaii and Duke Khanimoku, a Hawaiian icon.

Members will recognize the contributions that Duke Kahanimoku made to Hawaii and Objective who he was as a visionary.

Surfer of the Century: The Story of Duke Kahanimoku

6 inch square origami paper (or cut your own squares from What You Need standard paper) in red, green, black, blue and yellow Glue stick

How to Prepare Post and review questions prior to read the book. Read the story, Surfer of the Century: The Life of Duke Kahanamoku 1 by Ellie Crowe Ask the following questions as you read:  What do you know about swimming? About the Olympics? About surfing?  What do you already know about the way people of color were treated at the beginning of the 1900s in the United States? What questions do you have about that era? 2  What are some of your goals? What have you done to try and achieve them? How do you deal with obstacles?  What do you think it would be like to leave your family and Steps to Follow friends to go and compete in a sporting or other event? What would you do if spectators booed you?  What is a biography? Why are biographies of interest to readers? What biographies have you read? Ask the following. Allow members to think about the answers to the questions and reflect before answering.  What is this person’s relationship to the ocean? How does 3 this person’s relationship to the ocean change from the beginning to the end of the story?  How does this person show appreciation for the ocean?  How is the ocean/beach a part of this person’s identity? engage express evaluate exhibit12 12 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus  Look at a map of the world and locate the island this person is from. What is the capital? What ocean surrounds it? Infer what the climate is like based on the island’s location. What makes this island unique?  How does this person demonstrate pride in his/her culture?  How does this person remember home even when far away from home? Remind members that Duke won gold medals at the Olympics 4 during a time when people of color were not accepted. Create the Olympic rings using origami folding. Take your red piece of paper. With your paper colored side down, fold your square horizontally and then vertically to crease.

Cut carefully along one of the crease lines to make two rectangles. You now need to fold each rectangle into thirds so that you end up with thin strips.

Fold carefully, the two ends down and in at a 45 degree angle, creasing well. Repeat with the second rectangle. 7 Slide the two parts of the ring together, pushing the ends of one inside the other. Use a glue stick to make the joins permanent.

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Repeat steps 1-4 with the green paper. When you reach step 5, thread one of the ring parts through the red ring before joining the ends of the green ring so they are linked. Uses glue stick to stick the two rings together so they don't move about.

Repeat with the black, yellow and blue in turn, linking on to the previous ring.

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Monday Facilitator Resource

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Monday Activity 2 Alka-Seltzer Powered Lava Lamp Science Experiement

Estimated Location Learning Center or Multipurpose Room 30-45 minutes Time Hawaii is known for its volcanoes. There are currently three active volcanoes in Hawaii. Description On Hawaii Island you'll find Maunaloa and Kilauea in Hawaii Volcanoes National Park. Members will make a lava lamp using household items.

Members will use chemical reaction and carbonation to create a lava lamp. Objective

Video: Hawaii Surfing https://www.youtube.com/watch?v=RUYYdDH2o0k#action=share (4:21) Surfing Huge Waves in Hawaii https://www.youtube.com/watch?v=RUYYdDH2o0k#action=share (1:29) Tall identical jars or bottles, such as empty, clear, plastic 1-liter or 2-liter bottles (2 Knife

What You Need Food coloring Vegetable oil (enough to fill the jars nearly full) An Alka-Seltzer tablet. Only one tablet is needed for the activity, but having additional tablets can be fun if you wanted to repeat lava lamp action. A way to make one jar hot and one cold, such as by using a large bowl filled with hot water and access to a refrigerator or freezer Cutting board Timer or clock that shows seconds

Water

Somehow make one of the prepared jars be hot and one be cold. How to Prepare For example, to make one hot you could let it sit in a large bowl of hot water, and to make one cold you could store it in a refrigerator

engage express evaluate exhibit16 16 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus or freezer. Be careful when handling hot water.

Junior assistant will be needed for this activity.

Fill each jar or bottle with 1-2 inches of water, add 5 drops of food coloring, and then fill it at least three-quarters full with vegetable oil. Put the cap on tightly to avoid spills and leaks.

Make one jar hot and one cold, by using a large bowl filled with hot 2 water and placing another in a freezer or some ice. Cut an Alka-Seltzer tablet into quarters. Only two quarter pieces Steps to Follow are needed for the activity, but having additional pieces can be fun if you wanted to repeat lava lamp action.

Drop a quarter of a tablet into the heated jar. (Note that the tablet 4 piece may take a moment to sink through the vegetable oil to reach the water, where it will react) Start timing as soon as the tablet piece reaches the water and 5 starts reacting. Record how long does it take the tablet to disappear and ho 6 vigorous are the bubbles?

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Drop a quarter of a tablet in the cold jar. 8 Start timing how long it takes the tablet to disappear . R ecord how long it takes the tablet to disappear in the colder liquid. Do you notice other differences in how the reaction happens 9 in the colder liquid versus in the hotter liquid? Why do you think you got the results that you did?

10 Discuss the results of the experiment.

Say: The ingredients in Alka-Seltzer combine with water to form a gas called carbon dioxide. The oil and Alka-Seltzer do not combine in this way though. The Alka-Seltzer tablets sink through the vegetable oil until they reach the layer of colored water. There the Alka-Seltzer dissolves in the water and forms a gas called carbon dioxide. The gas is lighter than the water and oil, so it bubbles up, taking a bit of colored water with it as it moves through the oil layer. You should have seen those bubbles, looking like colorful blobs, float through the oil layer to the top of the jar. At the top the bubbles should have burst (releasing the carbon dioxide gas), and then the colorful blobs should have sunk back to the bottom (now 11 without carbon dioxide gas). The effect should have been reminiscent of a lava lamp.

The chemical reaction that causes the carbon dioxide to form happens more quickly in warmer water. For this reason, you should have seen that the Alka-Seltzer tablet dissolved more quickly in the hot water, in approximately 20-30 seconds depending on the temperature. This should have resulted in lots of rapid bubbling and an energetic lava lamp display. In contrast, the Alka-Seltzer tablet in the cold water should have dissolved more slowly, with most of it should disappearing in the first two to three minutes, resulting in a calmer and longer lasting lava lamp effect.

engage express evaluate exhibit18 18 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus Note: When you are done playing with the lava lamps, do not pour them down the drain. That quantity of vegetable can lead to clogs in the sewer system. Instead, pour the contents of the lava lamps into a compost pile or dig a hole in your yard, away from any plants you care about, and pour the contents in the hole. If neither of those are an option, simply screw the cap on tightly and throw the lava lamp jar in your regular trash.

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Monday Activity 3 Beach Ball Collage

Estimated Location Learning Center or Multipurpose Room 30-45 minutes Time

Members will make a beautiful beach collage that would represent the beautiful Description beaches that Duke Kahanamokus surfed and swam on in Hawaii

Objective Members will create a beach ball collage using tissue paper and construction paper.

Poster Paper Pencils What You Need Markers/Colored Pencils/Crayons Magazine

How to Prepare

Use a pencil; draw a large circle on the poster paper. 1

Draw a small circle about the size of a quarter somewhere off 2 center, inside the circle.

Draw a curved line from the small circle to the large circle. Repeat drawing lines until you have six lines and six spaces. Each curved line should face the same direction in a pinwheel formation. The Steps to Follow 3 lines will be different lengths and can be varying widths apart from each other (this will give it a 3-D effect).

Trace over the pencil so the beach ball stands out on the poster 4 paper with a black marker. Fill in each segment a different color using colored pencils or 5 crayons.

engage express evaluate exhibit20 20 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus Select and cut out pictures and words from the assortment of magazines to answer the question: What makes the beach special 6 to you?

Draw or glue pictures in each of the six beach ball segments.

In one section, think about : What foods you eat while at the beach? 7 What animals have you seen at the beach? What do you always make sure to pack before you head out? What activities do you like to do at the beach? Who do you play with while there?

Monday Cool Down Estimated Time 5 minutes

Pair/Share – “Tell the person next to you . . .”

Steps to Follow Have members verbally summarize something they learned, something they found interesting and something they will share with someone at home.

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Tuesday: Hele Mei Hoohiwahiwa (Come Celebrate)

Tuesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Members will create Hawaiian names and decorate them to use as a table tent. To translate, Hawaiian only uses 13 letters. So if a name contains the letters B, F or P, just use P instead. For the letters C, D, G, J, K, S, T, X or Z use K. For names with L or R, use L. For names with V or W, Steps to Follow use W. And for names with a J or Y, use the letter I. Basically, the letters A, E, H, I K, L, M, N, O, P, U and W can remain the same. And if a name ends with a consonant, simply add a vowel to the end. Pick one that sounds nice. Likewise, if a name has two consonants together, place a vowel between them.

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Tuesday Activity 1 Surfs Up! Taking the Lead in Life

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Members will research specific leadership roles that Duke Kahanamokus took during Description his life.

Members will use technology to develop a informative poster on Duke Kahanmokus Objective incidents in his life where he demonstrated leadership.

What You Need Computer Pencils/Pens Printer Pictures of Duke Kahanamokus Poster board Markers/Colored Pencils

How to Prepare

Say: Duke Kahanamokus was an amazing man and showed many 1 leadership characteristics throughout his life. Steps to Follow Work in teams and research one out of five incidents where Duke showed leadership characteristics and explain how he used one or 2 more than one of the following leadership characteristics. (Included in Facilitator Resource)

engage express evaluate exhibit23 23 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus Use the following leadership characteristics as you research and describe how they relate to Duke Kahanamoku and his life’s work.

Vision Influence 3 Inspirational Integrity Positive Attitude Mentor Role Model Love for People Create a display board for the research highlighting the leadership 4 characteristics. Include the characteristic and examples of how he showed leadership. Include pictures.

Example:

Surfer Dude

Visionary

Duke showed that he was a visionary when he became tired of swimming and decided to make a surfboard use to navigate through the water.

He Pulled 8 Fishermen From the Water in 1925 in a ‘Superhuman Rescue Act’

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1. Duke Kahanamoku also gained fame for an amazing rescue of stranded fishermen off the coast of Newport Beach, California, in 1925. According to the Encyclopedia of Surfing, the Honolulu Star-Bulletin called it a “superhuman rescue act. On June 14, 1925, a 40-foot shipping boat was wrecked by dangerous waters, sending fishermen into the sea, according to an article about the rescue on the surfing website The Inertia. Kahanamoku, then 34, was at the beach surfing when the wreck occurred. He and two other surfers helped rescue 12 fisherman, though 17 lost their lives, according to the Inertia article. He was responsible for eight of the saves, pulling the fishermen onto his board. “In a matter of minutes we were making rescues; (people were) screaming, gagging, thrashing. Some victims we could not save at all,” Kahanamoku recalled in the book Legendary Surfers by Malcom Gault Williams. “We lost count of the number of trips we made. Without the boards, we would probably not have been able to rescue a single person.” The “Great Rescue” led to surfboards becoming a common tool for rescue swimmers.

He Used His Fame as a Swimmer to Bring Surfing to the U.S. Mainland

Duke Kahanamoku helped make surfing popular on the mainland United States, using his fame as a swimmer to draw crowds to events in California and on the Atlantic Coast.. According to the Encyclopedia of Surfing, he first held exhibitions in Atlantic City, New Jersey, in 1912, after returning from the Olympics as a gold medalist. He then brought the Hawaiian form of surfing to Australia and New Zealand in 1914 and 1915, and helped popularize surfing along the Southern California coast from 1915 to the 1930s.

He Served as an Ambassador for Hawaii & Helped Push for Statehood Duke Kahanamoku helped push for Hawaii to become a state. He served as the mostly ceremonial sheriff of Honolulu, and welcomed politicians and other dignitaries to the islands, while also bringing Hawaiian culture to the mainland.

After Hawaii became a state, the position of sheriff, which he had held for several years, was eliminated. He was given the paid title of “Ambassador of Aloha.”

Kahanamoku wrote on the back of his business card, “In Hawaii we greet friends, loved ones or strangers with ‘Aloha,’ which means with love. Aloha is the key word to the universal spirit of real hospitality, which makes Hawaii renowned as

engage express evaluate exhibit25 25 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus the world’s center for understanding and fellowship. Try meeting or leaving people with Aloha. You’ll be surprised by their reaction. I believe it, and it is my creed. Aloha to you.”

Kahanamoku was also an actor, appearing in at least 14 films, according to IMDB. Because of his Hawaiian heritage and dark skin, many of his film roles were as foreigners or Native Americans, like “Native Chief” in the 1955 film Mister Roberts, and The Devil-Ape in 1927’s Isle of Sunken Gold.

According to the New York Times, Kahanamoku also dealt with racism during his life because of skin color, including a time when he was refused service at a restaurant in Lake Arrowhead, California, that told him, “We don’t serve Negroes.”

He Was Honored With a Bronze Statue in Waikiki Duke Kahanamoku, who was married to Nadine Alexander in 1940 but did not have any children, has been honored with a bronze statue in Waikiki. He is also in several surfing, swimming and Olympics halls of fame.

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Tuesday Activity 2 Wipe Out!!

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Duke was well known for bringing awareness to the sport of surfing. Members will be Description able to create and color their own surfboards.

Objective Members will create their own surfboards and add them to a beach mural.

Deign Your Own Surfboard Template http://www.theimaginationbox.com/uploads/1/2/2/2/12222292/s urfboard-template.jpg

Beach Silhouettes http://www.theimaginationbox.com/uploads/1/2/2/2/12222292/s unsets_silhouettes.pdf Markers/Colored Pencils/ Crayons

What You Need Pencils White Cardstock Blue Butcher Paper Brown Butcher Paper Shades of blue tissue paper Yellow, Orange Tissue Paper Yellow Construction Paper Print the Template and surfboards prior to the activity How to Prepare Cut butcher paper and tape to a wall. Say: 1 We are going to make a mural of the place where Duke Kahanamokus surfed. Steps to Follow Create a beach silhouette on the butcher paper. Add water, sun, 2 sand, trees etc. to make it a beach scence. 3 Decorate surfboards and cut out.

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4 Design waves and water on the mural. Add surfboards to the mural and personalize them with your 5 names.

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Tuesday Activity 3 Balancing Robot

Location Art Room Estimated Time 30 – 45 minutes

It takes a lot of balance to stay on a surfboard while trying to maneuver through the Description massive waves of the ocean. Members will make a balancing robot.

Objective Members will create a balancing robot.

Balancing Robot Printable https://drive.google.com/file/d/0B- cVjZBMBNNXYm1RYjFuLTNMNWs/edit White cardstock What You Need Scissors Two pennies Removable poster putty (or scotch tape) Markers, crayons or colored pencils (optional)

How to Prepare

Show members a balancing robot in action on your finger, but 1 don’t let them know how to make it just yet. Print the robot on white cardstock and color and cut out your 2 robot. Flip your robot over to the back. Place a small piece of poster putty on the hands of the robot.

Steps to Follow

engage express evaluate exhibit29 29 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus Press a penny onto each hand.

Stick some more poster putty on the pennies.

6 Attach the second robot to the back of the first robot. Allow members to explore and discuss all the various ways they can balance their robot.

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Tuesday Cool Down Estimated Time 5 minutes

Pair/Share – “Tell the person next to you . . .”

Steps to Follow 1 Have members verbally summarize something they learned, something they found interesting and something they will share with someone at home.

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Wednesday: Hau’oli (happy, fun, joy)

Wednesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

My Future Looks Bright!!

Members will make scenic sunglasses.

What you need: Black Construction Paper White Drawing Sheet

Steps to Follow Color Pencils/markers Scissors Glue Silver and gold marker Draw a half sunglass against the fold of a black sheet. Cu the glasses. Draw a summer scene on the white sheet. Color it. Put the

glasses on it and paste the glasses on the drawing and cut them again. Decorate the glasses with gold or silver marker.

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Wednesday Activity 1 Lua Pele (Volcano)

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Hawaii is known for its volcanoes. They even have some that still erupt. Members will Description do an experiment that will demonstrate the eruption of a volcano.

Objective Members will analyze what happens when a volcano erupts underwater.

Burner or Hot Plate Sand What You Need Wax Heat Proof Glass Beaker (Pyrex) Water

How to Prepare

Say:

When you hear about a volcano erupting, what do you think is going on? You probably think of red hot chunks of rock being hurled 1 thousands of feet in the air, flows of liquid magma, and plumes of smoke. That's not always the case. Some volcanoes erupt underwater and their smoking hot by-products are immediately cooled. Let’s do an experiment that shows what that would look Steps to Follow like. Place a small piece (about 1″ x 1″) of wax in the bottom of a glass 2 beaker. Try to get it as close to the center of the beaker as possible. Pour enough sand into the beaker to completely cover the cube of 3 wax.

4 Pour water slowly into the beaker until the cup is nearly full. Don't

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Place the beaker onto a burner or hot plate and turn the heat on to 5 a medium-high temperature setting. Observe as the wax heats beneath the sand, it melts and finds its 6 way out of the sandy trap.

How Does It Work?

 The core of the earth has liquid hot magma that, on occasion, erupts through the crust.  The volcanic eruptions we generally think of occur on land and result in the sky- high smoke plumes and lava flows that we see on the news  Nearly 80% of all volcanic eruptions occur underwater, but until scientists got footage of an underwater eruption in 2009, we had no idea what they looked like.  With the Volcano in a Cup, you recreate liquid hot magma by heating wax that is covered by sand.  The liquid hot wax bubbles through the sand and causes miniature eruptions in the surface of the sand as it does so.

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Wednesday Activity 2 No-Bake Hawaiian Dream Dessert Cups

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Members will enjoy a delectable Hawaiian treat made with pineapple, coconut and Description other tastes of Hawaii.

Objective Members will create a Hawaiian dessert.

Plastic Tumbler Cups (9 oz) Crust: 2 cups unsalted, roasted macadamia nuts ¼ cup granulated sugar 1 teaspoon salt 1/3 cup melted butter For the filling: 1 box instant coconut cream pudding mix 1 ¾ cups whole milk 12 ounces cream cheese, softened ¾ cup+12 teaspoons sweetened, flaked coconut What You Need ¼ cup granulated sugar 2 Tablespoons pineapple juice (reserved from the canned pineapple used in the recipe) 2 Tablespoons heavy cream 1/2 cup 1/2 cup macadamia nuts, chopped 12 sliced pineapple rings in 100% pineapple juice (the syrup kind is too sweet) (12oz) container Cool Whip, thawed 1 (6.5 oz) can Reddi Wip, whipped cream Chopped macadamia nuts for garnish Toasted coconut for garnish

How to Prepare

Process macadamia nuts, granulated sugar and salt in a food Steps to Follow 1 processor. Add melted butter and process until smooth (it will be engage express evaluate exhibit35 35 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus very wet).

Divide mixture (which should be almost pourable) evenly among 2 plastic cups. Use the back of a spoon to make it flat if necessary.

Place in the fridge to set and harden into a crust while making the 3 rest of the ingredients (about 30 minutes).

Combine instant pudding and cold milk. Whisk for two minutes and 4 place in refrigerator for at least 15 minutes to set.

Beat together cream cheese, 3/4 cup coconut, sugar, pineapple 5 juice and heavy cream until smooth. Stir in 1/2 cup chopped macadamia nuts.

Remove cups with crust from the refrigerator. Spoon in cream cheese layer first, dividing evenly among the 12 cups. Sprinkle the cream cheese mixture with one teaspoon of coconut per cup. Top 6 this layer with coconut cream pudding, dividing evenly among all cups. Top pudding layer with a pineapple ring, pushing it down slightly into the cup so it rests on top of the pudding. Fill the rest of each cup (to the top) with Cool Whip.

Place back in the refrigerator for at least 2 hours and up to 36 7 hours. Right before serving, top off each cup with Reddi Wip and sprinkle with chopped macadamia nuts and toasted coconut.

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Wednesday Activity 3 Hawaiian Fruit Display

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Members will create their own Hawaiian pineapples from pinecones, bananas and a Description watermelon bowl using papier-mâché.

Objective Members will create Hawaiian Fruit using the papier-mâché technique.

Pine Cones http: a//www.amazon.com/Bulk-Package-Natural-Pinecones-1- Pound/dp/B00479COHW Yellow and Green Paint Paintbrushes Flour

Water

Large mixing bowl

Spoon What You Need Masking tape

Newspaper

Glue + Water (mix equal parts together)

Bowl

White Paint

Green Tissue Paper

Red Tissue Paper

Black Permanent Marker

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Mod Podge Real Pineapple, Bananas and watermelon (to serve after the activity) How to Prepare Children need to be careful of sharp points on each scale Divide members into teams and assign each team a project(s) to 1 complete. Pinecone Pineapple: 2 Paint pinecones yellow and the top green. Let dry. Watermelon Bowl:

Prep your materials. Cut a newspaper into strips. Select a bowl to 3 use as a mold and wrap the outside of the bowl and rim with plastic Steps to Follow wrap. Dip a strip of newspaper into your glue mixture. Remove the excess glue by running your finger and thumb over the strip. Lay the strip across the bottom of the bowl. Repeat with another strip while slightly overlapping the strips. Continue to work up to the rim of the bowl. Allow layer to completely dry (we let it sit overnight).

Repeat process 3 more times for a total of 4 (or more) layers. Alternate each layer in the direction you lay the strips.

Peel off your bowl and trim the rim with scissors once papier- 6 mâché is completely dry. Paint your papier-mâché bowl with a layer of white paint, inside 7 and out. Let dry.

Use your glue mixture to brush on light and dark green tissue paper 8 to cover the outside of the papier-mâché bowl. 9 Cover the inside of the bowl with red tissue paper. Let dry.

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10 Use a black permanent marker to draw your seeds.

11 Seal the tissue paper with a layer of mod podge. Papier-mâché Bananas: Form the shape of a banana, from the newspaper. Sculpt them into 12 the shape of a banana. If you’re doing a more complicated shape, you may want to do it in parts and then tape those parts together. 13 Tape it up with masking tape. You don’t have to tape the whole thing, but enough so that it maintains its shape. 14 Precut newspaper strips about an inch thick and 4-6 inches long.

Wrap the newspaper strips around our banana until the entire 15 banana is covered. Two or three layers covering the whole shape is ideal. Allow it to harden for a full 24 hours, preferably in the sun, before 16 painting. PAPER MACHE RECIPE

It’s not an exact recipe. Mix 2 cups of flour and 2 cups of water in a bowl. Adding the Elmer’s liquid glue is optional. If you choose to add it, add about 4 squeezes. If the paste feels gloppy, add some more water.

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Wednesday Cool Down Estimated Time 15 minutes

Pair/Share – “Tell the person next to you . . .”

Steps to Follow Have members verbally summarize something they learned, something they found interesting and something they will share with someone at home.

Thursday: KuKui (Leader)

Thursday Warm-up

Estimated Location Multipurpose Room or Learning Center 15 minutes Time

Say: Hula is an ancient Hawaiian dance that has been an integral part of 1 Hawaiian culture. Let’s see a sample Hula Dance from a popular movie. Lilo & Stitch- He Mele No Lilo Steps to Follow 2 https://www.youtube.com/watch?v=KtsV4bWPHsY (2:18)

Say: 3 Now let’s learn this dance and do our own Hula dance.

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Thursday Activity 1 Hawaiian Ribbon Lei

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Hawaiian Leis are known for their beauty and the traditions that they embody. Each is a gift of aloha, but some leis hold special meaning. A lei should be a welcomed celebration Description of one person's affection to another. Members will design their own lei and attach a special meaning to it so that they can exchange leis. Members will create their “one of a kind” lei and gift it to another member in a show of Objective unity.

Scissors What You Need 6 yd 3/8 inch wide ribbon Light Colored 6 yd 3/8 inch wide ribbon Dark Colored

How to Prepare

Cut 6 yards from both colors of ribbon. Holding both together tie a knot about 6 inches from the end. Steps to Follow

2 Take the ribbon from the back (Green) and make a loop towards you. Keeping it still behind the top ribbon (Violet).

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Now take the top ribbon (Violet) and wrap it up and over the loop made in the back ribbon (Green).

4 Push the Violet ribbon up and into the loop in the Green ribbon, making a second loop. Pull the Green loop snug by pulling on the Green ribbon.

5 Push the Green ribbon up and into the Violet loop. Then pull the Violet ribbon snug around the new Green loop. Always make your loops in the same direction, either always towards you or always away from you.

Repeat Steps 4 & 5 until you have 1 yard of woven ribbon.

engage express evaluate exhibit44 44 of 54 Module 2: Surfer of the Century The Life of Duke Kahanamokus When you’re ready to end you weave, stop on a Green loop. Push the tail of the Violet ribbon through the loop. Not forming a new loop, just going straight though.

Pull the Green loop snug around the Violet ribbon

Fold the Green ribbon upwards so the Green ribbon is pointing in the same directions as the Violet ribbon.

Holding both ribbons tails together tie a knot. Trim the tails to be 6 inches long.

To wear your new Hawai'ian Ribbon Lei, tie the 6 inch tails together.

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Thursday Activity 2 Princess Kaiulani – Movie- Part 1

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Members will gain a deeper understanding of Hawaii and the turbulent time in history Description when Duke Kahanamoku was born by watching a movie based during this period. Members will state two of the historical events that took place during the time of Duke Objective Kahanamoku’s birth.

What You Need

Say: This movie is a hHistorical drama set in the late 19th century; Hawaiian Princess Kaiulani fights for the rights of her people after Steps to Follow 1 fleeing to England to escape civil unrest in her home country. When the Hawaiian monarchy falls, the princess travels to the US to meet with President Grover Cleveland and prove that her people aren’t the savages the American press makes them out to be.

Thursday Activity 3 Princess Kaiulani – Movie- Part 2

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Location Learning Center or Multipurpose Room Estimated Time 30- 45 minutes

What You Need

How to Prepare

Say: This movie is a historical drama set in the late 19th century; Hawaiian Princess Kaiulani fights for the rights of her people after Steps to Follow 1 fleeing to England to escape civil unrest in her home country. When the Hawaiian monarchy falls, the princess travels to the US to meet with President Grover Cleveland and prove that her people aren’t the savages the American press makes them out to be.

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Thursday Cool Down Estimated Time 5 minutes

Pair/Share – “Tell the person next to you . . .”

Steps to Follow Have members verbally summarize something they learned, something they found interesting and something they will share with someone at home.

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Friday: Kipa Hou Mai (Come Visit Again)

Friday Warm-up Friday: Kipa Hou Mai (Come Visit Again) Location Outside Area Estimated Time 15 minutes

Play the Hawaiian game Ulu Maika, which is very similar to playing 1 horseshoes.

Steps to Follow 2 Use a wooden stake for the ground and some stones.

Toss stones at the stake. The player whose stone lands the closest 3 to the stake scores the point. Continue playing until a player reaches a designated winning score

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Friday Activity 1 Catch Me if You Can!

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Ancient Hawaiians used races to see which warrior was the fastest. Members will Description race to see who is the fastest in the class.

Objective Members will participate in various kinds of foot races.

What You Need String (for three legged race)

How to Prepare

Say: Ancient Hawaiians used to hold foot races to see which warrior was 1 the fastest. We are going to hold several different types of races to Steps to Follow see who the fastest is. Conduct single, three legged and backwards running races. 2

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Friday Activity 2 Pass the Coconut

Location Outside Area Estimated Time 30-40 minutes

Description Members will play a Hawaiian game similar to the American game of Hot Potato.

Objective Member will play the game Pass the Coconut.

Coconut or a ball What You Need

How to Prepare

1 Sit in a circle.

2 Play the Hawaiian music and pass the coconut around the circle. Steps to Follow Stop the music. Whoever is left holding the coconut leaves the 3 circle. 4 The last person left wins!

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Friday Activity 3 Duke’s “Welcome to Hawaii” Lei

Location Art Room Estimated Time 30 -45 minutes

Leis are traditional Hawaiian flower necklaces given as a sign of welcoming and to Description show affection. Members will create their own leis and present them to people to show appreciation.

Objective Members will create floral leis.

Flower Pattern

Thick Cardstock

Drinking straws cut into 1 inch pieces What You Need Paper Hole Punch

Yarn or Thick String

Floss Threaders

How to Prepare

1 Tie the yarn or string around the hole of the floss threader I Cut your straw into 1 inch pieces and punching out your flowers. 2

Punch a hole in the center of each flower. 3 Steps to Follow Cut your yarn or string to the desired length and then tie on your 4 floss threader at the end.

Add a straw then a flower, creating a pattern. You could use 5 multiple colors of flowers and make an even brighter pattern.

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6 Tie the end strings together.

Estimated Friday Cool Down XXX Time

Steps to Follow

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engage express evaluate exhibit54 54 of 54 Upper Elementary School: READ! Modules

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Table of Contents

ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 4

REQUIRED MATERIALS 5

EVENT PLANNER 6

MONDAY: PUSHING OBSTACLES ASIDE 7

TUESDAY: FOLLOW THE LEADER 13

WEDNESDAY: THE FUTURE IS MINE 21

THURSDAY: FOLLOW MY LEAD PLEASE! 28

FRIDAY: ART IMITATING LEADERSHIP 34

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Module 3: Amelia to Zora: 26 Women Who Changed the World

About This Module

What makes you who you are? Childhood memories? Hardships? Let’s delve into the world of some of the most influential women and Overview discover what shaped them to emerge into the leaders that they became. Everyone has the potential to be great---we just have to find it in ourselves!

What is a role model?

Driving Questions What is the importance of communication when you are a leader?

What characteristics make up a leader?

Inspiration Collage Career SMASH Book Product of the Acrostic Poem on Leadership Week Putting the Puzzle Together Display Words of Empowerment Masterpiece Community “He-ros” and “She-ros” Cartoon Wall Sharing Event Think about the women in your life. What value would you say they’ve provided for you? Is there one woman who is truly special to you? Introduction Amelia to Zora introduces members to 26 amazing women whose contributions changed the world and their perceptions of what women are capable of doing!

Special Notes

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Academic Vocabulary

Word Definition

Leader A person who leads or commands a group, organization or country.

Advocate A person who supports or encourages something.

A decision to stop buying a product in order to force a company to Boycott change.

Diplomat A person who represents a country in its relations with other countries.

Entrepreneur A person who starts up his or her own business.

A group of people who are different in some way from the rest of Minority society, the majority.

Stereotype An oversimplified and prejudiced idea about a group of people.

Pioneer A person who makes the first discoveries in a new field of study.

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Required Materials

Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.

Amelia to Zora by Cynthia Chin-Lee Facilitator Chart Paper World Map Scissors (per team) Large sheets of white butcher paper (large enough to trace one body per group) (per team) Colorful Poster Board (per team) Glue Sticks or Rubber Cement (per team) Just Like Me- Graphic Organizer (per team) Internet Pencils/Pens 1 per Team Glue Sticks (per team) Magazines/Newspapers Folders Eggs (per team) Stickers Small Post It Note Strips (per team) Medium Notebook or 5-7 sheets of copy paper folded in half and stapled (per team) Markers/Pens/Pencils/Colored Pencils (per team)

Tag board (various colors) Printed Scrapbook Paper 1 per Member Various Stickers with words and figures Notebook Paper Large sheet of white construction paper

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Event Planner

Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Monday: Pushing Obstacles Aside

Monday Warm-up

Location: Learning Center or Multipurpose Center Estimated Time: 15 minutes

Ask: Did you know that women have not always been able to do some of the things that they do now? Women have not always

been able to vote, play certain sports, get a credit card, serve on a jury or be an astronaut? Say: One woman is overcoming one of these barriers by being the first professional football female coach in the NFL. Steps to Follow Say: Let’s watch Meet Dr. J Welter, The NFL’s First Female https://www.youtube.com/watch?v=h8VeTnF89uU (2:44) Ask: What qualities did she have to have as a leader to get her position? Members will brainstorm characteristics of leadership that they see in Dr. J. Welter after watching the video.

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Monday Activity 1 Women Leaders

Estimated Location Location: Multipurpose Room 30-45 minutes Time:

Members will recognize the contributions that women have made to our society as they Description listen to the book Amelia to Zora.

Objective Members will name contributions that the 26 women have made to society.

Amelia to Zora by Cynthia Chin-Lee Chart Paper What You Need Chart Markers World Map

Make a list of the various occupations that the women had in the How to Prepare book.

1 Read the story, Amelia to Zora by Cynthia Chin-Lee. Read the book once and allow the members to listen for 2 enjoyment. Read the book again and ask the members to listen for specific things. What are the different occupations that these women held? Steps to Follow 3 Who are the activists? Who are the scientists? Who are the athletes? Can you name one interesting thing about one of the women? Post the questions prior to the story so that members can use it as 4 a reference. Discuss the various occupations that they heard and how these 5 occupations encourage leadership skills.

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Monday Activity 2 Where in the World?

Estimated Location Multipurpose Room or Tech 30-45 minutes Time

Description: Description Members will travel the world to discover where the female pioneers were born or lived.

Objective: Members will list two effects that the women’s location might have had on their Objective obstacles and goals.

Internet World Map Pencils/Pens What You Need Small Post It Note Strips Chart Paper Markers How to Prepare

1 Show a map of the world and pinpoint where members are located on the map. Determine where the women in the book came from and pin the 2 locations on the calendar.

Steps to Follow 3 Create a list of where each woman was located.

Choose one woman and determine how their location helped or could 4 have hindered their future.

5 Share findings with the group.

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Monday Activity 3 Career SMASH Book

Estimated Location Art Room 30-45 minutes Time Members will think of the various careers they have learned about from the book and Description: careers they are familiar with and begin to collect items for a scrapbook of a career they are interested in.

Members will create a Smash Book of career interests that will include five items Objective: related to a career they are interested in.

Medium Notebook or 5-7 sheets of copy paper folded in half and stapled Markers/Pens/Pencils/Colored Pencils What You Need Glue Sticks Tag board (various colors) Printed Scrapbook Paper

How to Prepare Tell members that they will create a type of vision book for the 1 career that they would like to have. 2 Review the steps on how to make a Smash Book with members. Distribute the booklets and have members puts put SMASH BOOK 3 and their name on the front cover. Steps to Follow Cut pictures from magazines or print pics from the computer that 4 are related to careers that they find interesting or are interested in. Write feelings about the pictures that they have collected and how 5 they relate to their dream career(s). 6 Follow the steps of making a Smash Book.

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Monday Cool Down Estimated Time 5 minutes

Snowstorm 1 Members write down what they learned on a piece of scratch paper and wad it up. Steps to Follow 2 Given a signal, they throw their paper snowballs in the air.

Members pick up a nearby response and reads it aloud. 3

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Monday Facilitator Resource SMASH BOOK Directions

SMASH BOOK STEPS

Step 1: Find a notebook and gather supplies. Any notebook would work. Your supplies can be as simple as glue (or tape) and a black pen or marker. Also use a package of color paper, pre-cut to photo size, some scissors, colored markers, and stickers!

Step 2: Print your photos or cut them out of magazines.

Step 3: Start gluing! Your Smash Book can be chronological, but sometimes that doesn’t happen. A typical “page” is a title in bigger letters at the top, 2-3 photos glued (or taped) on the page, and then a brief description of the photos. Sometimes, you can do a journal-style entry with just one photo. You can only write names or places and dates. Smash Books are so flexible. You can use colored paper to accent the photos and use stickers or simple drawings with markers to embellish too, but you don’t have to!

Bonus: Save ticket stubs, programs, maps, etc. whenever you remember. These can help trigger memories for the outings where you forgot to take a photo.

Step 4: Don’t be too organized. This is the key to a Smash Book – don’t get so caught up in doing it right that you never do it at all! If you are in a busy season of life, maybe you just get as far as printing photos and sliding them between pages for later or take the time to make 3 or 4 beautiful, elaborate pages. The Smash Book not only keeps record of the photos you take and the experience you have, but it can tell a story of the real life you are living.

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Tuesday: Follow the Leader

Tuesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Facilitator will tell members that they will discuss what makes a

leader a leader.

Facilitator will show the following video. Steps to Follow Kids on Leadership https://www.youtube.com/watch?v=UQfrcOX5tW4 (3:07)

Members will generate their own list of characteristics of a leader.

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Tuesday Activity 1 A Leader Who Is Just Like Me

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Leadership is a quality that few people possess naturally, but it's possible to bolster leadership abilities through practice. Members will perform a leadership activities Description which will improve their self-esteem while teaching them how to work well with others. Members will define what leadership means to them and compare their character Objective traits with one of the women from the book.

Chart Paper Markers Notebook Paper What You Need Pencils Just Like Me – Graphic Organizer Chart Paper Markers

How to Prepare

1 Explain to members that they are going to do an activity that will have them define leadership in their own words.

2 Give members a piece of paper and a pencil. Instruct the members to write down five qualities they believe a leader 3 should possess. If members are having trouble, the Facilitator will provide a few suggestions such as honesty or integrity. Steps to Follow 4 Give members 5-10 minutes to complete their list before retrieving them.

Read through the lists and identify the traits that were listed multiple 5 times and list them on the chart. Choose one of the women from the book Amelia to Zora and identify 6 character traits that he or she shares with the person using the graphic organizer.

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7 Share out their findings.

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Tuesday Activity 2 Quah Ah - Salty Water Color Art

Location Art Room Estimated Time 30-45 minutes

Tonita Peña born as Quah Ah was a renowned Pueblo artist, specializing in pen and ink on paper embellished with watercolor. Members will create watercolor art using Description salt and glue.

Objective Members will create a watercolor art like Quah Ah from the story.

Poster board/Mat board Elmer’s Glue What You Need Watercolor Paint Paintbrushes Salt Information on Quah Ah How to Prepare http://www.mariajulianpottery.com/Ancestry.cfm?PersonalID=121

Steps to Follow Squeeze glue onto mat board or poster board (regular paper will buckle) in any design desired.

2 Cover the glue design generously with salt. then tip the mat board to dump off the excess salt.

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Touch a paintbrush loaded with watercolor paint to the salt covered glue and watch the color travel through

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Tuesday Activity 3 Words of Empowerment Masterpiece

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Nawal El Saadawi is an Egyptian feminist writer, activist, physician and psychiatrist. She has written many books on the subject of women in Islam, paying particular Description attention to the practice of female genital mutilation in her society. Members will work in groups to create an Acrostic Poem to describe leadership on life size body shapes.

Objective Members will create an acrostic poem on life size figures.

Large sheets of white butcher paper (large enough to trace one body per group) Pencil What You Need Markers Colored Pencils Notebook paper (1 per team)

Information on Nawal El Saadawi http://www.theguardian.com/world/2011/mar/08/nawal-el- How to Prepare saadawi-100-women

Review the background of Nawal El Saadawi and the leadership 1 characteristics she possessed. Say: You will use some of these characteristics as you create your acrostic poem using the words LEAD or LEADERSHIP. Steps to Follow 2 Trace the body of one person on the white butcher paper. Write the word LEADER or LEADERSHIP in extra-large letters so that 3 it spans from the head to the feet. Use one sheet of notebook paper to brainstorm words that are 4 empowering and show leadership qualities that they would like to have using the letters of the word LEADER or LEADERSHIP at the

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Module 3: Amelia to Zora: 26 Women Who Changed the World beginning of each words.

Example: L- Leader E- Excellence A- Action D - Direct 5 Decorate using markers or colored pencils by all team members.

Tuesday Cool Down Estimated Time 7 minutes

Two-Dollar Summary 1 Members write a two-dollar (or more) summary of what they learned or found interesting. Steps to Follow 2 Each word is worth ten cents.

For extra scaffolding, have members to include specific words in 3 their statement.

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Just Like Me

Choose one person from the book. Identify three character traits you share with the person. You can choose from the list or write others. Write traits in the chart and tell how you and the person show the trait.

Possible Character Traits: adventurous friendly peaceful artistic funny persistent/stubborn athletic generous proud brave/fearless hard-working quick-witted/clever creative/inventive honest spirited curious idealistic strong-willed energetic independent thoughtful/compassionate fiery intelligent

Character Trait How______shows this trait How I show this trait 1.

t Like Me Graphic Organizer Just Like Me Graphic Org

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Wednesday: The Future is Mine

Wednesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Facilitator will say: Are Leaders Role Models? Can Role Models be Leaders? Let’s watch and see what some children think a role model is to them? What Makes a Great Healthy Role Model? https://www.youtube.com/watch?v=N_e0oAd_TuQ (6:50) Steps to Follow Members will view the video and brainstorm some characteristics

of role models.

Members will look at both the list of characteristics of a leader and

a role model and discuss similarities and differences.

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Wednesday Activity 1 Look Into My Crystal Ball

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Visionaries set goals for themselves. Computer programmer Grace Hopper, helped develop a computer program that was a precursor to the widely used COBOL language. Description COBOL is the first widely-used high-level programming language for business applications. Members will work in teams and use goal setting skills to determine how to plan to reach their personal goals in life.

Objective Members will identify three goals that they would like to focus on for themselves.

Chart Paper Markers What You Need Colorful Poster Board Glue

Facilitator will have a chart of potential interests for members posted. How to Prepare Information on Grace Hopper http://www.biography.com/people/grace-hopper-21406809

Give members a list of things that they would find interesting but have never done. Members will chose one thing off of the list that 1 everyone on the team agrees they would like to do that’s short term and one thing that they would like to do that would be long term. Facilitator will say: Reaching short-term goals can boost your 2 confidence and attaining long-term goals builds endurance and perseverance. Steps to Follow Transfer the goals to poster board. They will label one goal “Short 3 Term Goal” and the other “Long Term Goal”.

Explain what an “action items chart” is and members will work in 4 teams to brainstorm steps they will need to take to reach their goals. Look through magazines to find photos that represent each of their 5 goals and cut out the pictures and paste them around their goals.

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Module 3: Amelia to Zora: 26 Women Who Changed the World Hang the charts where the children can see them and work on 6 reaching their goals.

Goal List:

 Hot Air Balloon Ride

 Ride a Rollercoaster

 Ride a Horse

 Go Three Wheeling

 Knit a Scarf

 Dive off of a Diving Board

 Learn How to Play Chess

 Earn $100

 Run a 5k

 Travel to ______

 Help ______with ______

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Wednesday Activity 2 Move the EGG!!

Location Outside Area Estimated Time 30-45 minutes

Leaders have a knack for communication. They are able to persuade others to do things that they wouldn’t normally do, based on the way they communicate to them. Description In this activity members will be given the opportunity to become leaders and MOVE THE EGG!!!

Objective Members will use leadership skills to accomplish a common goal.

Paper and writing utensils Poster board Magazines Scissors What You Need Folders Glue Eggs Stickers

How to Prepare Boil eggs prior to the activity.

1 Divide the children into equal groups. 2 Give every group enough large spoons and eggs for each member. Instruct the teams to pick a leader whose job it is to devise an 3 effective way to transfer the eggs from one point to another. Steps to Follow Use the following examples: One child might create a line that passes the eggs from one spoon to another, while another child might ditch the spoons and simply instruct one child to run for it. 4 Another child in the group must then devise a way to get his egg across the line in an unusual way. Continue until all the kids get a turn. Winning is determined by the team that gets their eggs across the 5 finish line not only first, but in the most creative manner, wins.

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Wednesday Activity 3 Who’s At Your Table?

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Members will discover that there are people at their “table” that have no value in where they want to be in life. These people are “dead-weight”. Members will create a table of role models/mentors and describe what they provide for them. Description They will discover if the people at their table are a benefit or a distraction in their personal leadership journey.

Members will create a table of role models/mentors that are beneficial to them in Objective their leadership journey.

Pencils/Pens What You Need Chart Paper Markers

Information on Babe Didrikson How to Prepare https://espn.go.com/sportscentury/features/00014147.html

Say: Leaders need good role models/mentors. Just as a company or a large organization has a Board of Directors to help lead and guide them, we all need to surround ourselves with people who can help 1 us on our leadership journey. What kind of people did Babe Didrikson surround herself with in order to become the person that she was? Show the video clip of Who’s on Your Wagon? 2 Steps to Follow https://www.youtube.com/watch?v=8I3VCvlI1Y4 (up to 3:03) Tell members that they will create their own table of mentors/role models. They may be people the participant knows personally or 3 just looks up to, people in history, etc. Facilitator will explain that these may be people living or dead (or even non-humans—such as a pet that gives unconditional love). 4 Complete the activity and share who’s at their table and why.

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Module 3: Amelia to Zora: 26 Women Who Changed the World Extension (Optional) Facilitator can discuss how the people at your table can change, 5 depending on where you are at in your life and your leadership journey, and how some people may always be there.

WHO’S AT YOUR TABLE?

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Wednesday Cool Down Estimated Time 5 minutes

Snowstorm 1 Members write down what they learned on a piece of scratch paper and wad it up. Steps to Follow 2 Given a signal, they throw their paper snowballs in the air.

Members pick up a nearby response and reads it aloud. 3

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Thursday: Follow My Lead Please!

Thursday Warm-up

Estimated Location Learning Center or Multipurpose Room 15 minutes Time

1 Play the game: Who’s the Leader?

Stand in a circle. One person will be asked to leave the room. The person 2 that leaves the room will have to figure out who the leader is upon re- entering the room. Volunteer to be the leader. The leader will initiate an action (such as clapping their hands, tapping their head, patting their knees, etc.) and the rest of the group mimics the action. The leader will 3 change actions- and when he/she does, the rest of the group mimics the new action. (The challenge for the group is to try to observe the leader and change actions in a subtle way, so that the “outsider” cannot figure out who the leader is.) Continue the action until the “outsider” guesses who the leader is 4 (they can have 3 guesses!), or tell them who it is if they cannot Steps to Follow guess correctly. Facilitator will repeat with a new “outsider” and a new leader. Discussion Questions: Facilitator will ask the “outsiders” and the members who participated the following questions: What made it hard or easy to figure out who the leader was? Did you have any strategies for figuring out who the leader was? What did you notice about the leader(s)? Did they have different styles or methods of leading? 5 What skills did the leaders need to be successful? What was it like to be a follower? What skills did the followers need? What aspects of this game can you take and apply to real life experiences of being a leader or a follower? Have you ever had to lead a group of people to accomplish a task? Tell about a time when you had to follow someone.

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Module 3: Amelia to Zora: 26 Women Who Changed the World What made it a positive or negative experience?

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Thursday Activity 1 …And Then What Happened?

Location Outside Area Estimated Time 30-45 minutes

Members will participate in a cooperative game where they will use communication and Description creative collaboration.

Objective Members create a story using photographs.

Pictures/Photographs of Objects/ Animals What You Need

How to Prepare Imogene Cunningham http://www.imogencunningham.com/page.php?page=about Discuss the background of Imogene Cunningham and her 1 photography. 2 Form students into a circle. Steps to Follow 3 Give each member a unique picture of an object or animal.

Begin a story that incorporates whatever happens to be on your 4 assigned photo.

5 Continue the story, incorporating their photo.

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Thursday Activity 2 Putting the Puzzle Together

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Description Members will participate in an activity that demonstrates the power of collaboration.

Objective Members will construct a puzzle that describes them as leaders.

Poster Board Puzzle Pieces What You Need Markers/Colored Pencils Tape

How To Prepare Facilitator will cut all puzzle pieces prior to the activity.

1 Distribute puzzle piece. to each member Decorate the puzzle piece using words that reflect who you are and 2 what contributions you can make to the group. 3 Share what is on the piece of the puzzle. Discuss the importance of everyone coming together. Facilitator will say: Steps to Follow “All of your puzzle pieces are special. They make up who you are. 4 How powerful would it be if all of these contributions came together as one? A puzzle that is put together has more of an impact than the separate pieces of the puzzle. A final product cannot be reached without every piece of the puzzle.’” Guide members to put their entire puzzle piece together. Puzzles 5 will be tapes together and displayed. 6 Share thoughts about this activity.

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Thursday Activity 3 Leading the Blindfolded

Location Outside Area Estimated Time 30-45 minutes

Members will learn the importance of leadership and strong communication skills Description through an interactive game.

Objective Members will demonstrate communication and listening skills in a game.

What You Need Blindfolds for all team members

How to Prepare Divide members into two teams and provide enough blindfolds for 1 each child. Take the children to a safe, large indoor or outdoor area that is 2 tricky to navigate or features several obstacles such as a park with many trails. Place teams at opposite sides of the space and instruct everyone 3 Steps to Follow but one member of each team to put on a blindfold. Say: On “go,” the one member not sporting a blindfold must lead 4 his team across the field by providing clear commands. Switch positions as the blindfolded leader after a set amount of 5 time so that all team members get a turn. Winning is determined by the team able to successfully lead every 6 child across their finish line.

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Thursday Cool Down Estimated Time 7 minutes

Snowstorm 1 Members write down what they learned on a piece of scratch paper and wad it up. Steps to Follow 2 Given a signal, they throw their paper snowballs in the air.

3 Members pick up a nearby response and reads it aloud.

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Friday: Art Imitating Leadership

Friday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Say: Let’s watch a video on Heroes – There are kids and grownups that are doing extraordinary things to make the world more awesome! 1 As you watch, think about who your hero is? For the Heroes: A Pep Talk from Kid President Steps to Follow https://www.youtube.com/watch?v=tgF1Enrgo2g (4:16) Members will work in teams to share one message they were able 2 to glean from the video.

3 Facilitator will chart their answers.

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Friday Activity 1 That’s My Perception…and I’m Sticking to It!!

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Each person perceives life in a totally different way. How people act or react is affected by their perspective, life experiences and personal history. To be an Description effective leader we need to be aware of these things.

Objective Members will recognize the importance of perceptions.

Scenarios (provided) What You Need Chart Paper Markers

Write the following Perception Scenarios and questions: 1. Your neighbor bought an expensive car. How much did it cost? 2. Your car has some problems and you have to take it in to the mechanic. The Mechanic says: “This will take a while.” How long will it be? 3. Someone calls you with a question and you tell them, “You will How to Prepare hear from me soon.” (or “I’ll get back to you soon.”). When will that be? 4. You went to return some merchandise at a store. There were too many people standing in line. How many people is that? 5. A kid at your summer program/camp asks you when you will play a certain game. You tell him: “We’re going to do that activity later.” When will that be? Review each question to see what the range of answers . 1

List on a board or flip chart paper the range of responses. 2 Steps to Follow Lead a discussion about why the answers have such a wide range, what “personal history” people bring to their responses, and have 3 participants talk about how perceptions may affect someone’s frustration level.

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4 Discuss ways to improve upon communication.

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Friday Activity 2 “He-ros” and “She-ros” - Part 1

Location Art Room Estimated Time 30-45 minutes

Members will look for leadership characteristics in a cartoon and use those Description characteristics to create their own storyboard.

Members will incorporate three leadership characteristics into a storyboard which Objective they create.

Challenge of the Superfriends http://www.dailymotion.com/video/x24xo8q_challenge-of-the- super-friends-e1_shortfilms Pencils What You Need Markers/Colored Pencils Storyboard Template http://www.bbc.co.uk/northernireland/myplacemyspace/downloa ds/promote-your-day-out/storyboard-template.pdf Chart paper

How to Prepare

1 View the clip of the cartoon. Discuss any leadership skills that were seen in the clip. Who was the Steps to Follow 2 leader? Was there more than one? How did all of the characters and their leadership skills mesh together? Form teams and brainstorm ideas about how the storyboard should look 3 and begin creating the story on the template.

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Friday Activity 3 “He-ros” and “She-ros” - Part 2

Location Multipurpose Room or Art Room Estimated Time 30-45 minutes

Members will look for leadership characteristics in a cartoon and use those Description characteristics to create their own storyboard.

Members will incorporate three leadership characteristics into a storyboard which they Objective create.

How to Prepare

1 Transfer their storyboard ideas from the template to chart paper and add words. Steps to Follow 2 Add pictures to the storyboard on the chart picture.

3 Share completed storyboards with the group.

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Module 3: Amelia to Zora: 26 Women Who Changed the World

Estimated Friday Cool Down 5 minutes Time

3-2-1

Steps to Follow Members will share 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know and share out.

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Upper Elementary School: READ! Modules

engage

express

evaluate exhibit

Module 4: The Mangrove Tree Module 4: The Mangrove Tree

Table of Contents

ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 4

REQUIRED MATERIALS 5

EVENT PLANNER 8

MONDAY: SUPER TREE 9

TUESDAY: WHO'S LIVING IN THE MANGROVES 15

WEDNESDAY: DISCOVERING SOLUTIONS 21

THURSDAY: THERE IS NO "I" IN TEAM 27

FRIDAY: THE JOY OF GIVING BACK 36

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About This Module

Have you heard about the “Super Tree”? A tree that can provide economic and ecosystem services to humans and mangrove forests? This tree has a system that is so enormously complex, it still leaves scientists trying to learn more! The Mangrove Trees is not only Overview interconnected within the ecosystem but they also make up a transitional zone between land and ocean; connecting and supporting both. It is no surprise that mangroves are called “roots of the sea.” Let’s discover how this “Super Tree” was used to save the lives and a village in Africa.

What leadership characteristics are prevalent in the story?

Driving Questions What was the vision of the leader in the story?

Who Lives in the Mangrove? Research Poster Product of the Mangrove Munchies Week Building Leadership Skills Project

Community Community Service Project Sharing Event Dr. Gordon Sato was a visionary---his vision helped change the lives of the people of Hargigo, for the better and it all started by planting some special trees---Mangrove trees. Dr. Sato’s environmental innovation Introduction will show members that a leader will need to have creativity, put in some hard work and have the ability to make a positive difference in the lives of many.

Special Notes

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Academic Vocabulary

Word Definition seedling Little seeds that will grow into plants

tend To take care of , to look after, to watch over

shepherds People who take care of animals like sheep or goats. exchange A trade, a swap, giving one thing and getting back another.

Dr. Gordon Sato Dr. Sato was born on 17 December 1927 in Los Angeles. His parents taught him the generic techniques of gardening, and how to cultivate things under a wide variety of conditions. iron a metal element that mangroves need to grow

streams a flow of water

tide the rise and fall of the water level; change in the level of the ocean caused by the pull of the moon on the earth.

creatures living things

fertilizer A substance added to soil to make it richer and to help plants and trees grow Mangrove tree A type of tree that grows in shallow coastal waters and can live and survive in salty water nutrients Something that provides nourishment; substance needed by plants, animals, and people to stay healthy oxygen A chemical (gas) found in the air that is necessary to have in order to live; needed by plants and animals to breathe ecosystem A community of living organisms in conjunction with the nonliving components of their environment (things like air, water and mineral soil), interacting as a system.

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Required Materials

Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.

World Map The Mangrove Tree by Susan L. Roth and Cindy Trumbore What is a Mangrove and How Does It Work? http://www.amnh.org/explore/science- bulletins/bio/documentaries/mangroves-the-roots-of-the-sea/what-s-a- mangrove-and-how-does-it-work Websites: http://www.oceanicresearch.org/education/wonders/mangroves.htm?gc Facilitator lid=CjwKEAiAmqayBRDLgsfGiMmkxT0SJADHFUhPmiXkvkSjgPaHoLkQXuft Ozfdn1OhcDkLDeChbydVTRoCGo3w_wcB

http://www.mesa.edu.au/mangroves/mangroves05.asp

http://webworldwonders.firn.edu/eco/animals.php?ecosystem=Mangrov es

http://animals.mom.me/animals-live-abu-dhabi-mangroves-8764.html

Computer

Markers (per team) Non-perishable food items Water Bottles Granola Bars

Pencil/Pen

1 per Team Poster Boar Scissors Glue Masking tape Large squares of paper/cardboard (enough for each group to have one less than the number of its players) Pipe Cleaner engage express evaluate exhibit5 5 of 40 Module 4: The Mangrove Tree

Blocks Dried Spaghetti (per team) Marshmallows (per team) Tape (per team) Old Buttons (per team) Toilet or Paper towel rolls (per team) 2 clear plastic cups (per team) 2 Carrots (per team) Water 1 Tsp Salt (per team) Ruler (per team) Red, white and blue markers Clear plastic bag Chart paper(per team) Decision-Making Scenarios Sheet Handout – Decision-Making Points to Remember

Blue Food Coloring

Pretzel sticks (skinny, small ones) Paper Towels Grocery Bags

Rice Cakes Cream Cheese (1 oz.) 10 Pretzel Sticks 1 per Member Rice Cakes (per member) Cream Cheese (1 oz. per member) 10 Pretzel Sticks (per member) Tissue Paper (per member) Paper Bags Leaf Lettuce

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Scrap Paper (per member) Cardstock/Construction Paper (per member) Photos of Landscapes Tissue Paper (all colors) Empty container with a soft plastic lid (coffee canisters work especially well for this) Paper Warm Thick Socks (per member)

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Event Planner

Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

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Monday: The Super Tree

Monday Warm-up

Learning Center or Multipurpose Location Estimated Time 15 minutes Center

Say: Have you ever heard of a Mangrove Tree? Do you know what is so special about this tree?

This is a Mangrove https://www.youtube.com/watch?v=InyJKZirBEQ (1:31)

Say:

About Mangroves Steps to Follow What are Mangroves? Mangroves are forests of salt-tolerant trees that grow in the shallow tidal waters of some coastal .areas. They require slow water currents and plenty of fine, organic sediment in which to set their roots as well as protection from high .energy waves. They are the home to many species.

Mangroves are remarkably tough. Most live on muddy soil, but some also grow on sand, peat, and coral rock. They live in water up to 100 times saltier than most other plants can tolerate. They thrive despite twice-daily flooding by ocean tides; even if this water were fresh, the flooding alone would drown most trees.

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Monday Activity 1 Why the Mangrove Tree?

Estimated Location Tech Center 30-45 minutes Time

Members will research the Mangrove Tree and provide insight on why it was the best Description choice for the project.

Objective Members will recognize the importance of the Mangrove Tree.

World Map The Mangrove Tree by Susan L. Roth and Cindy Trumbore What You Need What is a Mangrove and How Does It Work? http://www.amnh.org/explore/science- bulletins/bio/documentaries/mangroves-the-roots-of-the- sea/what-s-a-mangrove-and-how-does-it-work

How to Prepare Read the story, The Mangrove Tree by Susan L. Roth and Cindy 1 Trumbore. Read the book once and allow the members to listen for 2 enjoyment. Read the book again and ask the members to listen for specific things.  What kind of weather was there in Hargigio? Steps to Follow  What were the problems the people were facing?  What was the vision of Dr. Sato? Why do you think he chose 3 that particular village?  How were the lives of the villagers in Hargigo different than ours? How was it similar?  Why do mostly women help with this project?  How do the mangrove trees help the community?

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Monday Activity 2 : Communication is Key—Making Connections

Estimated Location Multipurpose Center or Learning Center 30-45 minutes Time

Members will discover the importance of communication through an interactive activity. Description

Members will use communication skills to guide a partner to make a shape. Objective

Pretzel sticks (skinny, small ones) What You Need Paper Towels

How to Prepare

Say: Dr. Sato had experiences as a child that helped him to relate to the people of Harigigo. Do you think he would have been able to relate to them if he hadn’t experienced these things? As we have discussed before communication is an important skill for leaders to 1 have. Dr. Sato’s vision to help the people of Hargigo had to have the buy in of the people it was intended for. Let’s practice using our communication skills with an activity.

Pair up with another person and sit back to back. 2

Steps to Follow Place a paper towel down flat in front of each member and give each member 10-15 pretzels. 3 The member pairs will decide who will be the communicator and who will be the receiver. Say: 4 The communicator will go first and make a design/shape on their paper towel. Say: 5 The communicator will then explain their design/shape one pretzel stick at a time. (Example: “I placed engage express evaluate exhibit11 11 of 40 Module 4: The Mangrove Tree

my first pretzel stick vertical in the middle of the towel.”)

Say: The receiver of the information will listen and do as the 6 communicator instructs. They cannot ask any questions to clarify the instructions they are receiving. 7 Look and see how well they match.

Switch roles. The receiver now becomes the communicator, but 8 this time the receiver CAN clarify and ask questions. Ask the following reflection questions:  What was it like to follow directions and not be able to ask questions? 9  Did you find yourself getting frustrated?  Discuss what it was like to be able to talk?  Why was this easier?  Which is better one-way or two-way communication? Why?

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Monday Activity 3 Can One Person Make a Difference?-Community Service Project

Estimated Location Learning Center or Multipurpose Room 30-45 minutes Time

Members will discuss how they can make a difference in the community that they live in Description by performing simple acts of kindness.

Members will discover the feeling of helping others through a community service project Objective .

Grocery Bags Markers Non-perishable food items What You Need Water Bottles Granola Bars Warm Thick Socks

How to Prepare

Say: 1 Dr. Sarto enjoyed helping others. Leaders enjoy making a difference and helping others. We will do some community service activities designed to help others. We will do two community service projects. Community Service Project One: 2 Decorate reusable grocery bags and fill them with their favorite non- Steps to Follow perishable food items. Community Service Project Two: 3 Stuff new, warm socks with water bottles and granola bars to give to homeless men and women you pass on street corners 4 Distribute their community service activities to their community.

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Monday Cool Down Estimated Time 5 minutes

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Tuesday: Who’s Living in the Mangroves?

Tuesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Facilitator will say: The Mangrove is home to many animals. Let’s watch a video that shows the animals living in the Mangrove. Steps to Follow Mangrove https://www.youtube.com/watch?v=qPVt-Yu1rAA (3:24)

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Tuesday Activity 1 Knock, Knock…Who’s Living In the Mangrove?

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Description Members will research the many animals that make the Mangrove Tree their home.

Members will use the internet to find out what animals live in the Mangrove tree and Objective their contribution to the ecosystem.

Websites: http://www.oceanicresearch.org/education/wonders/mangroves.h tm?gclid=CjwKEAiAmqayBRDLgsfGiMmkxT0SJADHFUhPmiXkvkSjgP aHoLkQXuftOzfdn1OhcDkLDeChbydVTRoCGo3w_wcB

http://www.mesa.edu.au/mangroves/mangroves05.asp

http://webworldwonders.firn.edu/eco/animals.php?ecosystem=M angroves

What You Need http://animals.mom.me/animals-live-abu-dhabi-mangroves- 8764.html

Computer Pencil/Pen Poster Board Scissors Glue How to Prepare Say: The Mangrove Forest is important because it supports a complex aquatic food web and a unique habitat. It is a fish nursery and a rich 1 source of fish, shellfish, oysters shrimp, crab and other crustaceans. Steps to Follow Today you will research the Mangroves and what they provide for their little habitants in their ecosystem. Answer the following questions in the research: 2 1. What do the Mangroves do to keep their ecosystem free from pollutants?

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(Mangrove trees act as a sink absorbing pollutants from sewage and water waste.) 2. Where does the salt on the Mangrove come from? (Because of the excessive salt in their habitat, grey mangroves secrete salts directly from two glands at .the base of each leaf It is not unusual to see the leaves covered by salt crystals.) 3. How do these trees help with Global Warming? (They take carbon dioxide from the atmosphere and store it, helping to reduce global warming and ocean acidification.) 4. Do mammals live in the mangroves? Why or Why not? 5. Name five insects or animals that live in the mangrove? 6. Where are these animals found? (What part of the country) global warming and ocean ac 3 Find pictures and put them on their research board.

4 Share their findings.

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Tuesday Activity 2 Edible Mangrove Masterpieces

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Description Members will make a delicious Mangrove treat.

Objective Members will create a snack using various ingredients.

Rice Cakes (per child) Cream Cheese (1 oz. per child) What You Need 10 Pretzel Sticks (per child) Blue Food Coloring Leaf Lettuce

How to Prepare

1 Mix cream cheese and food coloring in small bowl.

2 Spread the mixture onto rice cake. Steps to Follow Press ten pretzels into the rice cake to represent the roots of the 3 mangrove tree coming up from the water. 4 Use a piece of leaf lettuce in the center to represent the leaves.

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Tuesday Activity 3 Toxic Mangrove Forest – Teambuilding Activity

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Description Using communication and teamwork, members will work together to complete a task.

Objective Members will use strategy to safely cross the “toxic forest”.

Masking tape What You Need Large squares of paper/cardboard (enough for each group to have one less than the number of its players)

Mark the boundaries of the “mangrove Forest with masking tape. Remove any obstacles in the space so that it is completely empty. How to Prepare Cut the Toxic Boards Put the reflection questions on chart paper that will be sked at the end of the activity. 1 Explain the rules of the game. Give each team toxic boards (enough for each group member, 2 minus one) If a group loses one of its boards, it will not be replaced. Explain that the toxic boards keep members safe from the forest, but only if they are being used by a member. If no one is using the 3 board, it will dissolve into the swamp (i.e. repossessed by the Steps to Follow Facilitator) Say: 4 If a member steps outside of the boundaries of the swamp (marked by the masking tape), that entire group must start over. Cross the forest together. No one may be left behind. If anyone is 5 stranded or left behind that entire group must start over. 6 Give the groups five-7 minutes to discuss strategy.

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Tuesday Cool Down Estimated Time 5 minutes

Pair-Share 1 Members will pair up and tell partner two things they have learned. Steps to Follow

2 Members will share out.

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Wednesday: Discovering Solutions

Wednesday Warm-up

Location: Learning Center or Multipurpose Room Estimated Time: 15min

Give teams each a plastic knife and a marshmallow and have them build a structure where all knifes are touching at least one other knife and only one marshmallow.

Steps to Follow

Members will have a discussion on how they were able to accomplish the task as a team. Who was the leader? Who

followed? Why did the combination0 work? Was there any dissention?

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Wednesday Activity 1 Can We Build it? YES WE CAN!!

Location Art Room Estimated Time 30-45 minutes

Who will be able to build the tallest, most structurally sound castle? Members will use Description their leadership skills to construct the tallest castle using only the materials provided.

Objective Members will use problem solving and communication to complete a task.

Pipe Cleaner Blocks Dried Spaghetti What You Need Marshmallows Tape Old Buttons

How to Prepare Have all materials available prior to the activity.

Divide students into teams and give them equal amounts of a 1 certain material.

Give team members the challenge to build the tallest, structurally Steps to Follow 2 sound tower using the materials on the tables.

Share towers and discuss the leadership characteristics needed to 3 build them.

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Wednesday Activity 2 Mangrove Tree Sculptures

Location Art Room Estimated Time 30 -45 minutes

Description Members will create their own colorful Mangrove Tree.

Objective Members will create a Mangrove Tree using a paper bag and tissue paper.

Scissors Tissue Paper What You Need Paper Bags Glue

How to Prepare

Use rulers to make 3-4 cuts on the larger sides and 2 cuts on the 1 smaller sides. Cut about 4 inches deep from the top of the open side of the bag 2 and end up with 14-16 branches. Hold the bottom with one hand and twist with the other to form a 3 tree trunk. Steps to Follow 4 Crunch and twist each branch in your hand. Add 3-4 green squares of tissue paper on each branch and spread 5 the color tissue paper throughout the branches.

Tip: If there are some trees that are having trouble standing, tape a 6 penny to the bottom.

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Wednesday Activity 3 Pass the Salt Please…(How Does Salt Affect Plants)- Day 1

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Mangrove trees have a unique adaptation to survive salt water, and their roots provide structure and habitat for organisms to grow upon and hide behind. Mangroves are Description important nurseries for fish we like to eat. They also provide a refuge for tropical organisms thrive.

Objective Members will demonstrate the effects of salt on plants through a science experiment.

2 clear plastic cups Markers What You Need 2 Carrots Water 1 Tsp Salt Ruler How to Prepare

1 Label the cups “fresh water” and “salt water”

2 Fill each cup with water Add one teaspoon of salt to “salt water” cup and stir gently until 3 dissolved. Steps to Follow 4 Measure the width, length and weight of each carrot.

5 Observe texture, firmness and color.

6 Record data on Observation Chart.

7 Place one carrot in each cup.

8 Hypothesize what will happen to the carrots.

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Wednesday Cool Down Estimated Time

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OBSERVATION CHART FOE SALT WATER SCIENCE Carrot 1 (Fresh Water) Carrot 2 (Salt Water) Length Day 1 Day 2 Day 1 Day 2

Width Day 1 Day 2 Day 1 Day 2

Weight Day 1 Day 2 Day 1 Day 2

Texture Day 1 Day 2 Day 1 Day 2

Color Day 1 Day 2 Day 1 Day 2

Firmness Day 1 Day 2 Day 1 Day 2

Additional Observations

Draw a Day 1 Day 2 Day 1 Day 2 before/after picture for each carrot

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Thursday: There is No “I” In TEAM

Thursday Warm-up

Estimated Location Learning Center or Multipurpose Room 15 minutes Time

Say: What would you do if you were in a situation that propelled you to 1 take the lead? Would you take it or let it pass? Let’s see what one Steps to Follow little boy did when he was faced with this dilemma. True Leader 2 https://www.youtube.com/watch?v=t3DDjeVeJu4

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Thursday Activity 1 Setting Goals and Making Good Decisions

Location Learning Center or Multipurpose Room Estimated Time 30 – 45 minutes

Description The student will recognize that leaders seek out information before making a decision.

Objective Members will identify and demonstrate processes for making short and long term goals.

Red, white and blue markers Clear plastic bag What You Need Chart paper and markers Decision-Making Scenarios Sheet Handout – Decision-Making Points to Remember

Chart the seven steps to decision making on chart paper and How to Prepare display Marker Pre-Activity: 1 Show members a clear plastic bag filled with red, blue, and white markers. 2 Ask for two volunteers to participate in the demonstration. Explain the rules: Participant may use only one hand. (Bag will be held open for student) In 60 seconds the member will take out as 3 many markers as possible. After the first participant completes his/her turn, change the information slightly. Say: “I forgot to mention that the white chips are worth $10; the 4 Steps to Follow red $50; and blue $100.” Sort and add chips. Record on board. Have members multiply their total in dollars. Participant number two will have the largest 5 amount in dollars, however not necessarily the largest number of chips. Discuss how a little knowledge about a decision can alter how one 6 approaches a situation and how it can improve the outcome. Relate to career goals. Say: There are seven steps to Decision-Making 7 1. Define your problem 2. Gather information and resources engage express evaluate exhibit28 28 of 40 Module 4: The Mangrove Tree

3. List options 4. Weigh and compare options 5. Make a decision 6. Make a plan of action 7. Evaluate the decision. Discuss the types of decisions and the seven-step process to 8 decision-making. Say: Decision making starts with vision. In order to set career and personal goals, take some time to think about the knowledge you have of yourself and visualize what you want your life to look like. Think about where you would like to live. Would moving to another city or even a state be an option? Do you want a family? What kind of work would you like? What would you do for leisure? What kind of lifestyle would you want? The process of answering these 9 questions can help you to develop your own personal vision. Once you have that vision, you have the raw materials than can be turned into short-term and long-term goals. The steps to making a decision can help you with many types of career-related decisions. Start with the “big picture” and then consider how your objectives will help you reach your vision. You can then makes decisions and plan short and long-term goals. Group students into four teams. Give each team one of the decision-making scenarios. 10 Each team will use the seven-step decision-making process to work through their designated decision-making scenario. Illustrate the members’ decisions and its outcomes on a sheet of 11 chart paper.

12 Present decisions and results.

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Thursday Facilitator Resource Decision Making Scenarios

Scenario 1: Football season starts this weekend and Steve is excited about his school’s first game. He has already purchased his ticket and has made plans to meet his friends there. His school team is playing their long-time rival and it should be the best game of the season. On the night before the game, Steve’s parents receive a phone call from friends visiting in a city 30 miles away. Steve’s parents have not seen these friends in years because they live in a distant state. Friday night is the only time Steve’s parents can drive to see their friends. Steve’s parents have asked him to stay home from the game to baby-sit his six-year-old brother. They realize Steve has made plans to go to the game but feel that he will have an opportunity to attend many more games this year. Steve’s parents will let him make the final decision. What should he do?

Scenario 2: Marie is in the eighth grade at East Middle School. She earns above-average grades in all of her school courses except science. Her favorite after-school activity is playing basketball. She would like to play basketball in high school next year. However, the high school says that athletes must pass all their classes in order to participate in a sport. This summer Marie can participate in a special summer science school that will help her in science. She also has been given the chance to go to basketball camp. The basketball camp takes place the exact time as the science school. Marie has two weeks before she either has to sign up for basketball camp or summer science school. What should she do?

Scenario 3: A not-so-popular student has invited you to a sleepover at a birthday party on Friday night. You have accepted the invitation and are planning to attend. On Wednesday, you are invited to a boy- girl party for the same Friday night by one of the most popular students in your school, someone you have hoped to become friends with. After talking with your friends, you realize most of them will attend the boy-girl party. Your parents have told you it is your decision, but that you should attend the party you responded to first. You really want to be a part of the popular crowd. What do you do?

Scenario 4: You are an eighth grade student. Since the seventh grade you have been on the Junior Varsity Cheerleading Squad. You recently tried out for the Varsity team for this year. You were notified that you made the team. The cheerleading sponsor informs you that you can no longer be in band if you are cheering on Varsity football nights, since the band marches during halftime at the football games. You have been in band since fifth grade and have really enjoyed being in the band and going on band trips. Next year the band is going to Disney World. What do you do?

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Thursday Activity 2 Pass the Salt Please…(How Does Salt Affect Plants)- Day 2

Location Learning Center or Multipurpose Room Estimated Time 30 – 45 minutes

Objective Members will demonstrate the effects of salt on plants through a science experiment.

2 clear plastic cups Markers 2 Carrots What You Need Water 1 Tsp Salt Ruler

How to Prepare

Remove carrots from water and repeat the measuring and 1 observation steps from Day 1. Chart answers to the following questions:  Do the carrots look the same?  Has the texture changed?  Has the color changed? Steps to Follow 2  Do you see any other changes? If so, what?  Was your hypothesis correct?  Why do you think the salt water carrot changed?

3 Share findings with the group.

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OBSERVATION CHART FOE SALT WATER SCIENCE Carrot 1 (Fresh Water) Carrot 2 (Salt Water) Length Day 1 Day 2 Day 1 Day 2

Width Day 1 Day 2 Day 1 Day 2

Weight Day 1 Day 2 Day 1 Day 2

Texture Day 1 Day 2 Day 1 Day 2

Color Day 1 Day 2 Day 1 Day 2

Firmness Day 1 Day 2 Day 1 Day 2

Additional Observations

Draw a Day 1 Day 2 Day 1 Day 2 before/after picture for each carrot

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Thursday Activity 3 Recycled Art Landscapes

Location Art Room Estimated Time 30 – 45 minutes

The illustrator used paper to create the beautiful images in this book. Members will Description create different textures to make a scrap paper landscapes.

Objective Members will create landscapes using scrap paper.

Scrap Paper Cardstock/Construction Paper What You Need Glue Photos of Landscapes Tissue Paper (all colors)

1 Choose a landscape to recreate.

Steps to Follow 2 Rip scrap paper and tissue paper to create the landscape.

3 Incorporate some 3D effects with the paper if possible.

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Thursday Cool Down Estimated Time 5 minutes

Snowstorm 1 Members write down what they learned on a piece of scratch paper and wad it up. Steps to Follow 2 Given a signal, they throw their paper snowballs in the air.

Members will pick up a nearby response and reads it aloud. 3

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Friday: The Joy of Giving Back

Friday Warm-up

Location Multipurpose Room or Learning Center Estimated Time 15 minutes

Say: 1 Helping others can be very rewarding. Let’s hear from someone your age who enjoys giving back to her community. Steps to Follow 20 Community Service Ideas 2 https://www.youtube.com/watch?v=uaoAODQy-Hk (2:24)

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Friday Activity 1 Please Help

Location Art Room Estimated Time 30 – 45 minutes

Members will be able to make a difference in the lives of people in need. This Description activity will give members ideas on how they can help with the fight against hunger just as Dr. Sato helped in Hargigo. Members will make their own donation collection can and use it to collect Objective donations for people facing hunger.

Empty container with a soft plastic lid (coffee canisters work especially well for this) Scissors What You Need Paper Crayons/markers Glue

How to Prepare

Cut a small hole in the center of the lid of the container—wide 1 enough for change or dollar bills to go through. Wrap one piece of paper around the can, gluing it down and 2 covering the entire can. Create a Logo and write out facts and statements, such as: Steps to Follow  16 million children in the U.S. struggle with hunger  1 in 5 kids do not always have enough to eat 3  Your change can help make a positive change in the lives of children in need  Together, we can solve hunger  Fight hunger in America!

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Friday Activity 2 Feeding the Hungry – Part 1

Location Local Food Bank Estimated Time 30-45 minutes

Members will visit a food bank and get an up close and personal look at what is needed Description to keep them providing the help they do for others.

Objective Members will recognize the importance of food banks for children that are hungry.

Call ahead and schedule a visit with your local food bank. How to Prepare

Visit a local food bank to get an understanding of how they help 1 families that are in need of food. Prepare a list of questions that can be asked, such as:

How does food bank work? Steps to Follow What part of ______does the Food Bank serve? 2 Where does the Food Bank get its food? How much food does the Food Bank provide? Does the Food Bank provide canned food only? What else does the Food Bank do besides provide food? How does the Food Bank help in a natural disaster?

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Friday Activity 3 Feeding the Hungry – Part 2

Location Local Food Bank Estimated Time 30-45 minutes

Members will visit a food bank and get an up close and personal look at what is Description needed to keep them providing the help they do for others.

Objective Members will recognize the importance of food banks for children that are hungry.

How to Prepare

Call ahead and schedule a visit with your local food bank. 1

Visit a local food bank to get an understanding of how they help 2 families that are in need of food. Prepare a list of questions that can be asked, such as:

Steps to Follow How does food bank work? What part of ______does the Food Bank serve? 3 Where does the Food Bank get its food? How much food does the Food Bank provide? Does the Food Bank provide canned food only? What else does the Food Bank do besides provide food? How does the Food Bank help in a natural disaster?

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Estimated Friday Cool Down 5 minutes Time

3-2-1

Steps to Follow Members will share 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know and share out.

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Module 5: Luz Sees the Light Module 5: Luz Sees the Light

Table of Contents

ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 4

REQUIRED MATERIALS 5

EVENT PLANNER 7

MONDAY: IN THE DARK… 8

TUESDAY: PUTTING MY VISION IN FOCUS 15

WEDNESDAY: THE WHEELS ARE IN MOTION 20

THURSDAY: COMING INTO TH E LIGHT 25

FRIDAY: CHANGE IS COMING 30

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About This Module

Members will delve into themes such as water shortages, gas hikes, food production and preservation and an array of step-by-step Overview (activities such as making compost, xeriscaping and creating a natural water filtration system.

Have you ever felt so passionate about something that you initiated a change?

Driving Questions What leadership skills are exhibited in this story?

Summary Charts Product of the My Vision for Change Artwork Week A Tasty City Block A Indoor Vegetable Garden

Community My Vision for Change Artwork Sharing Event

Have you ever been in a blackout? What did you do? How did it make you feel? This book is about a blackout in a city when a LOT of people Introduction lost electricity. Join Luz in this adventure as she and her friends learn about and strive for change in their community.

Special Notes

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Academic Vocabulary

Word Definition

activist someone in support of an issue

blackout a period when lights are off because of an electrical power failure

sustainable involving methods that do not completely use up or destroy natural resources

consumer a person who buys goods and services

an area of grass, trees, or other vegetation set apart for recreational or aesthetic green space purposes in an otherwise urban environment

A network of power lines, transformers, and associated equipment employed in power grid distributing electricity over a geographical area

needing no outside help in satisfying one's basic needs, especially with regard to the self sufficient production of food

nonrenewable A resource of economic value that cannot be readily replaced by natural means on a energy level equal to its consumption

xeriscaping landscape (an area) in a style which requires little or no irrigation

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Required Materials

Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.

Luz Sees The Light by Claudia Davilla Pennies At least one lemon (preferably with a thin skin) Water A few drops of dishwashing soap Plastic-coated paper clips (2) Paper towels Aluminum foil Facilitator Scissors Ruler Plate Knife Herb seeds or small herb plants oregano, parsley, basil, cilantro etc. Gardening tools ( forks, shovels, rakes) Leaves Soil Fruit Scraps Chart Paper Markers/Colored Pencils Poster Board 1 per Team Magazines Scissors Glue white basket-style coffee filter * (1)

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Paperclip Clear plastic cup Ruler Black felt tip pen or marker (not a permanent ink) * Construction Paper Alphabet Cards Shoebox tops or cardboard (per team) 2 Liter Soda Bottles (per team) Fertilizer (per team) Tape (per team) Potting soil (per team) Plant pots with drainage holes (per team) Gardening gloves (per team) Spray Bottle (per team)

Pilot Razor Point or other water based markers work well Sharpie and Expo White Board markers do not work White Poster Board Cartoon Templates 1 per Member pretzel sticks peanut butter or cream cheese frosting graham crackers chocolate chips

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Event Planner

Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

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Monday: In the Dark…

Monday Warm-up

Location Multipurpose Room or Learning Center Estimated Time 15 minutes

Say: Has anyone ever experienced a blackout? What do you think it

would be like if there was a blackout across the United States? Let’s watch and see… Blackout: The Power Outage That Left 50 Million without Steps to Follow Electricity https://www.youtube.com/watch?v=nd3teNgUq8E (9:22)

Discuss with members the video and there is still concern over the

vulnerability of the power grid.

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Monday Activity 1 What Happened to the Lights??

Estimated Location Multipurpose Room or Tech Center 30-45 minutes Time Members will be introduced to Luz, a feisty, fun loving main character of a series of books by Claudia Davilla. In this comic book novel, she goes a consumer-crazy, fossil- Description energy intensive preteen to a young activist who turns an abandoned plot of land into a sustainable green space.

Members will become familiar with the main character of the story and summarize the Objective first chapter.

Luz Sees The Light by Claudia Davilla Chart Paper Markers/Colored Pencils What You Need Pencils Story Map http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.p df

Have a sample of the activity displayed so members will know how How to Prepare set up their chart paper.

1 Facilitator will read the story, Luz Sees the Light by Claudia Davilla.

2 Read Chapter 1 of the book. Read the book again and ask the members to listen for specific things. Steps to Follow 3 What kind of girl was Luz? What kind of things does Luz like to do? What are some things that happened to Luz in this chapter? Post the questions prior to the story so that members can use it as 4 a reference. 5 Discuss the questions and allow members to answer them.

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6 Complete a Story Map for the first chapter.

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Monday Activity 2 I Can’t See!

Estimated Location Learning Center or Multipurpose Room 30-45 minutes Time What would you do if there was a blackout? Would you sit still in the dark or head out to see what is happening in the neighborhood? Luz found some fun things to do while the Description lights were out. Members will create a list of things to do in a blackout in preparation for their own blackout!

Members will work as teams to create lists of activities to do in a blackout and then Objective perform a science experiment on static electricity.

Poster Board Markers Magazines Scissors Static Electricity Experiment https://www.we- What You Need energies.com/educators/classroom/static_elec_lesson.pdf Glue Balloons Puffed Rice Cereal or plastic foam pellets Salt and pepper Steel Wool

How to Prepare Gather all materials for experiment prior to the activity. Use magazines to find pictures of things that can be done during a 1 blackout. 2 Glue pictures to poster board and label each activity. Steps to Follow 3 Prepare for the experiment. Blow up balloons and rub them with the piece of wool. After the 4 balloon has been rubbed, it becomes negatively charged.

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Hold balloons over the plastic foam pellets and observe what happens. The pellets should cling to the balloon’s surface (humidity 5 will impact the effectiveness of this demonstration). The pellets are positively charged and are attracted to the negative charge of the surface of the balloon – opposites attract.

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Monday Activity 3 What Do You See In the Dark?

Estimated Location Learning Center or Multipurpose Room 30-45 minutes Time

Description Members will see that the color black is actually made up of many different colors

Members will observe a science experiment to determine what makes up the color Objective black.

White basket-style coffee filter * (1) Paperclip Water Clear plastic cup

What You Need Ruler Black felt tip pen or marker (not a permanent ink) * Pilot Razor Point or other water based markers work well Sharpie and Expo White Board markers do not work Note: You will need more than one coffee filter and other marker or pen colors to perform this experiment

How to Prepare Fold the coffee filter in half three times to form a triangle. If 1 necessary, use a paper clip to hold it together.

Make a ¼ inch dot with the black marker about a ½ inch above the 2 point of the triangle. Allow the black dot to dry. 3 Put ½ inch of water in the bottom of the cup. Steps to Follow Place the tip of the coffee filter in the cup, making sure the dot 4 does not enter the water. 5 Watch closely to what happens as the filter absorbs the water.

6 Discuss:

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 What did you discover about the color black?  Try experimenting with other marker colors and making predictions to see if your hypothesis is correct.

Monday Cool Down Estimated Time 5 minutes

Three W's Members will discuss or write: What did we learn today? Steps to Follow So What? (relevancy, importance, usefulness) Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

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Tuesday: Putting My Vision in Focus

Tuesday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Members will read Steps to Follow http://www.dailymail.co.uk/news/article-2933400/The-luckiest-girl-India- Meet-children-s-rights-activist-14-hugged-Michelle-Obama-praised-work- refused-gift.html

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Tuesday Activity 1 Change Is In the Air

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Members will continue to read about Luz and start to see her growth into an energy Description conscious activist who has a vision for change in her neighborhood.

Members will become familiar with the main character of the story and summarize Objective the second chapter.

Luz Sees the Light by Claudia Davilla Story Map http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.p What You Need df

Markers

How to Prepare

1 Facilitator will read the story, Luz Sees the Light by Claudia Davilla.

2 Read Chapter 2 of the book. Read the book again and ask the members to listen for specific things. 3 What kind of girl was Luz? Steps to Follow What kind of things does Luz like to do? What are some things that happened to Luz in this chapter? Post the questions prior to the story so that members can use it as 4 a reference. 5 Discuss the questions and allow members to answer them.

6 Complete a Story Map for the first chapter.

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Tuesday Activity 2 My Vision For Change- Part 1

Location Art Room Estimated Time 30-45 minutes

Members will become visionaries for their own communities by designing a piece of Description artwork that reflects a change they would like to see that will improve their communities.

Objective Members will design their vision for change in their community.

Markers/Colored Pencils Chart Paper What You Need Pencils/Pens Poster Board How to Prepare

Say:

Luz had to learn how to look at what was going on in her neighborhood 1 and the effect it was having on her and others. She had many influences that brought about this change. Think carefully about yourselves and your surroundings. Use words to describe what you see and where there Steps to Follow is a possibility for change. 2 Chart the team’s suggestions and thoughts on chart paper.

3 Create a piece of artwork that shares one aspect of each team member’s identity.

4 Share identity artwork as teams and explain how the concept was born.

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Tuesday Activity 3 My Vision for Change – Part 2

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Members will explore research or develop a project for a group or idea that they Description support but are not presently a part of and determine how this can help their community.

Objective Members will design their vision for change in their community.

White Poster Board Markers/Colored Pencils What You Need Scissors Glue Construction Paper

How to Prepare

Say: You will work as a team to create a project to bring your 1 community together. You can use an idea that you already have or do some research to find something. Just as Luz stumbled on her idea of how to help her community, so can you. Steps to Follow Use the following questions such as, "What gets in the way of 2 making our community better?" "How can we be a better community?" or "What if..." questions.

Design our idea on poster board and explain how it will help your 3 community. 4 Share your ideas.

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Tuesday Cool Down Estimated Time 5 minutes

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Wednesday: The Wheels Are in Motion

Thursday: Coming into the Light Wednesday Warm-up

Location LearningWednesday: Center or Multipu rpose The Room Wheels Estimate Ared Time in 15Motion minutes

Materials needed: 2 sheets of newspaper per team Members will strive to be the first group to cross the finish line to get from point A to point B, stepping on newspaper.

Divide the group into two teams. Each player is given two pieces of newspaper to move from a starting point A to the finishing line B. To move from A to B, the player has to use the two pieces of newspaper. Steps to Follow Member places one piece on the ground, steps on it, places the other piece before he or she makes the next step. Basically all movements have to be made on the pieces of newspaper. The process continues until the player reaches point B after which the next player from the team will repeat the whole process.

The team with all the players at point B in the shortest period of time wins! it for leaders to be observant and careful in the things

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Wednesday Activity 1 Putting the Vision in Motion

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Members will continue to read about Luz and start to see her growth into an energy Description conscious activist who has a vision for change in her neighborhood.

Members will become familiar with the main character of the story and summarize the Objective second chapter.

Luz Sees the Light by Claudia Davilla Story Map http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.p What You Need df

Markers

How to Prepare

1 Read the story, Luz Sees the Light by Claudia Davilla.

2 Read Chapter 3 of the book. Read the book again and ask the members to listen for specific things. What problem was Luz experiencing? 3 How did she try to solve her problem? Steps to Follow What can you as a leader and visionary learn from Luz’s experience trying to bring about a change in her community? Post the questions prior to the story so that members can use it as 4 a reference. 5 Discuss the questions and allow members to answer them.

6 Complete a Story Map for the first chapter.

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Wednesday Activity 2 The Power of Light

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Members will use the power of their eyes to bend a straw sitting in half a glass of Description water without even touching it!

Members will analyze what occurs when light travels through water and air. Objective

A glass half filled with water A straw What You Need 2 eyes (preferably yours Chart Paper/Notebook Paper (per team) Markers/Pencils Use these notes to explain what is happening:

Our eyes are using light to see various objects all the time, but when this light travels through different mediums (such as water & air) it changes direction slightly. Light refracts (or bends) when it How to Prepare passes from water to air. The straw looks bent because you are seeing the bottom part through the water and air but the top part through the air only.

1 Fill a glass halfway with water. 2 Look at the straw from the top and bottom of the glass. Look at the straw from the side of the glass, focus on the point Steps to Follow 3 where the straw enters the water, what is strange about what you see? 4 Chart your findings on a piece of paper. 5 Share what you discovered.

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Wednesday Activity 3 Race to the Letters

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Who can work together to accomplish this goal? Members will need to work as a well- Description oiled machine to be successful and be the first to spell words correctly.

Objective Members will utilize team members to win a game.

Alphabet Cards What You Need

How to Prepare

1 Divide the group into two teams. Arrange a set of alphabet cards on each of two chairs 2 or tables that are set fifteen to twenty feet away from two starting lines. Direct each team to stand behind one of the starting lines. Have your list of words ready (use suggestions below) and when you call out a word, each team must send a player for each letter of the word to the stack of cards. They must find the correct letters and hold them up in the proper order so that you can read the word. For instance, if you say CAT, three people Steps to Follow 3 must run to the letters, grab one C, one A, and one T. Then they must arrange themselves in order, and hold up the cards so that you can read the word CAT. The team who spells the word correctly first gets a point. After the word is spelled, the letters should be returned to the stack.

Play until one team has earned a designated number of points, or 4 until you’ve exhausted your list of words. Whoever has the points wins. Suggested words to use: 5 Dreams- outlaw- New York- harmonic-goals- listen-angels- symbolic

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Driveway- quietly- thunder- rhyme-chemistry- laughter- wishful holiday-smart –water- spring- club-fun- blast- blue- camp-magic simple- pride- music-party-flamingo -fair

Wednesday Cool Down Estimated Time 5 minutes

Snowstorm Members write down what they learned on a piece of scratch paper and wad it up. Steps to Follow Given a signal, they throw their paper snowballs in the air.

Members pick up a nearby response and reads it aloud.

Thursday: Coming into the Light

Friday: A Change is Coming

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Thursday Warm-up

Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Say: We are going to play Black Out Four Corners. I am going to turn off the lights. I will give each corner of the room a number. The member that is “it” closes their eyes and counts out loud from ten to zero. While that member is counting, everyone else will tiptoe Steps to Follow 1 silently to any one to the four corners of the room. Everyone must be in a corner by the time “It” says, “zero” and then calls out a number of a corner. Children in that corner are out and return to their seats. The other children redistribute themselves and “It’ counts again. Play continues until one child is left and he/she becomes the new “It.”

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Thursday Activity 1 Luz Starts Knowing

Location Learning Center or Multipurpose Room Estimated Time 30- 45 minutes

Members will continue to read about Luz and start to see her growth into an energy Description conscious activist who has a vision for change in her neighborhood. Members will become familiar with the main character of the story and summarize the Objective second chapter.

Luz Sees the Light by Claudia Davilla

What You Need Markers

How to Prepare

1 Read the story, Luz Sees the Light by Claudia Davilla.

2 Read Chapter 4 of the book. Read the book again and ask the members to listen for specific things. Steps to Follow 3 What kinds of things can go in compost and what cannot? How did Gordo help Luz? Post the questions prior to the story so that members can use it as 4 a reference. 5 Discuss the questions and allow members to answer them.

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Thursday Activity 2 Seeing the Light and Spreading the Love

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

If you love cartoons then this activity will be right up your alley! Members will create Description their own cartoons of them creating a change in their community. They can be super heroes or they can be regular children (like Luz). Let the creative juices flow!! Members will create and design cartoons showing them making changes in their Objective communities.

Markers/ Colored Pencils What You Need Pencils Cartoon Templates

Have copies of various Comic Strip templates printed prior to the How to Prepare activity. Brainstorm what the cartoon will be about and choose your 1 template. 2 Draw the characters and create a story behind the idea. Steps to Follow 3 Color and write the words to go with your cartoon.

4 Share your creation with your team.

Comic Strip Template 6 Panel Page http://www.enchantedlearning.com/crafts/books/comicbook/4.shtml

4 Panel Page http://www.enchantedlearning.com/crafts/books/comicbook/2.shtml

Five Panel Page with Star http://www.enchantedlearning.com/crafts/books/comicbook/3.shtml

Cover Page http://www.enchantedlearning.com/crafts/books/comicbook/Cover.shtml

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Thursday Activity 3 Come and Ride on my Magic Carpet

Location Learning Center or Multipurpose Room Estimated Time 30-45 minutes

Leaders encourage and motivate others in search of such treasures or qualities. Description Leadership Understanding Integrity in leaders is all that matters. Members will call on these leadership characteristics as they try to stay on the “magic carpet”. Members will work together to flip the “magic carpet”’ over without anyone stepping Objective onto the floor.

One large piece of groundsheet/butcher paper/cardboard to What You Need function as the “carpet”

How to Prepare

1 Stand on the “magic carpet”. Find a way to flip the “carpet” over without anyone stepping out of 2 it in the quickest time. Steps to Follow Accomplish the goal without anyone stepping out of it in the 3 fastest time possible 4 Repeat all steps once any member steps out of the “magic carpet”.

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Thursday Cool Down Estimated Time 5 minutes

Two-Dollar Summary 1 Members write a two-dollar (or more) summary of what they Steps to Follow learned or found interesting.

2 Each word is worth ten cents.

For extra scaffolding, have members to include specific words in 3 their statement.

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Friday: A Change is Coming

Friday Warm-up Friday: A Change is Coming Location Learning Center or Multipurpose Room Estimated Time 15 minutes

Say: 1 We will try to make our own sustainable garden and create a compost. Let’s watch and see how… Steps to Follow Composting for Kids 2 https://www.youtube.com/watch?v=dRXNo7Ieky8 (5:56)

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Friday Activity 1 A Tasty City Block

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Members will recreate Luz’s city block during the blackout using edible material. Description

Objective Members will use food to recreate Luz’s black out on her block.

pretzel sticks

peanut butter or cream cheese frosting

What You Need graham crackers,

chocolate chips

Shoebox tops or cardboard

How to Prepare Build homes using peanut butter or frosting to “glue” together 1 pretzel sticks inside of shoebox tops. 2 Build two homes per shoebox lid.

3 Use graham crackers for the roof, door, and windows.

Steps to Follow 4 Decorate with chocolate chips.

5 Combine all homes in a row.

6 Decorate a sign with “Luz’s Block” to hang near the houses.

7 Enjoy the remaining ingredients.

Friday Activity 2 Composting

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Location Multipurpose Room or Outside Area Estimated Time 30-45 minutes

Members will make compost in a two liter soda bottle, and use the finished product to Description grow their own plants.

Objective Members will make compost out of a two liter bottle.

2 Liter Soda Bottles Scissors Leaves Soil What You Need Spray Bottle Fruit Scraps Fertilizer Tape Have the 2 Liter Bottles cut prior to the activity. How to Prepare Gather all materials prior to the activity. Rinse out the bottle, screw the top on firmly, and remove the label. 1 Make a flip top in the bottle by cutting most of the way around about a third of the way down the bottle. Place a layer of soil in the bottom of the bottle. Moisten the soil with water from a spray bottle if it is dry. Add a thin layer of fruit 2 scraps, a thin layer of dirt, a tablespoon of fertilizer and a layer of leaves. Continue adding layers until the bottle is almost full. Steps to Follow Tape the top of the bottle in place and place it in a sunny location. If moisture condenses on the sides of the bottle, remove the top to 3 let it dry out. If the contents look dry, add a squirt or two of water from a spray bottle.

Roll the bottle around every day to mix the contents. The compost 4 is ready to use when it is brown and crumbly. This takes a month or so.

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Friday Activity 3

Location Multipurpose Room or Learning Center Estimated Time 30-45 minutes

Herbs arouse kids' curiosity and interest because they thoroughly engage the Description senses. Plants were early humans' first medicines, food preservatives, and cosmetics.

Objective Members will plant an herb garden.

Potting soil Plant pots with drainage holes Herb seeds or small herb plants oregano, parsley, basil, cilantro etc. What You Need Water Gardening tools ( forks, shovels, rakes) Gardening gloves Gather all materials and prepare a work area prior to the activity. How to Prepare Cover the space with old newspapers or cloth Say: 1 We are going to plant some Herbs. You will be able to eat everything we grow. Guide the members through planting the seeds or watering the Steps to Follow 2 plants. If, creating an outdoor garden, work together to prepare the soil and plant the plants or seed. Assign members to water and care for the herb garden indoors or 3 outside.

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Estimated Friday Cool Down 5 minutes Time

Two-Dollar Summary 1 Members write a two-dollar (or more) summary of what they learned or found interesting. Steps to Follow 2 Each word is worth ten cents.

3 For extra scaffolding, have members to include specific words in their statement.

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