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Illustrator:Howard Chaney

Editor:Walter Kelly

Editorial Project Manager:Karen J. Goldfluss, M.S. Ed.

Editor in Chief:Sharon Coan, M.S. Ed.

Associate Designer:Denise Bauer

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Publishers:Rachelle Cracchiolo, M.S. Ed.

Mary Dupuy Smith, M.S. Ed.

Teacher Created Materials, Inc.6421 Industry Way

Westminster, CA 92683www.teachercreated.com

ISBN-1-57690-321-4©1999 Teacher Created Materials, Inc.

Made in U.S.A.The classroom teacher may reproduce copies of materials in this book for classroom use only.The reproduction of any part for an entire school or school system is strictly prohibited. No partof this publication may be transmitted, stored, or recorded in any form without writtenpermission from the publisher.

Authors:

Patti Sima, M.A., and Neal Jacob, M.S.

#2321 Jumbo Book of Learning Games 2 © Teacher Created Materials, Inc.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Language Arts• Presto Change-o Anagrams . . . . . . . . . . . . 7• California Dreaming . . . . . . . . . . . . . . . . . 8• Circus World Schedule. . . . . . . . . . . . . . . . 9• Sports Competition . . . . . . . . . . . . . . . . . 10• Potluck Lunch . . . . . . . . . . . . . . . . . . . . . 11• Carnival Fun . . . . . . . . . . . . . . . . . . . . . . 12• Compound Word Puzzle. . . . . . . . . . . . . . 13• Spelling Quest . . . . . . . . . . . . . . . . . . . . . 14• Contraction Word Search . . . . . . . . . . . . . 15• More Plurals, Please! . . . . . . . . . . . . . . . . 16• Dictionary Skills—Alphabetical Order . . . 17• Dictionary Skills—Guide Words . . . . . . . 18• You Are Hereby Sentenced! . . . . . . . . . . . 19• Academic Bowling. . . . . . . . . . . . . . . . . . 20• Categories—English Grammar. . . . . . . . . 22• Categories—Literature . . . . . . . . . . . . . . . 23• Word Chains . . . . . . . . . . . . . . . . . . . . . . 24• Story Scramble Cards. . . . . . . . . . . . . . . . 25• Treasure Book Report . . . . . . . . . . . . . . . 29• Postcard Book Report . . . . . . . . . . . . . . . 30• Great Book Cookbook . . . . . . . . . . . . . . . 31• Epitaph . . . . . . . . . . . . . . . . . . . . . . . . . . 32• Literature Response Letter . . . . . . . . . . . . 33• A Different Point of View . . . . . . . . . . . . 34• Say What? . . . . . . . . . . . . . . . . . . . . . . . . 35• Analogies. . . . . . . . . . . . . . . . . . . . . . . . . 36• Idiom Mania . . . . . . . . . . . . . . . . . . . . . . 37• Language Arts Lingo . . . . . . . . . . . . . . . . 39• Punctuation Concentration . . . . . . . . . . . . 41• Break the Code! . . . . . . . . . . . . . . . . . . . . 44• Glad Libs . . . . . . . . . . . . . . . . . . . . . . . . . 45• Wordplay . . . . . . . . . . . . . . . . . . . . . . . . . 46

Social Studies• Is It Possible?. . . . . . . . . . . . . . . . . . . . . . 54• Civil War Secret Message. . . . . . . . . . . . . 55• Newspaper Scavenger Hunt . . . . . . . . . . . 56• Test Your Map Skills . . . . . . . . . . . . . . . . 58• Matching World Capitals . . . . . . . . . . . . . 61• Show Me the Money!. . . . . . . . . . . . . . . . 65• Who Invented It? . . . . . . . . . . . . . . . . . . . 66• Calling All Detectives! . . . . . . . . . . . . . . . 67• Puzzled About the States? . . . . . . . . . . . . 68• Botticelli . . . . . . . . . . . . . . . . . . . . . . . . . 69• Explorers’ Treasure Hunt . . . . . . . . . . . . . 69• Quick-Draw Explorers . . . . . . . . . . . . . . . 70• Alone in the Wilderness . . . . . . . . . . . . . . 70• Columbus Day Mania . . . . . . . . . . . . . . . 71• When I Get to America . . . . . . . . . . . . . . 72

Table of Contents• Social Studies Vocabulary . . . . . . . . . . . . 72• Edible Map . . . . . . . . . . . . . . . . . . . . . . . 73• Toss the Globe . . . . . . . . . . . . . . . . . . . . . 73• Race to the World. . . . . . . . . . . . . . . . . . . 73• Airplane. . . . . . . . . . . . . . . . . . . . . . . . . . 74• Presidential Picture Words . . . . . . . . . . . . 74• Black History Trivia. . . . . . . . . . . . . . . . . 75• Cities and States Alphabet Flash. . . . . . . . 76• City Slickers . . . . . . . . . . . . . . . . . . . . . . 76• Name the States . . . . . . . . . . . . . . . . . . . . 76• Mapmaker, Mapmaker, Make Me a Map . 77• Hidden Treasure. . . . . . . . . . . . . . . . . . . . 78• Which State Am I? (Southeast) . . . . . . . . 81• Which State Am I? (Northeast) . . . . . . . . 83• Which State Am I? (Midwest) . . . . . . . . . 84• Which State Am I? (Southwest) . . . . . . . . 85• Which State Am I? (West) . . . . . . . . . . . . 86• North America Word Scramble. . . . . . . . . 87• Countries of South America . . . . . . . . . . . 88• Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . 89• Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90• The Constitution . . . . . . . . . . . . . . . . . . . 91• States Puzzler. . . . . . . . . . . . . . . . . . . . . . 92• Wheel a State . . . . . . . . . . . . . . . . . . . . . . 93• Excellent Explorers . . . . . . . . . . . . . . . . . 94

Science• General Science—Fun-Time Fiction. . . . . 96• Astronomy—Knowledge Challenge . . . . . 97• Astronomy—Space Satellites . . . . . . . . . . 98• Astronomy—Design a Planet . . . . . . . . . . 99• Ecology—Endangered Species . . . . . . . . 100• Ecology—Pollution Decoder . . . . . . . . . 101• Ecology—Natural Resources Crossword 102• Ecology—Scavenger Hunt . . . . . . . . . . . 103• Oceanography—Sea Life Word Search. . 104• Oceanography—Ocean Currents Word

Search . . . . . . . . . . . . . . . . . . . . . . . . . . 105• Geology—Knowledge Challenge . . . . . . 106• Paper Passage. . . . . . . . . . . . . . . . . . . . . 107• Rocket Race. . . . . . . . . . . . . . . . . . . . . . 108• Hard as Nails . . . . . . . . . . . . . . . . . . . . . 109• That Makes Sense! . . . . . . . . . . . . . . . . . 110• “Scrambled Eggs” . . . . . . . . . . . . . . . . . 111• Taxing Taxonomy. . . . . . . . . . . . . . . . . . 112• What’s My Spine? . . . . . . . . . . . . . . . . . 113• General Science—20 Questions . . . . . . . 115• Scientific Sightseeing . . . . . . . . . . . . . . . 116• Scientific Method Learning Activity . . . 117• Sorting Seeds—An Exploration

Exercise . . . . . . . . . . . . . . . . . . . . . . . . . 118

© Teacher Created Materials, Inc. 3 #2321 Jumbo Book of Learning Games

Science (cont.)

• Rock Relationships—Geology Activity . 119• Food Chain Game . . . . . . . . . . . . . . . . . 120• Weather Activity Ideas Page . . . . . . . . . . 125• Space Sense . . . . . . . . . . . . . . . . . . . . . . 127• It’s Your Zoo . . . . . . . . . . . . . . . . . . . . . 128

Math• Did You Get It? . . . . . . . . . . . . . . . . . . . 131• Odd Bean. . . . . . . . . . . . . . . . . . . . . . . . 132• Fifty Points . . . . . . . . . . . . . . . . . . . . . . 132• Battleship. . . . . . . . . . . . . . . . . . . . . . . . 133• Clockwise Dice . . . . . . . . . . . . . . . . . . . 134• Square Tic-Tac-Toe . . . . . . . . . . . . . . . . 134• Going to Boston . . . . . . . . . . . . . . . . . . . 135• Guess the Number . . . . . . . . . . . . . . . . . 135• Math Baseball . . . . . . . . . . . . . . . . . . . . 136• Buzz . . . . . . . . . . . . . . . . . . . . . . . . . . . 137• Bizz Buzz . . . . . . . . . . . . . . . . . . . . . . . 137• Cinco de Mayo Math Game . . . . . . . . . . 138• Backwards Jeopardy. . . . . . . . . . . . . . . . 139• On the Ball. . . . . . . . . . . . . . . . . . . . . . . 141• Time’s Up . . . . . . . . . . . . . . . . . . . . . . . 142• Terrific Tangrams . . . . . . . . . . . . . . . . . . 143• Calculated Story. . . . . . . . . . . . . . . . . . . 145• Take a Chance . . . . . . . . . . . . . . . . . . . . 146• Math Squares . . . . . . . . . . . . . . . . . . . . . 147• Roman Numerals . . . . . . . . . . . . . . . . . . 148• Place Value in the News . . . . . . . . . . . . . 149• Go to Great Lengths. . . . . . . . . . . . . . . . 150• Let’s Operate . . . . . . . . . . . . . . . . . . . . . 152• Multiplication War . . . . . . . . . . . . . . . . . 153• Division Destiny . . . . . . . . . . . . . . . . . . 153• Pizza Problem . . . . . . . . . . . . . . . . . . . . 154• Riddle Math . . . . . . . . . . . . . . . . . . . . . . 155• Divisibility Rules! . . . . . . . . . . . . . . . . . 156• Volume Control!. . . . . . . . . . . . . . . . . . . 157• Spaceship Flip . . . . . . . . . . . . . . . . . . . . 158• Prime Time . . . . . . . . . . . . . . . . . . . . . . 160• Factors and Multiples . . . . . . . . . . . . . . . 161• Decimal Derby. . . . . . . . . . . . . . . . . . . . 162• Fractured Fractions . . . . . . . . . . . . . . . . 163• Close the Box. . . . . . . . . . . . . . . . . . . . . 164• Magic Squares . . . . . . . . . . . . . . . . . . . . 165• I’ve Been Framed! . . . . . . . . . . . . . . . . . 166• Division Mix-Up . . . . . . . . . . . . . . . . . . 167• Improper Fraction Mix-Up . . . . . . . . . . . 168• Fractions—Parting Advice . . . . . . . . . . . 169• Astounding Rounding . . . . . . . . . . . . . . 170

Table of Contents (cont.)

Art• Art Consequences . . . . . . . . . . . . . . . . . 172• Drawing in the Dark. . . . . . . . . . . . . . . . 172• Alphabet Art . . . . . . . . . . . . . . . . . . . . . 173• Bringing Words to Life. . . . . . . . . . . . . . 174• Grid Art . . . . . . . . . . . . . . . . . . . . . . . . . 175• Graphically Yours. . . . . . . . . . . . . . . . . . 177• Graphically Yours Starter Diagrams . . . . 178• The Incredible Mind-Molding Game . . . 179• Color Me Observant . . . . . . . . . . . . . . . . 181• Paper Tear . . . . . . . . . . . . . . . . . . . . . . . 182• That’s Using Your Head . . . . . . . . . . . . . 182• Don’t Believe Your Eyes . . . . . . . . . . . . 182

Music• Sing Me a Story . . . . . . . . . . . . . . . . . . . 184• Musical Chairs . . . . . . . . . . . . . . . . . . . . 184• Orchestra . . . . . . . . . . . . . . . . . . . . . . . . 185• Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185• Name That Tune. . . . . . . . . . . . . . . . . . . 186• Freeze Dance . . . . . . . . . . . . . . . . . . . . . 186• Musical Clapping . . . . . . . . . . . . . . . . . . 186• Everyday Carols. . . . . . . . . . . . . . . . . . . 187• Music Match . . . . . . . . . . . . . . . . . . . . . 187• Music Relay. . . . . . . . . . . . . . . . . . . . . . 187• Song Burst . . . . . . . . . . . . . . . . . . . . . . . 188• Who’s Humming? . . . . . . . . . . . . . . . . . 188• Let the Music Be Your Guide . . . . . . . . . 189• Orchestra Pantomime . . . . . . . . . . . . . . . 189• Organ Concert . . . . . . . . . . . . . . . . . . . . 189• Musical Interviews . . . . . . . . . . . . . . . . . 190• Musical Alphabet . . . . . . . . . . . . . . . . . . 191• Break the Code . . . . . . . . . . . . . . . . . . . 193• Music Jeopardy . . . . . . . . . . . . . . . . . . . 195• Composer/Instrument of the Month . . . . 196• Write a Letter. . . . . . . . . . . . . . . . . . . . . 201• Finish the Lyrics. . . . . . . . . . . . . . . . . . . 201

Potpourri• Baseball Word Search . . . . . . . . . . . . . . 203• Basketball Word Search . . . . . . . . . . . . . 204• Hockey Crossword . . . . . . . . . . . . . . . . . 205• Leisure Sports Word Search . . . . . . . . . . 206• Playground Games Word Search . . . . . . 207• Soccer Crossword . . . . . . . . . . . . . . . . . 208• Team Mascot Decoder . . . . . . . . . . . . . . 209• Track and Field Decoder . . . . . . . . . . . . 210• Team Jersey Activity Page . . . . . . . . . . . 211• Youth Health and Activity Survey. . . . . . 212• What’s in a Name? . . . . . . . . . . . . . . . . . 214 • Nutrition Activity Decoder . . . . . . . . . . . 215• Who Got the Gold? . . . . . . . . . . . . . . . . 216


Potpourri (cont.)• Information Scavenger Hunt. . . . . . . . . . 217• How Many Blanks in a Blank?. . . . . . . . 218• Designer Lunch . . . . . . . . . . . . . . . . . . . 219• What’s the Use? . . . . . . . . . . . . . . . . . . . 221• Chain Pantomime. . . . . . . . . . . . . . . . . . 222• Investigation. . . . . . . . . . . . . . . . . . . . . . 222• Two Truths and a Fib . . . . . . . . . . . . . . . 223• Remember! . . . . . . . . . . . . . . . . . . . . . . 223• Password . . . . . . . . . . . . . . . . . . . . . . . . 224• That’s Debatable! . . . . . . . . . . . . . . . . . . 225• Careers. . . . . . . . . . . . . . . . . . . . . . . . . . 226• Telephone Operator . . . . . . . . . . . . . . . . 227• Tongue Twisters . . . . . . . . . . . . . . . . . . . 227• I Spy . . . . . . . . . . . . . . . . . . . . . . . . . . . 228• My Grandma Owns a Grocery Store. . . . 228• Memory Game . . . . . . . . . . . . . . . . . . . . 229• Magazine Scavenger Hunt . . . . . . . . . . . 229• Take That! . . . . . . . . . . . . . . . . . . . . . . . 230• Fifty-Two Ways to Fitness . . . . . . . . . . . 231• Physical Education Truth or Dare . . . . . . 232• Nine Innings of Knowledge . . . . . . . . . . 233• Educational Icebreakers . . . . . . . . . . . . . 235• Egghead Extremes . . . . . . . . . . . . . . . . . 237• Thermal Thinking . . . . . . . . . . . . . . . . . 237• You Must Be Joe King! . . . . . . . . . . . . . 238• Can We Talk? . . . . . . . . . . . . . . . . . . . . . 239

General Games• My Book About Me . . . . . . . . . . . . . . . . 241• Categories . . . . . . . . . . . . . . . . . . . . . . . 244• Venn Diagram . . . . . . . . . . . . . . . . . . . . 245• Academic Squares . . . . . . . . . . . . . . . . . 246• Around the World Knowledge . . . . . . . . 248• Fabulous Educational Football . . . . . . . . 249• GOTCHA! . . . . . . . . . . . . . . . . . . . . . . . 251• Who Am I? . . . . . . . . . . . . . . . . . . . . . . 252• Stump the Experts . . . . . . . . . . . . . . . . . 253• Poppycock! . . . . . . . . . . . . . . . . . . . . . . 254• Answer Back! . . . . . . . . . . . . . . . . . . . . 255• What’s in Common?. . . . . . . . . . . . . . . . 256

Table of Contents (cont.)

• Star Quiz . . . . . . . . . . . . . . . . . . . . . . . . 257• Relay Flash Card Race . . . . . . . . . . . . . . 258• Academic Dodge Ball . . . . . . . . . . . . . . 259• Now That’s in Order. . . . . . . . . . . . . . . . 260• It’s on the Tip of My Tongue . . . . . . . . . 261• You Don’t Say! . . . . . . . . . . . . . . . . . . . 263• Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . 265• Concentration. . . . . . . . . . . . . . . . . . . . . 266• Charades . . . . . . . . . . . . . . . . . . . . . . . . 267• Knowledge Per Suits . . . . . . . . . . . . . . . 268• Doctor, Dare I? . . . . . . . . . . . . . . . . . . . 269• Dynamite Academic Darts . . . . . . . . . . . 270• Educational Chess . . . . . . . . . . . . . . . . . 272• Matching Treasure Hunt . . . . . . . . . . . . . 273• Tile Puzzle . . . . . . . . . . . . . . . . . . . . . . . 274• Cats and Dogs . . . . . . . . . . . . . . . . . . . . 275• Standoff . . . . . . . . . . . . . . . . . . . . . . . . . 275• Picture Surprise . . . . . . . . . . . . . . . . . . . 276• That’s a Know-Know . . . . . . . . . . . . . . . 277• Musical Chairs of Knowledge . . . . . . . . 277• Bingo for Brains. . . . . . . . . . . . . . . . . . . 278• Head of the Class . . . . . . . . . . . . . . . . . . 279• Invisible Ideas—A Game of Guessing . . 280

Question Banks• Introduction to Question Banks . . . . . . . 282• Language Arts Question Bank . . . . . . . . 283• History Question Bank . . . . . . . . . . . . . . 284• United States Geography Question Bank 286• World Geography Question Bank . . . . . . 287• General Science Question Bank . . . . . . . 288• Science Question Bank-Biology . . . . . . . 289• Science Question Bank-Earth/Physical . . 290• Math Question Bank . . . . . . . . . . . . . . . 291• Art Question Bank . . . . . . . . . . . . . . . . . 292• Music Question Bank. . . . . . . . . . . . . . . 293• Potpourri Question Bank . . . . . . . . . . . . 294• Potpourri Question Bank, Part II . . . . . . 295

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . 296


IntroductionGames and puzzles have long proved their worth as vehicles of learning. Suchactivities carry with them three intrinsic powers of motivation—curiosity,competition, and delight. Experienced teachers have long recognized and benefitedfrom these simple facts, and over the years each builds a small file of such activitiesfor personal use in the classroom. This book represents a comprehensive collectionof such activities to use across the curriculum.

The Jumbo Book of Learning Games, Puzzles, and Activities is designed forintermediate grades. All of these games and activities have been tried in theclassroom and have proven successful. This book contains several open-endedgames and activities that can be adapted to fit your individual curriculum as well asseveral specific activities that may be used to teach, reinforce, or review concepts inall areas of the curriculum.

The book is divided into eight major sections—Language Arts, Social Studies,Science, Math, Art, Music, a Potpourri section which contains physical education aswell as a number of critical thinking games and activities, and a General Gamessection which includes directions to games that may be adapted to fit any area ofthe curriculum. Following this section you will find Question Banks for each of themajor areas. These questions may be used in several of the games throughout thebook or used on their own to challenge students. In the back of the book is ananswer key for the teacher’s convenience.

Any of the games or activities in this book may be modified to fit the needs of yourgroup. Rules may be changed or clues may be given. The important thing is forstudents to learn something while enjoying the game or activity. Several of thegames require the teacher to supply questions based upon a current unit of study.Teachers may wish to have students supply their own question banks because thisprovides students with another opportunity to review the material.

Many of the games require teams. To promote fair contests, teachers should keep inmind a group’s dynamics and at the same time balance competing teams’ abilities.There are several ways to determine which team goes first, from a simple coin tossto asking the teams a trivia question. Students should be reminded of goodsportsmanship at all times and provide enthusiastic support to the contestants.

We hope you enjoy using this book with your students.

Language Arts



• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Presto Change-o AnagramsAn anagram is a word which is made from another word by changing the positions of the letters. Findthe anagrams in the bold words below. Write them on the spaces provided.

1. Turn STEW into a cardinal direction. ____________________________________________

2. Turn LIVES into a rock and roll star. ____________________________________________

3. Turn LAST into a food seasoning. ____________________________________________

4. Turn LUMP into a fruit. ____________________________________________

5. Turn SENT into a home for birds. ____________________________________________

6. Turn RAIN into a country. ____________________________________________

7. Turn LATE into a story. ____________________________________________

8. Turn TUNA into a relative. ____________________________________________

9. Turn MARS into parts of the body. ____________________________________________

10. Turn FLOG into a game. ____________________________________________

Now, try making up 10 anagram puzzles of your own, using different words.

My Anagram Puzzles My Answers

1. Turn _____________ into _______________________________ _________________________

2. Turn _____________ into _______________________________ _________________________

3. Turn _____________ into _______________________________ _________________________

4. Turn _____________ into _______________________________ _________________________

5. Turn _____________ into _______________________________ _________________________

6. Turn _____________ into _______________________________ _________________________

7. Turn _____________ into _______________________________ _________________________

8. Turn _____________ into _______________________________ _________________________

9. Turn _____________ into _______________________________ _________________________

10. Turn _____________ into _______________________________ _________________________

______ 1. California is a great place to live.

______ 2. Disneyland is in California.

______ 3. Disneyland has better rides thanDisney World.

______ 4. Sacramento is the capital ofCalifornia.

______ 5. California’s beaches are morebeautiful than Hawaii’s.

______ 6. It is too hot in California.

______ 7. Hollywood is a great place to meetmovie stars.

______ 8. At Sea World, you can see whales.

______ 9. Airfare to San Francisco is expensive.

______ 10. The Gold Rush was in California.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

California Dreaming(Fact Versus Opinion)

Read the statements below. If a statement is a fact, write an F in the space provided. If it is anopinion, write an O.

Now, make up 10 fact and opinion sentences about another state.

State of ____________________________ 1. _____________________________________________________________________

______ _____________________________________________________________________

______ 2. _____________________________________________________________________

______ _____________________________________________________________________

______ 3. _____________________________________________________________________

______ _____________________________________________________________________

______ 4. _____________________________________________________________________

______ _____________________________________________________________________

______ 5. _____________________________________________________________________

______ _____________________________________________________________________

______ 6. _____________________________________________________________________

______ _____________________________________________________________________

______ 7. _____________________________________________________________________

______ _____________________________________________________________________

______ 8. _____________________________________________________________________

______ _____________________________________________________________________

______ 9. _____________________________________________________________________

______ _____________________________________________________________________

______ 10. _____________________________________________________________________

______ _____________________________________________________________________


1. All shows last one hour.

2. There is only one tent for the shows.

3. The elephants always do the first show and then need at least two hours to rest between shows.

4. The clowns perform last.

5. The acrobats never perform right after the elephants or after 3:00 P.M.

6. The clowns and acrobats need to rest for at least one hour between shows.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Circus World ScheduleYou have been chosen to plan the schedule for Circus World! You need to have three clown shows, twoelephant shows, and two acrobat shows each day. Use the information below to plan your schedule,and then write the shows next to their times on the Circus World Program below.

Requirements

Circus World Program

Time

10:00 A.M.

11:00 A.M.

12:00 M.

1:00 P.M.

2:00 P.M.

3:00 P.M.

4:00 P.M.

5:00 P.M.

Show

Break


1. Briana, who organized three of the contests, won the contest she did not organize.

2. Deancy and the winner of the soccer shoot both lost the skateboard jump.

3. Felipe, who planned the roller blading race, did not win the beach volleyball.

4. Chase almost won the skateboard jump.

Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Sports CompetitionThe students in your class planned a competition with four different events. Each of the four studentsnamed below won one event. Read the clues below. Then mark the grid with an X to match eachstudent with the event he or she won and an O for each one he or she lost.

Clues

Deancy

Briana

Chase

Felipe

SkateboardJumpStudent Soccer

Shoot

RollerBlading

Race

BeachVolleyball


1. Kristina put her food down next to the chips, nachos, and soda when she arrived.

2. David did not bring the brownies, nachos, or chips.

3. Meryl passed out the pizza she brought.

4. Frazier enjoyed the chips that his friend brought.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Potluck LunchA group of friends were planning a potluck lunch to celebrate the end of the school year. Use the cluesbelow to discover what each student brought.

Clues

Student

Kristina

David

Meryl

Frazier

Chips Nachos Soda Pizza Brownies


1. Neither Jason nor Erin likes the Spook House.

2. Alex wants to wear her new bathing suit on her ride.

3. Ricky likes rides that make him dizzy.

4. Erin likes rides that are fast and have drops.

Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Carnival FunUse the clues below to figure out which ride each person went on at the carnival.

Clues

Student

Jason

Erin

Alex

Ricky

SpookHouse

RollerCoaster

Ferris Wheel

Water Slide

Tilt-a-Whirl


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Compound Word PuzzleUse the letters below each puzzle and the clue to form two words that make a compound word. Thefirst one has been done for you.

1. AALSTLEK(a sport)

5. YRREEUL(a fruit)

2. EGDHUS(where Fido sleeps)

6. TREVCA(worn in cold weather)

3. MDBTI(Good night!)

7. RCDDROB(what cartons are made of)

4. OEAHRE (where Sally sells shells)

8. RRCSSDW (a puzzle)

B

a

l

l

a s k e t B

OO

E A

S

O


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Spelling QuestUse a dictionary to help you answer the questions on this quest.

1. Find a word that uses the spelling rule “I before E.”

2. Find a word that breaks the spelling rule “I before E.”

3. Find a word that follows the spelling rule “When two vowels go walking, the first does the talking.”

4. Find a word that breaks the rule in problem number three.

5. Find a word where you have to change the Y to I before adding an ending.

6. Find a word where you keep the letter Y when an ending is added.

7. Find a word that is always capitalized.

8. Find two words that sound alike but are spelled differently.

9. Find two words that are spelled the same but are pronounced differently.

10. Find a word with four syllables.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Contraction Word SearchHidden in the box below are 10 pairs of words that can be made into contractions. Write the words inthe spaces below, and next to the words write the contractions that can be made.

Example: Word Pair Contractionare not aren’t

Word Pair Contraction1. ___________________________________ _______________________________________

2. ___________________________________ _______________________________________

3. ___________________________________ _______________________________________

4. ___________________________________ _______________________________________

5. ___________________________________ _______________________________________

6. ___________________________________ _______________________________________

7. ___________________________________ _______________________________________

8. ___________________________________ _______________________________________

9. ___________________________________ _______________________________________

10. ___________________________________ _______________________________________

L M E W I H S T O W R P

W I L L N O T H U H S Q

L D O B E W O E R O H R

E I W I M I N Y T W E B

T S W T A S E H H O W I

U N A I L E R A R U I N

S O B S L L A V E L L E

D T T O I L R E A D L E

V E R S H O U L D N O T


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

More Plurals, Please!Greedy Gert wants more of everything! Help her make her wish list by writing the plurals of the wordsbelow.

Greedy Gert Has . . . Greedy Gert Wants . . .

1. one goose

2. one tooth

3. one sheep

4. one foot

5. one stepchild

6. one brother-in-law

7. one handful

8. one justice of the peace

9. one walrus

10. one ax

11. one louse

12. one allergy

13. one piano

14. one case of chicken pox

two

three

four

five

six

seven

eight

nine

ten

eleven

twelve

thirteen

fourteen

fifteen


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Dictionary Skills—Alphabetical OrderNumber the words in each set to show alphabetical order.

Names (last names first)

_______ Abraham Lincoln

_______ Helen Keller

_______ Jackie Robinson

_______ Shirley Temple

_______ Booker T. Washington

_______ George Washington

_______ Christa McAuliffe

_______ Ramona Quimby

Places

_______ Lake Zurich

_______ Rochester

_______ New York City

_______ Iowa City

_______ Lake Geneva

_______ Atlanta

_______ Detroit

_______ Cleveland

TV Shows

_______ I Dream of Jeannie

_______ I Love Lucy

_______ The Brady Bunch

_______ Full House

_______ Sesame Street

_______ Leave It to Beaver

_______ Happy Days

_______ Seventh Heaven

_______ Boy Meets World

Grab Bag

_______ informant

_______ geniuses

_______ doodle

_______ interaction

_______ informal

_______ genuine

_______ gentle

_______ doom


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Dictionary Skills—Guide WordsWrite each word under the appropriate guide words and then number the words in each set inalphabetical order.

Challenge: Use a dictionary to find one more word that will fit in each section.

• gingko

• gentle

• geode

• game

• gait

• gamut

• girl

• gale

• gip

• geometry

• gamma ray

• gadget

• give

• gamester

• gentlemen

• gainful

• gala

• given

• gentile

• gamy

• gamma

• genuine

• gizmo

• gage

• giraffe

• geology

• gander

• gag

• galaxy

• gangly

• gist

• genus

gabfest Galileo

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

gambol gangrene

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

gentian geophysics

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

gingerly gizzard

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

You Are Hereby Sentenced!Try to use all the words in each box below in a single sentence. For an added challenge, try to use thewords in the order in which they are written. The first box below contains an example for you.

emergency, brilliant, cousin, misplace, congratulate

Sentence: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

scissors, million, or, spinach, courage

Sentence: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

average, realize, not, science, opinion

Sentence: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

weekend, thunderstorm, passport, squirrel, jealous

Sentence: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

computer, dog, over, spoon, glasses

Sentence: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

In an emergency, my brilliant cousin might misplace her manners and

forget to congratulate the hero.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Academic BowlingFollow the directions for making the bowling pins on page 21. Usingpushpins, Velcro, or other means, mount the bowling pins on thebulletin board in standard bowling formation. Use the words fromspelling or vocabulary lists you are currently studying or old ones forreview. Make the word cards based on the needs of your class.Prepare several packets, each with 10 words. Copy the score sheetbelow so that each team has one. This format can be used withvocabulary words or problems from any other subject matter—e.g.,multiplication, states and capitals, etc.

DirectionsDisplay the pins. Have the player whose turn it is select a packet of cards. For each word, have theplayer give a synonym or antonym. For each correct response, one pin is knocked down (i.e., removedfrom the board). If a student gives seven correct responses, a score of seven is written in the box forthe first frame. If a student reads all the next words correctly, that would be a strike, and an X wouldbe placed in the box for that frame. On the next turn, the new score (8) is added to the 10 points earnedfrom the strike (7 + 10 + 8), and the total is written in frame two, in addition to the eight beingrecorded and added again in frame three.

Example

Score Sheet

Name 1 2 3 4 5 6 7 8 9 10 Total

John7

7 25 338

Name 1 2 3 4 5 6 7 8 9 10 Total


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Academic Bowling (cont.)

Directions: Reproduce 10 of the bowling pins below on tagboard and mount them with pins or Velcroto the bulletin board, using the traditional V-shaped bowling formation.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Cate

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Cate

gorie

s—Li

tera

ture

Rep

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ce th

is f

orm

for

eac

h st

uden

t or

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of

stud

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of

a w

ord

that

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that

lette

r fo

r ea

ch c

ateg

ory.

Set

a ti

me

limit

of o

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r tw

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inut

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epen

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on

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need

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you

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oup.

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n ev

eryo

ne h

as f

inis

hed,

stud

ents

take

turn

s re

adin

g th

eir

answ

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answ

er is

cor

rect

,the

stu

dent

is a

war

ded

a po

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As

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g m

ay b

e m

ade

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ult

by f

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g th

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at:I

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pers

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dent

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ded

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rem

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end

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umbe

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nds

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ampl

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firs

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Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Word ChainsDirections: To make a word chain, each new word must begin with the last letter of the previous word.For example, if the category is Famous Americans, a possible word chain would be the following:George Bush—Herbert Hoover—Ronald Reagan, etc. This can be adapted to any area of study orplayed in teams, each team taking turns adding to the chain.

Countries Proper Nouns Foods

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_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Chile

England

Betsy Ross

Salt Lake City

hot dog

green bean


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Story Scramble CardsDuplicate pages 26–28 as many times as necessary so that when the cards are cut out, each student canhave one from each page. Cut out the cards and place each group in a separate bag, hat, or othercontainer. Students are to pick one card from each container.

These cards indicate the main character, the setting, and the situation to be developed for a short storyor news report the students will create.

Students (individually and/or in groups) are then to move through the writing process by brainstormingdetails for each card, webbing, drafting, using peer response sheets, editing, revising, and publishing thework.

haunted house

Meryl Hashimoto hospital

David Dadsetanfinding a message in a bottle

being mistaken for

someone famous

Main Character

Setting

Situation to Develop


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Story Scramble Cards (cont.)

Main Character

Chase Fleming Felipe Arca

Frazier Cunningham Meryl Hashimoto

Alex Martin Deancy Okoebor

Briana Turkel Jason Grimm

Kristina Lorioux Paul Miriani

Michoe Whitney Nicole McMaster

David Dadsetan A. J. Logan


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts


Setting

amusement park train station

cruise ship spaceship

school zoo

dude ranch haunted house

costume party TV station

hospital bowling alley

mountain circus


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


Situation to Develop

traveling through time speaking every language

discovering a long-lostidentical twin talking to animals

being mistaken for someone famous

being able to live under the sea

discovering the fountain of youth being trapped

shrinking to the size of amouse

finding a message in a bottle

getting into my computerprogram

finding a bag full of money

predicting the future finding an alien


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Treasure Book ReportCut out and decorate the form below and then glue it to the top of a shoebox. In the box put five itemswhich you have found or made that a character in your book might have treasured.

This Box Belongs to

_____________________


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Postcard Book ReportUse the form below to send a postcard from one character in a book you have read to another characterin the same book. In your message, be sure to write about things that have happened in your book. Onthe back, draw a picture of a location that is described in your book.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Great Book CookbookUse the card below to make a recipe for the Great Book Cookbook.

Fo

od

fo

r Th

ou

gh

t Ing

red

ien

ts

____

____

____

____

____

____

____

____

____

____

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title

____

____

____

____

____

____

____

____

____

____

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auth

or

Mai

n ch

arac

ters

:___

____

____

____

____

____

____

____

____

____

____

____

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Set

ting:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Plo

t:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

To m

ake

a go

od s

tory

,___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

The

n ad

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____

____

____

____

____

____

____

____

____

____

____

____

____

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Mix

in__

____

____

____

____

____

____

____

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____

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Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

EpitaphAn epitaph is an inscription on a tomb in memory of a person buried there. In this activity studentswill use the form below to write an epitaph for a literary character. It should include factualinformation from the story. These epitaphs may be serious or funny, in narrative or rhyme form.

Examples:Two sample epitaphs appear on one tombstone below. They may be covered whenreproducing the form for students to write on.

Two Little PigsHere lie two of the three little pigs,

Who weren’t too good at building their digs.The third little pig, who gave it some thought,

Ended up cooking the wolf in a pot.

Red Riding HoodOff to see Grandma through the wood,Went friendly little Red Riding Hood.

She talked to a wolf (who was born to deceive),And he gobbled her up when she tried to leave.

or


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Literature Response LetterThis is a good activity that works well with any type of literature. It is agreat way to make a character come alive, and it also helps the students tofocus on what they have read. Have students choose a character from astory they have read and then write a letter to that character. The letter maybe an advice letter based upon a problem the character is facing, or it maybe asking questions or summarizing the story. After students have writtentheir letters, have them exchange the letters with classmates who have readthe same story. Have each respond to the letter as if he or she were thecharacter. Students who have read different books may wish to write as acharacter from their book to another as if they are pen pals who do notknow each other.

Date_______________

Dear____________________ ,


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

A Different Point of ViewAlmost everyone is familiar with fairy tales such as Cinderella, Little Red Riding Hood, and SnowWhite. How would these stories be different if they had been told from the point of view of thevillains? Choose a familiar fairy tale and rewrite it from the villain’s point of view. An excellentexample to read to the class first can be found in the book The True Story of The Three Little Pigs by A.Wolf (Jon Scieszka, Viking Penguin, 1989).

_________________________________________________title

Here’s What Really Happened . . ._________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Say What?Complete the famous saying:

1. A fool and his money are soon____________________________________________________.

2. A bird in the hand is worth_______________________________________________________.

3. He who laughs last _____________________________________________________________.

4. A stitch in time ________________________________________________________________.

5. Actions speak louder than________________________________________________________.

6. Absence makes the heart ________________________________________________________.

7. Look before you _______________________________________________________________.

8. Early to bed, early to rise, makes a man ____________________________________________.

9. An ounce of prevention is worth __________________________________________________.

10. People who live in glass houses ___________________________________________________.

11. Two may keep a secret if ________________________________________________________.

12. It is better to have loved and lost than ______________________________________________.

13. The grass is always greener ______________________________________________________.

14. A watched pot _________________________________________________________________.

15. Two’s company, _______________________________________________________________.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

AnalogiesAn analogy is a way of comparing two things. For example, “big is to little as hot is to cold” is ananalogy because big and little are opposites, or antonyms, and so are hot and cold. To solve theseanalogies, you must first decide how the first two items are related and then decide how the missingword should be related to the third word. In analogies, the symbol : means “is to” and the symbol ::means “as.” So the example above would be written big : little :: hot : cold.

1. USA : North America :: Spain :________________________________

2. nose : smell :: eyes :________________________________

3. train : track :: car :________________________________

4. in : out :: up :________________________________

5. dog : bark :: cat :________________________________

6. lemon : sour :: sugar :________________________________

7. wind : blow :: sun :________________________________

8. near : far :: thin :________________________________

9. summer : hot :: winter :________________________________

10. hat : head :: sock :________________________________

11. story : author :: symphony :________________________________

12. mother : daughter :: father :________________________________

13. cow : milk :: chicken :________________________________

14. Detroit : Michigan :: Chicago :________________________________

15. sky : blue :: grass :________________________________

Idiom

1. It’s none of your bees-wax.

2. I put my foot in mymouth.

3. It’s water under thebridge.

4. Don’t let the cat outof the bag.

5. She’s too big for herbritches.

6. She’s hot under thecollar.

7. He’s in the doghouse.

8. Don’t pass the buck.

9. Let’s break the ice.

10. Stop beating aroundthe bush.

Explanation


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Idiom ManiaIdioms are sayings or figures of speech which can be quite confusing if taken literally. Explain themeaning of each idiom below. Then choose one idiom and illustrate its literal meaning with a drawingon the back of this page. For instance, “She has a heart of gold” means that she is very kind. Theliteral picture would show a girl whose heart is actually made out of gold.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Idiom Mania (cont.)

Idiom

11. She’s got ants in herpants.

12. Don’t spill the beans.

13. I’m down in thedumps.

14. She’s the apple of myeye.

15. I’m going out on alimb.

16. He is climbing thewalls.

17. She is a basket case.

18. I’m walking on air.

19. I’m coming apart atthe seams.

20. I have a bee in mybonnet.

Explanation


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Language Arts LingoReproduce a Lingo Card (see page 40) for each student. Choose the categories from the lists below ormake up your own based on what you are currently studying. Put 25–30 choices on the board and havestudents write the words in random order on their cards. When all are finished, have them exchangecards. Then choose a word at random to announce. If a student has that word on his or her lingo card,he or she covers it with a slip of paper, bean, or other type of marker. When a student has covered acomplete row, he or she shouts “Lingo!” and is the winner of the game. You may also choose to haveeach column represent a different category. For example, in the first column choose verbs; in thesecond column, nouns, etc.

Suggested Categories: prepositional phrases, common nouns, verbs, adjectives, adverbs, literarycharacters, homonyms, synonyms, antonyms

Examples:

Proper Nouns Homonyms

• St. Louis

• Mr. Douglas

• Maria

• Taj Mahal

• Empire State Building

• Disneyland

• Paris

• Main Street

• University of Iowa

• Bambi

• Gone with the Wind

• Joe

• Hawaii

• Mt. Rushmore

• U.S. Post Office

• Chevrolet

• Rocky Mountains

• Atlantic Ocean

• Gulf of Mexico

• Mississippi River

• Lake Michigan

• Sears Tower

• Lassie

• Cinderella

• Elvis Presley

• seen

• scene

• bear

• bare

• there

• their

• they’re

• wring

• ring

• recede

• reseed

• bin

• been

• mail

• male

• read (past tense)

• red

• lead (noun)

• led (verb)

• your

• yore

• hire

• higher

• bore

• boar


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Lingo Card

L I N G O

Free


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Punctuation ConcentrationDirections: Copy the sentence cards (pages 41 and 42) on colored cardstock and the punctuation cards(page 43) on a different colored cardstock. If colored paper is not available, simply mark the backs ofone set of cards to distinguish them from the other set.

Cut the sentence cards apart, shuffle them, and place them facedown. Do the same with thepunctuation cards.

How to Play: The first player turns over a sentence card, reads it, and decides what punctuation mark ismissing. He or she then chooses a punctuation card. If it is a needed card (i.e., the punctation markshown is required for the player’s sentence card to be correct), the player keeps the pair and takesanother turn. If it is not a match, the player returns both cards facedown to their original positions, andthe next player takes a turn. The game continues until there are no cards left. The player with the mostcards wins.

Sentence Cards

Do you want some ice cream

The house is on fire We went to Paris France

Yes I want to go

My dogs name is Chubba What is your favorite movie


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Punctuation Concentration (cont.)

Sentence Cards (cont.)

I’m hungry said Fred

She was cold she put on a jacket It is Joes cat

School starts at 8 15

Help Sue said I like chocolate cake

They went to sleep at 10 30 Maria had to have an x ray taken.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Punctuation Concentration (cont.)

Punctuation Cards

___ ___ ___ ___ ___? ___ ___ ___ ___ ___,

___ ___ ___ ___ ___! ___ ___ ___ ___ ___.

“___ ___ ___ ___ ___ ___ ___ ___ ___ ___”

___ ___ ___ ___ ___: ___ ___ ___ ___ ___;

___ ___ - ___ ___ ___ ___ ___ ___’ ___

question mark comma

exclamation point period

opening quotation mark closing quotation mark

colon semicolon

hyphen apostrophe


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Break the Code!In this puzzle, the letters stand for other letters. Can you figure out what letters the code letters standfor? The fifth word, venetian, has been decoded for you. Look at the first letter, “V.” It is over the“Y.” That means “Y” stands for “V” in the code. At the bottom of your page, write “Y” under theletter “V” on your decoder. Follow these steps for each letter in venetian. Then start trying to figureout some of the other missing letters in the puzzle.

___ ___ ___ ___ ___ ___ ___ ___ ___’ ___E B E W Z C U C K’ W

___ ___ ___B L U

___ ___ ___ ___ ___ ___ ___ ___Y C K C W E J K

___ ___ ___ ___ ___ ___, ___ ___I O E K G V, E W

___ ___ ___ ___ ___ ___ ___Z L X O G I C

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___H X U W J E K V B L U

___ ___ ___ ___ ___ ___ ___!J O O L B X V!

Decoded Line:Coded Line:







Alphabet–

Code–

Alphabet–

Code–

A B C D E F G H I J K L M

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

N O P Q R S T U V W X Y Z

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Decoder

V E N E T I A N

J C E

K W Y


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Glad LibsDo this activity with a partner. Fill in each blank with the appropriate part of speech. When all theblanks have been filled in, read the story aloud.

Try writing your own story on the back of the paper.

Fairy Tales Can Come True

Once upon a ___________________, there was a(n) ___________________

little girl named ___________________. She ___________________ reading

___________________ fairy tales. One morning she ___________________ ran to her

bookshelf where much to her surprise, she saw a ___________________ fairy god

___________________. “___________________!” she said, “You startled me!”

“Nonsense!” said the fairy, “I’m here to grant you ___________________ wishes, but first,

you must guess my name, fit into the golden ___________________ and

___________________ dangle your long ___________________ hair out of the window.

“Easy,” replied the girl. “Your name is ___________________, this item fits like a glove,

and I will ___________________ dangle my hair out the window.”

She was granted her wishes. The first thing she did was ___________________,

___________________, and ___________________, and then all lived happily ever

after!

(noun) (adjective)

(proper noun) (verb)

(adjective) (adverb)

(adjective)

(exclamation)(noun)

(number)

(adverb)

(noun)

(adjective)

(proper noun)

(adverb)

(verb)

(verb)(verb)


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

WordplaySpelling Chain

Equipment: a list of words appropriate for the ages of the children playing

Directions

• The object of the game is to spell as many words as possible correctly.

• One person serves as the spelling master, preferably an adult or mature child. The spelling masterasks the first child to spell a word. If it is spelled correctly, the child receives a point. If not, it isthe next player’s turn, and he or she is given a new word to spell. The player with the mostnumber of points wins. A time limit for the game should be agreed upon before the game isbegun.

Word Lightning

Equipment: a watch with a second hand

Directions

• The object of the game is to think of as many words as possible beginning with a given letter inone minute.

• One player assigns another player a letter. The second player has one minute to call out as manywords as possible that begin with that letter.

• The first player keeps count and watches the clock.

• When there are more than two players, one player can keep count of the words and the otherplayer can watch the clock.

• After each player has had a turn, the player with the most words is the winner.

Coffee Pot

Equipment: none necessary

Directions

• The object of the game is for “it” to guess a verb known to all the other players.

• One player is chosen to be “it.” Another player chooses a verb and whispers it to all the otherplayers.

• When everyone but “it” knows the selected verb, “it” asks questions trying to discover the verb bysubstituting “coffee pot” for the unknown verb in the questions.

• For example, if swim is the verb, “it” might ask the following: “Do you ‘coffee pot’ outside?”The player would respond “Yes.” This continues until the verb is discovered by the person who is“it.”

• A time limit of two or three minutes can be set.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Wordplay (cont.)

Stairway

Equipment: pencil and paper for each player

Directions

• The object of the game is to form a “stairway” of words of increasing length from a letter chosenat the beginning of the game.

• One player selects a letter. Each following player should try to form words by adding one letter ata time to the original letter. A time limit should be set. Five or ten minutes would be adequate.

• If the chosen letter is M, a stairway might look like this:

M

Me

Men

Mass

Miles

Master

Masters

Monsters

Monstrous

Missionary• The builder of the longest stairway wins the game.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Wordplay (cont.)

Crambo


Directions

• The object of the game is to guess the word that rhymes with a word given by one of the players.

• A player secretly chooses a word. If the word is “chair,” the player will say “I am thinking of aword that rhymes with bear.”

• The rest of the players try to guess by taking turns asking questions in which they define wordsthat rhyme with the word given. For example, if asked, “Is it on your head?” the player wouldanswer “No, it is not hair.”

“Is it a carnival?”

“No, it is not a fair,” and so on.

• The first player to guess the correct word gets to choose the word for the next round.

Crosswords

Equipment: pencil and paper for each player

Directions

• The object of the game is to score points by forming words in a crossword diagram.

• On a sheet of paper, each player draws a crossword diagram consisting of five boxes across andfive boxes down. The first player calls out a letter at random. Each of the other players placesthat letter in a square on his or her diagram.

• The next player chooses a letter that must also be placed on the diagram. The players should keepin mind that they are trying to form words with these letters.

• Once enough letters have been chosen to fill the diagram, scoring is done as follows:

1. Horizontal and vertical words score one point for each letter.

2. A five-letter word scores a bonus point.

3. Two words can be formed in one line (S-O-R-U-N would score five points as so and run), butwords that can be split into separate words (like canon—can and on) may only be scored once.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Wordplay (cont.)

Ghost


Directions

• The object of the game is to continue adding letters to a word being spelled without completingthe word by adding the final letter.

• The game is started by having a player think of a word and calling out its first letter. An examplewould be C for the word crayon.

• The next player then says a letter that can be added to the previous letter without making a word.An example would be an A because the player was thinking of the word carpet.

• Each player adds a letter, trying not to create a final word. If a player cannot think of a letter, heor she has the right to challenge the previous player.

• If a player has trouble adding on to CAL, for example, he or she may challenge the person whoadded L. If that player comes up with calcium, the challenger is given a G. If a player collectsall of the letters to spell GHOST, he or she is eliminated.

• If the challenged player has bluffed, he or she gets the G.

• After someone has been assigned a letter, a new letter is chosen and a different word is spelled.

Hangman

Equipment: paper and pencil

Directions

• The object of the game is to guess the secret word before an entire man is drawn on the gallows.

• A player is chosen to be the “hangman.” He or she selects a word and draws the appropriatenumber of dashes on a sheet of paper. For example, if the word has five letters, then five dashesare drawn.

• The first player tries to guess a letter that may be in the word. If it is a letter that appears in theword, the “hangman” puts the letter on the appropriate dash or dashes.

• If a player makes an incorrect guess, the “hangman” starts to draw the victim on the gallows.

• The drawing is created as follows: the first incorrect guess equals the line at the base of thegallows, the second incorrect guess equals the upright line, the third incorrect guess equals thecrossbar, the fourth incorrect guess equals the support, the fifth incorrect guess equals the rope,the sixth incorrect guess equals the figure’s head, the seventh incorrect guess equals the body, theeighth incorrect guess equals the right arm, the ninth incorrect guess equals the left arm, the tenthincorrect guess equals the right leg, and the eleventh incorrect guess equals the left leg. Thehangman wins if the left leg has been drawn and the word has not yet been guessed.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Wordplay (cont.)

Initials


Directions

• The object of the game is to answer other players’ questions by giving answers beginning withyour initials.

• A player is selected as the “questioner” for the first round. The questioner asks each player inturn a question. The players answer the question by using words formed with the initials of his orher own name.

• If the questioner asks, “What is your favorite food, Hap Peterson?” Hap may reply, “hot pizza.”

• Answers don’t need to make sense. The sillier the reply, the more fun the game.

Letters by Number


Directions

• The object of the game is to be the first player to identify which letter of the alphabet correspondsto a number that has been called out.

• A player is chosen to be the caller. He or she starts the game by calling out a number between 1and 26.

• The other players try to be the first to find the corresponding letter of the alphabet. 1 equals A, 2equals B, 11 equals K, and so on.

• The alphabet should be written out with corresponding numbers for the caller. Other players maynot see this chart. Wrong answers result in the loss of a point. The game can be played for acertain amount of time or until a certain number of points is reached.

Magazine Storytelling

Equipment: old magazines, scissors, glue, and paper

Directions

• The object of the game is to tell a story using objects cut from magazines.

• Each player is given a set of materials—old magazines, scissors, paper, glue, and crayons orpencils.

• This game can be played individually or in a group.

• Within a certain period of time, 10 or 15 minutes, the player must put together stories frompictures and words cut from magazine pages. These clippings should be glued on paper to formpages of a book that can be read when the time is up.

• The stories can be judged based on the following categories: most clever, best use of pictures,funniest, etc. To make the game easier, a topic can be chosen before the players begin.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Language Arts

Wordplay (cont.)

Rigmarole


Directions

• The object of the game is to remember a string of alliterative phrases as it goes around the circle.

• Rigmarole is a game that tests the memory and offers tongue-twisting fun.

• The first player starts the game by creating an alliterative phrase by using three words that beginwith O for the number one. An example would be “our own ostrich.”

• The next player must create another phrase beginning with T for the number two. He or she muststart with an original phrase.

• The string of phrases keeps going around the circle until 10 have been created.

The Minister’s Cat


Directions

• The object of the game is to describe and name the minister’s cat with an adjective and a namebeginning with every letter in the alphabet.

• The game begins with the first player forming a sentence by filling in the blanks of the sentence.“The minister’s cat is a(n)______cat, and his name is______.” The first sentence must make useof the letter A. For example, the first sentence might be “The minister’s cat is an active cat, andhis name is Andy.”

• The next player must do the same thing using the letter A but providing different words. Forexample, “The minister’s cat is an awful cat, and her name is Agnes.” Once the round iscompleted, the players use the letter B.

• A player must drop out if he or she repeats a word or is unable to think of a word.

Sentences


Directions

• The object of the game is to form as many words as possible, beginning with the letters in a givenword.

• A player chooses a word to be used in the first round. The word is usually five or six letters long.

• Each player must create a sentence formed from words that begin with the letters in the originalword, in proper order. For example, if the word is “paper,” a sentence could be “Pigs and peopleeat radishes.”

• The next player chooses a new word, and the game begins again.


Language Arts • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Wordplay (cont.)

Action Spelling


Directions

• This game is a variation of a traditional spelling bee, but certain actions will be substituted forletters. Before playing, students can choose which letters will be replaced by actions, or you maychoose some of the suggested actions listed below.

• The complexity of this activity will vary according to age and ability of students.

• Primary grade students can start with three actions. It is helpful to have the actions beginningwith the corresponding letter, such as a cheer for the letter C or a jump for the letter J.

• Older students should be able to start with five to seven letters.

• Using the sample list of actions below as an example, if the word to be spelled is “jack,” theprimary student should (1) jump, (2) say A, (3) cheer, and (4) say K. An older student mightjump, clap hands, cheer, and then kick without actually saying a single letter.

• If a player misspells a word, he or she can either be eliminated or the game can be played forpoints, with a student earning a point each time he or she correctly spells a word.

AlphabetABCDFGJKLMNPRSTUVWY

Z

Actionsapplaud

boocheerdance

flap armsgallopjumpkick

laughmooneighpant

raise handsmiletwirl

umpirevacuumwhistleyawn

zip or zigzag


Social Studies


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Is It Possible?Use encyclopedias or other reference books to find out whether the following events could haveoccurred. Write YES or NO in the space provided and explain the reasons for your answers.

1. Is it possible for Ben Franklin to have sent a telegram to tell someone about his discoveries?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

2. Could Abe Lincoln have ridden a bicycle to school?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

3. Could Amelia Earhart have watched the news of her flight on television?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

4. Could John F. Kennedy have made popcorn in a microwave oven?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

5. Could Betsy Ross have made a phone call?

____ • Why?________________________________________________________________________

_____________________________________________________________________________

6. Could Helen Keller have danced the twist?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

7. Could Jackie Robinson have used a calculator to figure out his batting average?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

8. Could Walt Disney have listened to his favorite tunes on a CD?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

9. Could Martha Washington have worn spectacles to see George more clearly?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________

10. Could the Wright brothers have rollerskated around Kitty Hawk?

____ • Why? _______________________________________________________________________

_____________________________________________________________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Civil War Secret MessageRead the clues below and follow the directions to reveal a secret message.

1. If Maryland stayed in the Union, write the letter “I” in spaces 4 and 21. If not, write an “F” inthose spaces.

2. If General Lee was president of the Confederacy, write a “U” in spaces 6 and 16. If not, write an“E” in those spaces.

3. If the first battle of the Civil War was fought at Bull Run, write a “Y” in space 15. If not, write an“N” in that space.

4. If the Emancipation Proclamation was the name of the peace treaty that ended the war, write a“B” in spaces 3, 28, and 29. If not, write an “L” in those spaces.

5. If U. S. Grant was the commander of the Union troops, write a “W” in space 9. If not, write an“X” in that space.

6. If Texas stayed in the Union, write an “M” in space 13. If not, write an “N” in that space.

7. If North Carolina was the first state to secede, write an “E” in spaces 8, 14, and 25. If not, writean “O” in those spaces.

8. If people in favor of ending slavery were called abolitionists, write an “A” in spaces 2, 10, 19, and27. If not, write a “P” in those spaces.

9. If the Civil War began with the attack on Fort Sumter, write a “T” in spaces 7 and 22. If not,write an “R” in those spaces.

10. If General Lee surrendered at the Appomattox Court House, write an “M” in space 1. If not, writea “C” in that space.

11. If Lee Harvey Oswald shot President Lincoln, write a “U” in spaces 5 and 17. If not, write a “C”in those spaces.

12. If the Underground Railroad provided transportation for the soldiers, write an “A” in spaces 11,20, and 26. If not, write an “R” in those spaces.

13. If you can now complete spaces 12, 18, 23, and 24, you will learn two famous phrases fromAbraham Lincoln’s Second Inaugural Address.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 2 3 4 5 6 7 8 9 10 11 12

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

13 14 15 16 17 18 19 20 21 22 23

___ ___ ___ ___ ___ ___

24 25 26 27 28 29

Civil War Secret Message


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Newspaper Scavenger Hunt(Current Events)

Use a newspaper to find as many of the following items as possible. Write the name of the article, page number, date, and section number on your paper.

Item to Find

2. your governor’s name

3. name of a country in Europe

4. name of a country in Asia

5. obituary for someone over 80

6. cartoon that shows a characterat school

7. name of a disease

8. world leader

9. women’s sports team

10. lake or a river

Newspaper & Date

Article Page Section

1. article mentioning a statecapital


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Newspaper Scavenger Hunt (cont.)

Item to Find

12. job that pays over $100,000

13. article about food

14. person’s first and last namesbeginning with the same letter

15. headline containing two ormore adjectives

16. horoscope for Libra

17. weather forecast for a stateother than your own

18. sports score where a team wonby more than 10 points

19. article about a music group

20. article about a medicalbreakthrough

Newspaper & Date

Article Page Section

11. coupon for 50 cents offsomething


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Test Your Map SkillsUsing a globe and the map of the United States of America on page 60,respond correctly to the following questions.

1. Which state is the farthest south?_____________________________________________________________________________

2. Which state is the largest?_____________________________________________________________________________

3. Which state is the smallest?_____________________________________________________________________________

4. Which states border Iowa?_____________________________________________________________________________

5. Which states are directly north of the Oklahoma border?_____________________________________________________________________________

6. Which states have shorelines on the Gulf of Mexico?_____________________________________________________________________________

7. Which state is made up of eight islands?_____________________________________________________________________________

8. Which state is farther west—Colorado or Idaho?_____________________________________________________________________________

9. What state is directly south of Wisconsin?_____________________________________________________________________________

10. Which state is farther north—New York or Virginia?_____________________________________________________________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Test Your Map Skills (cont.)

11. Which states border California?_____________________________________________________________________________

12. Which states begin with the letter M?_____________________________________________________________________________

13. Which states have shorelines on the Atlantic Ocean?_____________________________________________________________________________

14. Which states have shorelines on the Pacific Ocean?_____________________________________________________________________________

15. Which states have shorelines on the Great Lakes?_____________________________________________________________________________

16. Which state reaches farthest west?_____________________________________________________________________________

17. Which state is the farthest north?_____________________________________________________________________________

18. Which states border on Mexico?_____________________________________________________________________________

19. Which states border on Canada?_____________________________________________________________________________

20. Which island has the largest United States city on it?_____________________________________________________________________________


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Matching World CapitalsObjective: to identify capital cities of the world

Materials: one copy of the country name cards and two copies of their capital city cards on separatepages, scissors, atlas or almanac

Directions: Cut copies of the cards apart. Place the country cards in one stack and place each set ofcapital city cards in its own stack. Divide students into two teams. Give each team a complete set ofcapital city cards. A member of one team draws a name from the country cards and reads it to theclass. Team members use an atlas or almanac to try to match the capital city to its country. If thematch is correct, the team gets a point. If the match is incorrect, the other team may try. If neitherteam guesses correctly, the country card goes to the bottom of the stack to be used later. The teamsalternate turns.

Country Cards

1. 2.

3. 4.

5. 6.

Argentina Australia

Brazil Canada

China Denmark


France Germany

India Iran

Iraq Israel

Japan Poland

RussiaUnited States

Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Matching World Capitals (cont.)

Country Cards (cont.)

7. 8.

9. 10.

11. 12.

13. 14.

15. 16.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies


Capital City Cards

a.

Baghdad

c.

Berlin

e.

Buenos Aires

g.

Copenhagen

b.

Beijing

d.

Brasilia

f.

Canberra

h.

Jerusalem


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


Capital City Cards (cont.)

i.

Moscow

k.

Ottawa

m.

Tehran

o.

Warsaw

j.

New Delhi

l.

Paris

n.

Tokyo

p.

Washington,D.C.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Show Me the Money!

______ 1. One Dollar Bill

______ 2. Two Dollar Bill

______ 3. Five Dollar Bill

______ 4. Ten Dollar Bill

______ 5. Twenty Dollar Bill

______ 6. Fifty Dollar Bill

______ 7. One Hundred Dollar Bill

______ 8. Five Hundred Dollar Bill

______ 9. One Thousand Dollar Bill

______ 10. Five Thousand Dollar Bill

______ 11. Ten Thousand Dollar Bill

______ 12. One Hundred Thousand Dollar Bill

Match the person with the denomination that his portrait appears on.

a. Ulysses S. Grant

b. James Madison

c. William McKinley

d. Salmon P. Chase

e. George Washington

f. Woodrow Wilson

g. Abraham Lincoln

h. Alexander Hamilton

i. Benjamin Franklin

j. Andrew Jackson

k. Grover Cleveland

l. Thomas Jefferson


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Who Invented It?Match Inventor with Invention

Challenge: Make up an invention of your own that you think would make life easier or wouldsolve a problem you are having.

______ 1. Barbie doll (1959)

______ 2. roller skates (1760)

______ 3. zipper (1893)

______ 4. chocolate chip cookie (1933)

______ 5. Coca-Cola (1886)

A. Whitcomb Judson

B. John S. Pemberton

C. Ruth Handler

D. Joseph Merlin

E. Ruth Wakefield

______ 1. phonograph (1877)

______ 2. bifocal glasses (1761)

______ 3. cotton gin (1793)

______ 4. blue jeans (1873)

______ 5. telephone (1876)

______ 6. radio (1921)

______ 7. polio vaccine (1953)

______ 8. airplane (1903)

A. Oscar Levi Strauss

B. Jonas Salk

C. Alexander Graham Bell

D. Thomas Edison

E. Benjamin Franklin

F. Eli Whitney

G. The Wright Brothers

H. Guglielmo Marconi

Unusual Inventions


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Calling All Detectives!Written in telephone push-button code below are the names of10 U.S. states. To break the code, you must substitute one ofthe letters on the phone pad for the numerals. Keep in mindthat there are three possible letters for each numeral. The 8 innumber one, for example, could represent T (Texas, Tennessee)or U (Utah) or V (Virginia, Vermont). Now consider the othernumbers along with the total to decode the state names.

Hint: Use the number of letters in each state name as a help toget started.

Push-Button Code

1. 837–6668

2. 947–2667 extension 46

3. 639–9675

4. 252–2262

5. 225–4367 extension 642

6. 642–4442 extension 6

7. 996–6464

8. 356–7432

9. 666–8262

10. 836–6377 extension 33

State Name


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Puzzled About the States?Identify the states used to make the pictures below. Then, cut apart a copy of the map found on page60 and make your own puzzle. Challenge a friend to identify the states you have used.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

BotticelliEquipment: none necessary

Directions

• The object of the game is to ask questions that will lead you to discover the identity of the famousperson chosen by another player.

• One player chooses a famous person who will be familiar to all of the other players. He or shethen reveals the initial of the secret person’s last name.

• The other players try to guess who the secret person is by asking questions phrased in such a waythat the chooser must identify other people with the same initial.

• For example, if the initial is J, the question might be “Are you one of the fathers of theConstitution?” The chooser must answer with the name of one of the fathers of the Constitutionwhose name begins with J or else be required to answer a forfeit question. If the chooser cananswer “No, I am not Thomas Jefferson,” then the next player asks a question.

• If any player is able to stump the chooser, then that player can ask more specific questions:“Are you female?”(“No, I am not female.”)

or “Are you dead?”(“No, I am not dead.”)

• Only yes or no answers are legal.

• Players continue to ask questions until the identity has been revealed.

• The player who guesses the identity gets to choose the next secret person.

Explorers’ Treasure HuntEquipment: two brown paper bags, tape, treats as treasure

Directions

• The leader crumples the paper bags and then flattens them out.

• After the leader decides where to hide the treasure, the map is drawn.

• A treasure map is drawn on one bag that is flattened out. (If desired, the map may be torn intotwo or three parts.) The other bag is torn into pieces for the clues.

• Clues are written and numbered. (Example: Clue #8—Find the tree that has a split. Stand onyour toes and reach for it. The map will have a picture of a tree on it.)

• The leader hides all the clues except clue number one. The leader also hides the map.

• Clue number one will lead to where clue number two is. Clue number two will lead to where cluenumber three is, etc.

• The last clue leads to where the map is.

• The leader gives clue number one to the players (or explorers). The explorers find the clues inorder, find the map, and then tape the map together (if you have elected to tear it also). The mapwill lead the explorers to the treasure.


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Quick-Draw ExplorersEquipment: slips of paper, chalkboard, timer

Directions

• Where to play: indoors

• Number of players: five or more

• Before the game begins, the leader uses slips of paper or small cards on which to write simplewords or phrases having to do with explorers. (Examples: Niña, Pinta, Santa Maria, Spain,queen, America, ocean, map, ship, or any other words and terms you choose which have beenstudied in class) The slips of paper or cards are placed in a hat, bowl, or other container.

• The players are divided into two teams.

• A player on the first team must choose a card and draw a picture that represents the word orphrase. No talking or gesturing is allowed. From the picture, the player’s teammates must try toguess what the word or phrase is before the time runs out (about one minute or so, dependingupon the age of the group).

• A team earns a point for each correct answer.

• Team members may also make up their own clues to challenge the other players.

Alone in the WildernessEquipment: none necessary

Directions

• Players are seated in a circle. The leader introduces the idea of learning how to survive in thewilderness.

• The leader explains the following:

1. You will travel alone. You may bring only what you can carry on a walk.

2. Taking turns around the circle, each player names one item he or she would need to survive awilderness journey.

3. The second player, however, must include the item the first player said before adding one ofhis or her own. The third player must include the items named by both the first and secondplayers, adding one of his or her own, etc. The object of the game is to travel as far around thecircle as possible without the players forgetting any of the survival items.

• At the conclusion, the players should decide if their group failed to list any necessary items forsurvival.

• Add these items to the original list and present it to the class for discussion and evaluation.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Columbus Day ManiaEquipment: paper and pencil

Directions

• Have players get into small groups assigned to list as many words as possible that have to do withColumbus, explorers, discovery, Native Americans, etc.

• Set a time limit.

• When the time is up, the group with the greatest number of appropriate words is the winner.

(More Columbus Day Mania)Equipment: none necessary

Directions

• The leader tells the players to write down as many items as possible from a list he or she hasalready chosen.

• After a time limit of a minute or two, the winner is the player with the greatest number ofappropriate answers. Some examples might be the following:

1. List the names of the oceans.

2. List the names of Columbus’ ships.

3. List words having to do with ships.

4. List items Columbus would have carried on his ships.

5. List things Columbus would have seen on his voyage.

6. List some challenges faced by Columbus.

7. List the names of as many explorers as you can.


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

When I Get to AmericaEquipment: none necessary

Directions

• The first player begins by saying, “When I get to America, I will . . . ” and names something he orshe will do—for example, “I will build a house.”

• The player to his or her left picks up by saying, “When I get to America, I will build a house and . . . ,” adding his or her own phrase to the list.

• Each player in turn repeats and adds to the list that has gone before in order.

• If a player forgets an item or does one out of order, he or she may not add to the list on that turn.

• The next time around, however, the player has a chance to repeat what has gone before and addhis or her own contribution.

• A variation of this game can have the players act out what they will do in America.

Social Studies VocabularyEquipment: colored index cards, pencils

Directions

• Divide the players into cooperative teams. Give each team a set of colored index cards.

• Have teammates work together to write down words having to do with Native Americans,explorers, or any other social studies or literature terms with which they are familiar within a topicyou choose.

• On half of each card, players write a word. On the other half, players write the definition andthen tear or cut the cards in half.

• The leader collects the cards and then gives each of the two teams a set of cards other than itsown.

• Teams work to match each word with its definition. Allow two minutes. The team with the mostcorrect answers wins.

Word Definition


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Edible MapEquipment: plain sugar cookie dough; a physical map of your state, the USA, or any country orcontinent; blue icing for lakes and oceans; green sprinkles for plains; clear sprinkles for deserts;chocolate chips for mountains; red candy strips for rivers; candy-coated chocolate disks for capitals

Directions

• Let students work in groups to make their maps, using the ingredients appropriately as indicatedin the equipment list.

• Bake the sugar cookie maps.

• Have students make up questions that can be answered by looking at their maps.

• Then, after touring the room to see other maps, all players may help themselves to the earth!

Toss the GlobeEquipment: a globe

Directions

• Where to play: anywhere appropriate

• Number of players: any number

• The leader starts by calling out a name of a place and then tossing the globe to one of the players.

• That player must locate the spot on the globe, call out another place, and then toss the globe toanother player.

• If a player cannot locate the place before a set time limit is up, he or she must toss the globe backto the teacher.

• This game will have players globetrotting in no time.

Race to the WorldEquipment: large wall map of the world

Directions


• Number of players: two or more

• Players are divided into two teams.

• As the leader calls out the name of a location on the map, one player from each team races to findthe spot first.

• A point is awarded to the team of the player who first reaches and locates the correct spot on themap.

• Play continues until the teacher concludes the game.


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

AirplaneEquipment: map, blindfold, small paper airplane, and a pin

Directions

• Where to play: anywhere appropriate

• Number of players: two or more

• For each player, the leader makes a small paper airplane with a pushpin or tape attached to it.

• At game time, players are lined up at the opposite end of the room from the map. One by one, theleader hands the players an airplane, blindfolds them, and points them toward the map.

• Each player must cross the floor and place his or her airplane on a designated spot on the map,such as California, Iowa, etc.

• The player who reaches the map and pins his or her airplane closest to the designated spot is thewinner.

Presidential Picture WordsEquipment: a Lincoln hat if available (or any other container), strips of paper

Directions

• On the strips of paper, the leader writes words having to do with United States presidents, such aslog cabin, cherry tree, election, assassination, Delaware, Missouri, White House, Civil War, etc.

• The players are divided into two teams. Players from each team take turns picking a strip ofpaper.

• The player has one minute to draw a picture of the word or phrase, and other team members mustguess the word.

• A point is awarded for each correct guess. The winning team is the one with the most points atthe end of a designated time.

log cabin

Civil War

cherry tree


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Black History TriviaEquipment: library or reference books, paper, and pencil

Directions



• The leader makes available the list of questions below.

• The players are divided into teams. Each team has 30 minutes (or more, according to theteacher’s direction) to find as many answers as possible.

Black History Trivia List

1. Who is Harry Belafonte?

2. Did Mary McLeod Bethune work in the field of education?

3. Andrew Young served as the mayor of what city?

4. Who founded the NAACP?

5. What is slavery?

6. Where is Harlem?

7. What is an abolitionist?

8. What did Thurgood Marshall accomplish?

9. What is segregation?

10. Did blacks fight in the Civil War?

11. What sport did Arthur Ashe play?

12. What was the Emancipation Proclamation?

13. Who was Jackie Robinson?

14. Did Benjamin Booker establish a blood bank?

15. Were Matthew Henson and Estevancio both black explorers?


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Cities and States Alphabet FlashYou may wish to allow students to consult a map of the United States of America while playing thisgame. Shuffle alphabet flash cards and call out the first letter. The students will then try to name eithera state or a city that begins with that letter. If a state is named, the student must then name a state thatborders it. If a city is named, the students must name the state that the city is in. If the student answerscorrectly, he or she is given the flash card. The student with the most flash cards at the end of the gameis the winner.

City SlickersTape the name of a city to each student’s back. Students must go around the room trying to write thenames of the cities from the other players’ backs while trying to prevent anyone from seeing his or hercity. After a predetermined amount of time (not to exceed 10 minutes), students sit down. Each playertakes the paper off his or her back and reads the name of the city. The student who has the most citieswritten down is the winner.

Name the StatesGive each student a piece of paper and a 15-minute time limit to name as many of the states aspossible. The student with the most states listed is the winner. You may also require that the state mustbe spelled correctly in order to give credit. Name all the 50 states when the game is over.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Mapmaker, Mapmaker, Make Me a Map

Mapmakers have struggled with the problem of finding the smallest number of colors needed to make amap where each country is colored but not bordered by a country of the same color. Try to color thismap of South America using as few colors as possible. What is the minimum number of colors to makeany map? Support your answer.

NorthAtlanticOcean

SouthAtlanticOcean

SouthPacificOcean

Caribbean Sea

ARGENTINA

BOLIVIA

COLOMBIA

VENEZUELA

PERU

BRAZIL

FRENCH GUIANA (FRANCE)SURINAME

GUYANA

CHILE

ECUADOR

PARAGUAY

URUGUAY

Caracas

Belo Horizonte

Cayenne

Sao Luis

Fortaleza

Natal

Recife

Aracaju

Salvador

Vitória

Rio de Janeiro

Florianopolis

Porto Velho

Mitu

Curitiba

Sao Paulo

Macapa

Cuiaba

Fonte Boa Manaus Santarem

Goiania

Brasilia

TeresinaImperatriz

Medellin

San CristobalGeorgetown

Paramaribo

Mar del Plata

San Carlosde Bariloche

Mendoza

Cordoba

Asuncion

San Miguelde Tucuman

SucreSanta Cruz

Trinidad

Cochabamba

La Paz

CuscoIca

BogotaCali

Quito

Piura

Trujillo

Iquitos

Rio Branco

Boa Vista

Guayaquil

Lima

Arequipa

Arica

Antofagasta

Valparaiso

Concepcion

Valdivia

Bahia Blanca

Rosario

Buenos Aires

ComodoroRivadavia

Salto

Montevideo

Porto Alegre

Barranquilla

CucutaCiudad Guayana

Resistencia

Santiago

Belem

Porto Nacional

FALKLANDISLANDS (U.K.)

SOUTH GEORGIAISLAND (U.K.)

500 Mi.

500 Km


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Hidden TreasureAnn and Stan each found a treasure map. The following are the directions (N = north, S = south, E =east, and W = west) and the distances in miles (or kilometers) each one traveled. Use the mile grid onpage 79 to trace the paths Ann and Stan traveled. Use red for Ann and blue for Stan. Then, answer thequestions on page 80.

Stan Ann1. E—3

2. S—2

3. W—1

4. S—2

5. E—3

6. S—2

7. W—4

8. S—1

9. E—5

10. S—4

11. W—1

12. S—1

13. W—3

14. S—2

15. E—6

16. N—1

17. W—1

18. N—7

19. E—4

20. S—1

21. E—1

22. S—1 (Treasure!)

1. N—2

2. E—1

3. S—2

4. E—9

5. N—3

6. W—2

7. N—2

8. E—1

9. N—2

10. E—1

11. S—2

12. E—3

13. N—5

14. W—3

15. N—2

16. W—3

17. S—2

18. W—3

19. N—3

20. E—7

21. S—2 (Treasure!)


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Hidden Treasure (cont.)

Stan’sHouse

Ann’sHouse


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Hidden Treasure (cont.)

When you have finished tracing the paths that Ann and Stan took to find their secret treasures, answerthe following questions.

1. How many miles did Stan walk?

_______________________________________________________________________________

2. How many miles did Ann walk?

_______________________________________________________________________________

3. If Ann had been able to walk the shortest distance in a straight line east and then north, how manymiles would she have walked?

_______________________________________________________________________________

4. By following the clues, how many extra miles did she have to go?

_______________________________________________________________________________

5. If Stan had been able to walk the shortest distance in a straight line east and then south, how manymiles would he have walked?

_______________________________________________________________________________

6. By following the clues, how many extra miles did he have to go?

_______________________________________________________________________________

7. What was the longest distance Stan walked in one direction?

_______________________________________________________________________________

8. What direction was he traveling then?

_______________________________________________________________________________

9. What was the longest distance Ann walked in one direction?

_______________________________________________________________________________

10. What direction was she traveling then?

_______________________________________________________________________________

11. If Ann took her treasure directly west and north to Stan’s house, what is the shortest distance shewould have to walk?

_______________________________________________________________________________

12. If Stan took his treasure directly south and west to Ann’s house, what is the shortest distance hewould have to walk?

_______________________________________________________________________________

13. If both Stan and Ann left home at the same time and arrived at their treasures at the same time,who do you think was the faster walker? Why?

_______________________________________________________________________________

Extension: Design your own clues to a secret treasure. Exchange with a partner.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Which State Am I? (Southeast)Identify the state described and write its name on the line.

1. I was one of the first 30 states in our country. I am sometimes referred to as “The Heart ofDixie.” Both Rosa Parks and Dr. Martin Luther King, Jr., come from my state. Cotton andpeanuts grow well in my soil. Did you know that the first electric streetcars began operation inmy state?

Which state am I? ________________________________________________________________

2. I was one of the first 30 states in our country. Although many people think my most valuableresource is petroleum, I think it is sunshine. Sunshine helps me produce oranges, tomatoes, andnursery products. In the waters off my shore, fishermen catch shrimp and lobster. Did you knowI have more lakes than any other state?

Which state am I? ________________________________________________________________

3. I was one of the first 20 states in the United States. One of my most valuable natural resources iscoal. Some of the important agricultural products that I produce are beef cattle, milk, soybeans,and hogs. A major river forms my western boundary. Abraham Lincoln was born here.

Which state am I? ________________________________________________________________

4. I was among the first 20 states in the United States. Among my agricultural products are rice,sugar cane, and cotton. I produce a lot of petroleum and natural gas. Jazz was first played here.

Which state am I? ________________________________________________________________

5. I was neither an early nor a late state. I produce agricultural products like rice, beef cattle, wheat,and turkeys. If you visit me, you might even find some diamonds. I am famous for my springwaters. President Clinton was born here.

Which state am I? ________________________________________________________________

6. I was one of the first five states. I am well known for my peaches. No other state produces morepeanuts than I do. A drugstore in one of my cities was the first place in the world to serve Coca-Cola.

Which state am I? ________________________________________________________________

7. I was one of the first 13 states. I am well known for textiles produced from southeastern cottonand synthetic materials. More Revolutionary War battles were fought on my soil than in any otherstate. Part of my name is shared with one of my neighbors.

Which state am I? ________________________________________________________________

8. I was one of the first 15 states to join the union. Most homes in the United States have somefurniture that was made here. My coastline is one of the most treacherous in the world. The firstsuccessful airplane flight in the world was made here.

Which state am I? ________________________________________________________________


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Which State Am I? (Southeast) (cont.)

9. More than 30 states joined the Union before I did. I am well known for my coal mines. If youcollect glass marbles, many of them probably came from me. I am bordered by five states, butonly two of them are part of the southeast region like me.

Which state am I? ________________________________________________________________

10. I was the 10th state to accept statehood. My valuable natural resources include coal, lime, sand,and gravel. Eight presidents were born here, including George Washington. My Bill of Rightswas the model for the U.S. Bill of Rights.

Which state am I? ________________________________________________________________

11. I was among the first 15 states of the United States. One of my most valuable resources is coal. Ihave outstanding military traditions, and for this I am sometimes called “The Volunteer State.”

Which state am I? ________________________________________________________________

12. I was the 20th state to join the Union. I manufacture wood products, paper products, andclothing. Flatboats used to carry goods down one of my largest rivers before there were railroadsand trucks. I am the only state that has a singing river.

Which state am I? ________________________________________________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Which State Am I? (Northeast)Identify the state described and write its name on the line.

1. I was one of the first 13 states. I am mostlya manufacturing state, although I do produceeggs, milk, and even some tobacco. I havethe first written constitution in the UnitedStates.

Which state am I? _____________________

2. I joined the Union with the other original 13states. From the large bay next to me,people find oysters, clams, and crabs. “TheStar-Spangled Banner” was written here.You might recognize me because of my oddshape.

Which state am I? _____________________

3. Although I am rather small, I am proudbecause I was the first of the 13 originalstates. I have the mighty Atlantic Ocean onmy shore and the other northeastern statesaround me.

Which state am I? _____________________

4. I was one of the first colonies to set up myown government. Three northeastern statesborder me, as do Canada and the AtlanticOcean.

Which state am I? _____________________

5. I was among the first 30 states to join theunion. People in my state can see thesunrise before anyone else in the UnitedStates. I have the largest lobster catch ofany state.

Which state am I? _____________________

6. I was one of the original 13 states. ThePilgrims first settled on my shores. Myfishermen bring in scallops, cod, andhaddock.

Which state am I? _____________________

7. I, too, was one of the original 13 states. Iam very popular for my coal, metal, anddairy products. I also have the world’slargest chocolate factory. You could call methe birthplace of the United States.

Which state am I? _____________________

8. I was one of the original 13 states. I amproud of being the smallest state in theUnited States. The Atlantic Ocean bordersme to the south.

Which state am I? _____________________

9. I was among the first 15 states to join theunion. Some of the goods I produce areapples, maple syrup, and eggs. Unlike myneighbors I am a landlocked state.

Which state am I? _____________________

10. I was one of the first 15 states. I am famousfor having the largest city in the UnitedStates. To my north is Canada, to the west isa Great Lake, and to the east is an ocean.

Which state am I? _____________________

11. I was one of the 13 original states. To theeast of me is the Atlantic Ocean. To thenorth, west, and south, I am bordered byother northeastern states. Even though mynickname makes it sound as if I am anagricultural state, I am mostly known formanufacturing. The world’s firstprofessional baseball game was played here.

Which state am I? _____________________


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Which State Am I? (Midwest)Identify the state described and write its name on the line.

1. I was one of the last 15 states admitted to theUnion. I am known mostly as anagricultural state, producing beef cattle,corn, and soybeans. I am home to MountRushmore.

Which state am I? _____________________

2. I was one of the first 30 states to enter theUnion. I am a famous manufacturing state,mostly known for producing transportationequipment. If you like breakfast cereal, youprobably eat one of my products. I amalmost surrounded by water.

Which state am I? _____________________

3. I was among the first 20 states to enter theUnion. Each year I produce a huge amountof corn. Each Memorial Day, I have afamous auto race that is 500 miles long.

Which state am I? _____________________

4. I was one of the first 20 states to join theunion. The Rock and Roll Hall of Fame isin my state. I am round on both ends and“hi” in the middle.

Which state am I? _____________________

5. California became a state just before me. Iam known as the “Land of 1,000 Lakes.” Iam home to the Mall of America.

Which state am I? _____________________

6. I was one of the first 30 states to enter theUnion. I have the busiest airport in theworld. I am home to the great basketballplayer Michael Jordan.

Which state am I? _____________________

7. I am one of the greatest farming states in theUnited States. I am one of the largest cornproducers in the nation. I am known as theHawkeye State.

Which state am I? _____________________

8. I was the 28th state to join the Union. Mylocation and two great rivers have made mea center of water, land, and airtransportation. Mark Twain’s boyhood homeis located here.

Which state am I? _____________________

9. I was among the first 35 states to join theUnion. I am known as the Sunflower State.I was Dorothy’s home in the movie TheWizard of Oz. I am famous for my wheatfields.

Which state am I? _____________________

10. I was one of the first 40 states to enter theUnion. I share a border with Canada. I amhome to the geographic center of NorthAmerica.

Which state am I? _____________________

11. I was the 37th state to join the Union. Mynickname is the Cornhusker State. ThePlatte River runs the length of my state.Farms make up 95% of my land area.

Which state am I? _____________________

12. I am famous for my dairy products. TheRingling Brothers gave their first show here.Lake Michigan is on my eastern border.

Which state am I? _____________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Which State Am I? (Southwest)Identify the state described and write its name on the line.

1. I am famous for the great amount of petroleum and natural gas that is mined within my borders.My neighbors are one foreign country, four states, and a large body of water.

Which state am I? ________________________________________________________________

2. I was one of the last states to join the Union. Some of my valuable natural resources arepetroleum, natural gas, and uranium. The first atomic bomb was set off on my land in 1945, andthe heat turned my sands to glass. I am known as “The Land of Enchantment.”

Which state am I? ________________________________________________________________

3. I became a state on Valentine’s Day, February 14, 1912. One of my most valuable resources isgold. I am home to the Grand Canyon.

Which state am I? ________________________________________________________________

4. More than 60 Native American tribes live in my state. A famous Rodgers and Hammersteinmusical was written about me. I have a lot of tornados because I am in Tornado Alley.

Which state am I? ________________________________________________________________

Below are the outlines of four southwestern states. Label each state with its name and capital.


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Which State Am I? (West) Identify the state described and write its name on the line.

1. I was one of the last two states to join theUnion. Some of my natural resources arepetroleum, natural gas, timber, and seafood.A pipeline was built across me to carry oil.A foreign country is on my eastern border. Iam very close to Russia.

Which state am I? _____________________

2. I was the 31st state to join the Union.Although I have many valuable resources, Ithink my most important is my climate.Some of the oldest Spanish missions in theU.S. were built here, and Death Valley, oneof the hottest places on Earth, is here.

Which state am I? _____________________

3. More than 30 states joined the United Statesbefore me. One of my most valuable naturalresources is coal. Tourism and the skiingindustry bring a lot of money into myeconomy. A major river and I share thesame name. I am also the state with thehighest average elevation in the UnitedStates.

Which state am I? _____________________

4. I was one of the last states to join the Union.I am well-known for agricultural productssuch as pineapples and sugar cane. Thesport of surfing originated on my beautifulbeaches. If you want to visit me, you haveto travel over a lot of water. I am the onlystate not located in North America.

Which state am I? _____________________

5. I was one of the last 10 states in our country.My most famous product is potatoes. I amlocated in the northwest part of the UnitedStates, and you can find precious and semi-precious stones all over. I share a borderwith six states and a foreign country.

Which state am I? _____________________

6. More than 40 states joined the United Statesbefore I did. I have huge deposits of copperand silver. In rural areas, my freeways haveno speed limit. I am often called theTreasure State.

Which state am I? _____________________

7. I was one of the last 20 states to join theUnion. My laws allow most types ofgambling, and this attracts many tourists.Hardly any rain ever falls here, so my farmsneed to be irrigated.

Which state am I? _____________________

8. I joined the Union rather late and share aborder with an ocean. Timber, nickel, andseafood are among my valuable naturalresources. I have Crater Lake, the deepestlake in the United States.

Which state am I? _____________________

9. I am known for my forest products, but Ialso produce wheat, beef cattle, and coal.My delicious apples are world-famous. I amthe only state named after a president.

Which state am I? _____________________

10. Some of my important agricultural productsare sheep, beef cattle, and sugar beets.Many cowboys call me home. Americanwomen first voted here.

Which state am I? _____________________

11. I was one of the last states to join the UnitedStates. The Mormons settled here in the1800s. The Great Salt Lake, located nearone of my cities, is four times saltier thanthe ocean.

Which state am I? _____________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

North America Word ScrambleUse a map of North America to help you unscramble the names of these countries.

1. GUANTIA ______________________________________________________________________

2. SAMAHAB _____________________________________________________________________

3. SODBBAAR ____________________________________________________________________

4. EEBLZI ________________________________________________________________________

5. DAAANC_______________________________________________________________________

6. OASTC CAIR ___________________________________________________________________

7. ABCU _________________________________________________________________________

8. NICADOMI _____________________________________________________________________

9. NICADOMIN CLUBREPI _________________________________________________________

10. LE VALSRODA__________________________________________________________________

11. DRAANEG _____________________________________________________________________

12. XICEMO _______________________________________________________________________

13. AAACIMJ ______________________________________________________________________

14. ROUNDHAS ____________________________________________________________________

15. THAII__________________________________________________________________________

16. TEAMLAAGU __________________________________________________________________

17. TINDEU SSTTEA________________________________________________________________

18. DADIINRT AND GOOBAT ________________________________________________________

19. TS. CENTNIV AND THE GREENNADIS ____________________________________________

20. TS. AILCU______________________________________________________________________

21. TS. SKITT ______________________________________________________________________

22. ERTOPU ICRO __________________________________________________________________

23. MANAPA_______________________________________________________________________

24. CARNIAUGA ___________________________________________________________________


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Countries of South AmericaAll the consonants are missing in the names of the South American countries below. Use a map ofSouth America to help you fill in the missing letters.

1. ___ U ___ A ___ A

2. A ___ ___ E ___ ___I ___A

3. ___ E ___ E ___ U E ___ A

4. ___ O ___ I ___ I A

5. U ___ U ___ U A ___

6. ___ ___ E ___ ___ ___ ___ U I A ___ A

7. ___ U ___ I ___ A ___ E

8. ___ ___ A ___ I ___

9. ___ E ___ U

10. ___ ___ I ___ E

11. ___ A ___ A ___ U A ___

12. ___ O ___ O ___ ___ I A

13. E ___ U A ___ O ___


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Europe Below are the capitals of several European countries. Write each country name in the correspondingline of squares and then read the bold squares to find out the answer to the riddle below.

What did Cinderella Fish wear to the dance?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Clues: 1. Brussels 2. Sofia 3. Copenhagen 4. Madrid 5. Stockholm 6. Paris 7. Helsinki 8. Rome 9. Warsaw 10. Lisbon 11. Bern 12. Dublin 13. Tallinn


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

AsiaAll the consonants are missing in the names of the Asian countries below. Use the word bank to helpyou fill in the missing letters; not all of the countries will be used.

Afghanistan

Bangladesh

Cambodia

China

India

Iran

Iraq

Israel

Japan

Jordan

Kuwait

Laos

Lebanon

Mongolia

Nepal

Pakistan

Philippines

Saudi Arabia

Singapore

South Korea

Taiwan

Thailand

Turkey

Vietnam

Word Bank

1. ___ A ___ I ___ ___ A ___

2. ___ ___ I ___ I ___ ___ I ___ E ___

3. ___ I ___ ___ A ___ O ___ E

4. ___ I E ___ ___ A ___

5. ___ U ___ ___ E ___

6. ___ ___ A I ___ A ___ ___

7. ___ A I ___ A ___

8. ___ A U ___ ___ A ___ A ___ I A

9. ___ O U ___ ___ ___ O ___ E A

10. ___ E ___ A ___ O ___

11. ___ O ___ ___ O ___ I A

12. ___ U ___ A I ___

13. ___ O ___ ___ A ___

14. ___ A ___ A ___

15. I ___ ___ A E ___

16. I ___ ___ I A

17. ___ ___ I ___ A

18. A ___ ___ ___ A ___ I ___ ___ A ___

19. ___ A ___ ___ O ___ I A

20. ___ A ___ ___ ___ A ___ E ___ ___


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

The ConstitutionThe United States Constitution was written in 1787 to solveproblems that came up under the Articles of Confederation. It isconsidered a living document because it can be changed throughamendments. The first 10 amendments are called the Bill ofRights. There are currently 26 amendments to the Constitution.

For this activity you will need a copy of the United StatesConstitution or a simplified document that explains the articles.Use the information provided in the articles to answer yes or noto the questions below. Be sure to explain your answers.

1. Mr. X was born in the United States. He has lived in the state of Maryland for 20 years. He is 22years old, married, and the father of two children. Is he allowed to serve in the House ofRepresentatives for his district in Maryland?

Why or why not? _________________________________________________________________

What part of the Constitution gives you this information?

_______________________________________________________________________________

2. Miss Y is 33 years old. She has been a citizen of the United States for six years. Miss Y haslived in the state of Alabama for one year. Is she allowed to serve as one of Alabama’s senators?

Why or why not? _________________________________________________________________


_______________________________________________________________________________

3. Mrs. W is a mother of four. She was born in France, but her parents are citizens of the UnitedStates. She has lived in foreign countries but returned to live in the United States four years ago.She is 55 years old. Can she run for president?

Why or why not? _________________________________________________________________


_______________________________________________________________________________

4. Can the number of congressmen and congresswomen from a state be reduced?

Why or why not? _________________________________________________________________


_______________________________________________________________________________


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

States PuzzlerUse the clues below to help you complete the puzzle. When you have filled in the circles, read thevertical word formed by the bold circles.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Clues: 1. “The Pine Tree State” 2. “The Ocean State” 3. “The Green Mountain State” 4. “TheConstitution State” 5. “The Granite State” 6. New Jersey’s largest city 7. Maryland’s capital 8. “The Keystone State” 9. capital of Massachusetts 10. Vermont’s capital 11. “The First State”12. New York’s capital


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Social Studies

Wheel a StatePrepare the wheel by making a large circle on tagboard. Divide the circle into 50 sections (7.2 degrees)and write the name of a state on each section. Make a spinner (arrow) out of tagboard and attach itusing a brad. You may wish to laminate the circle and the spinner so it will last longer. There areseveral different ways you can use your wheel.

1. Give each student a blank map of the United States. Spin the wheel and have each student writethe name of the state where it belongs on the map.

2. Have students take turns spinning the arrow and have them name the capital of the state. If theyare correct, they receive one point. The player with the most points wins.

3. Assign state reports by using the wheel. Have each student spin the wheel to determine the stateto report on.

4. Have students make up question cards for preassigned states. Questions might include suchthings as state nicknames, year admitted to the Union, state bird or flower, etc. Spin the arrow.The student who was assigned that state may read the questions that he or she has developed.

5. Use the spinner to randomly select states for a state spelling bee.

Variations:

This wheel can also be prepared using the names of countries or famous names in history.

Alabama

New York

California

New Mexico

Arizona


Social Studies • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Excellent ExplorersDiscovering the names of these famous explorersis as easy as A B C! Use the clues below to fill intheir names. All the A’s, B’s, and C’s have beenwritten in for you.

1. In 1492 he sailed the ocean blue.

• C ___ ___ ___ ___ B ___ ___

2. This American naval man went to the North and South Poles.

• B ___ ___ ___

3. This Spanish explorer conquered the Aztecs.

• C ___ ___ ___ ___ ___

4. She was the first female to solo over the Atlantic Ocean.

• ___ A ___ ___ A ___ ___

5. This man studied evolution by observing Galapagos turtles.

• ___ A ___ ___ ___ ___

6. This Portugese explorer circled the world.

• ___ A ___ ___ ___ ___ A N

7. This modern-day explorer’s territory was the sea.

• C ___ ___ ___ ___ ___ A ___

8. This Spanish explorer is said to have discovered the Pacific.

• B A ___ B ___ A

9. He conquered the Incas in Peru.

• ___ ___ ___ A ___ ___ ___

10. This French explorer found the St. Lawrence Seaway.

• C A ___ ___ ___ ___ ___

11. This man was the first person to walk on the moon.

• A ___ ___ ___ ___ ___ ___ ___ ___

12. This English navigator has a river in New York named after him.

• ___ ___ ___ ___ ___ ___


Science


Science • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

General Science—Fun-Time FictionDirections: Ask a partner to provide you with scientific terms to fill in for the missing words (blanks)in the story. Write the words your partner gives you in the spaces provided. Read the story aloud andsee who can write the silliest fun-time fiction.

It was____________________o’clock in the morning when Frankie got out of bed.

Her____________________was hurting terribly. She wondered what could cause such a pain.

Frankie decided to visit the local____________________for a checkup. “Was it

the____________________I ate last night for dinner?” she asked. The____________________

replied, “I suspect that you have____________________trapped inside

your____________________.

It is an illness usually found in____________________ and____________________, but it is very

easy to cure. You must stare at the____________________while gulping ____________________

in the____________________. Then go to sleep and call me tomorrow.”

Frankie rushed home and followed the instructions exactly. The next morning when she awoke,

the pain was gone. From now on she would always____________________her

____________________ before eating it, and she never had____________________rocks in

her____________________again.

(number)

(part of the body)

(type of plant)

(type of scientist)

(scientist)

(type of mineral)

(body organ)

(type of reptile) (type of mammal)

(object in universe) (natural resource, plural)

(type of weather)

(one of the five senses)

(type of plant) (type of rock)

(body organ)


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Science

Astronomy—Knowledge ChallengeTake the knowledge challenge. Students are to attempt to answer as many ofthe questions as they are able in the time allotted by the teacher. Ready, set,go!

1. When is the best time to observe the stars and planets? ______________

2. List three pieces of equipment that can assist withstargazing:_____________________, _____________________,_____________________.

3. A museum which shows stars and planets on a darkened dome is called a

_______________________________________________________________________________.

4. True or False: Although it looks crowded, space is very empty. ____________________________

5. The galaxy we live in is called the __________________________________________________.

6. Provide the name of another galaxy. __________________________________________________

7. What is the scientific name for Northern Lights? ________________________________________

8. Name three types of telescopes. _____________________________________________________

9. Stars come in many colors; name three of them.____________, ____________, ____________.

10. Which color star is the coldest at 5,500° F (3,038° C)? ___________________________________

11. Name two nebulae _____________________, _____________________.

12. List the nine planets of our solar system.

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

_________________________ _________________________ _________________________

13. How many moons does each planet in question #12 have?

___________________ _____ ___________________ _____ __________________ _____

___________________ _____ ___________________ _____ __________________ _____

___________________ _____ ___________________ _____ __________________ _____

14. Name a comet that has visited us in your lifetime. _______________________________________

15. What is your favorite constellation? __________________________________________________

Why? __________________________________________________________________________

16. A scientist who studies the stars and planets is called an _________________________________.


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Astronomy—Space SatellitesAstronomy is the study of the universe. Astronomers and physicistsuse a variety of tools to explore our solar system and the vastnessof space that lies beyond. Some tools are simple, and some arevery complex. The refracting telescope is a relatively simple devicethat uses glass lenses to gather and magnify distant light sources. Aradio telescope is a very large and complex tool that searches thesky for invisible radio waves that can provide valuable informationfrom distant stars and galaxies. Man-made space satellites andsurface explorers are complex tools that scientists launch into spacein order to learn more about our universe.

Directions: Unscramble the satellite names below and write the correct name in the spaces provided.Identify the celestial object that the tool was designed to explore. The first scrambled word group hasbeen completed for you as an example.

Be Creative: Use the back of this paper to draw a scientific satellite of your own clever design. Writea paragraph that describes how this complex tool will function in outer space. Which celestial body orscientific phenomenon are you trying to explore?

Scrambled Name

RUNLA RDNLAE

KIIVNG

LGLOAEI

PUSKTIN

GVYERAO

RSMADNHAPTFIER

LUBBHE CEPSATPEESCLOE

Lunar Lander surface of the moon

True Name Object to Be Explored


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Science

Planet Name: ______________________________

Number of Moons:___________

Astronomy—Design a Planet

The nine planets in our solar system revolve around a single star which we call the sun. Most ofthe planets in our solar system are visible with the naked eye, but you have to look in the rightdirection.

Directions: On each line provided, write the name of a planet that could match the description.

______________________________________ They can be rather large

______________________________________ or tiny little things.

______________________________________ Some have pretty stripes

______________________________________ and some have shiny rings.

______________________________________ Most have moons way up high

______________________________________ or metal satellites flying by.

Be Creative: Using the circle drawn below, make a planet of your own design. On the back ofthis sheet, write a story that describes your planet (tell about the atmosphere, surface composition,planetary life, etc.).


Science • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Ecology—Endangered SpeciesThe animal kingdom is made up of thousands of different types of animals. Obvious and subtlevariations of color, shape, size, and function enable scientists to classify or group animals based upontheir similarities. The smallest of these groupings is called a species. Human beings are of the speciessapiens, which means “wise” or “knowing”.

Changes in wildlife populations have resulted in the complete loss or extinction of some animal species.When a species of animals is nearing extinction, we call it endangered. Nine causes of animalextinction are listed below.

Directions: Unscramble the words on the left to discover the common names of some of the world’sendangered species.

Think About It. What can you do to save an endangered species?

Animal Cause

1. _______________________________restricted range and habitat

2. _______________________________low biotic potential

3. _______________________________genetic assimilation

4. _______________________________non-adaptive behaviors

5. _______________________________restricted or specialized diet

6. _______________________________depletion due to the pet trade

7. _______________________________introduction of exotics

8. _______________________________killing for novelties

9. _______________________________overuse of pesticides

LTKIRAND BRALRWE

LCFRNAAIIO NDOORC

DRE LWOF

LORACINA PRAAKTE

AALOK BREA

HRONED ZARDIL

GNOOOSEM

NUG

PRYSOE


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Ecology—Pollution DecoderPollution is a direct result of the production of consumer goods in an industrialized nation. Control ofpollution and disposal of hazardous wastes have become major concerns to almost every government inthe world.

Large doses of hazardous materials will kill plants, animals, and people. Relatively harmless chemicalsreleased into the environment can combine to form toxic substances.

Left unchecked and untreated, these pollutions can result in smog, water pollution, soil damage, foodpoisoning, destruction of ecosystems, cancer, and genetic mutations in humans.

Directions: To discover how these chemicals get into the environment, use the secret decoder at thebottom of the page.

1. _____________________ ΧΟΜΒΥΣΤΙΟΝ: The burning of oil, gas, coal, or animal waste putsnitrogen compounds in the air.

2. _____________________ ΑΧΧΙ∆ΕΝΤΣ : Spills, leakage, and chemical container breakage.

3. _____________________ ΜΕΑΤ ΠΡΟ∆ΥΧΤΙΟΝ: Drugs used to fatten and protect livestock.

4. _____________________ ΑΕΡΟΣΟΛ ΣΠΡΑΨΣ: Release fluorocarbons into the upperatmosphere.

5. _____________________ ΑΓΡΙΧΥΛΤΥΡΕ: Fertilizers and insecticides and pesticides are carriedinto rivers by rainwater.

6. _____________________ ΙΝ∆ΥΣΤΡΙΑΛ ΩΑΣΤΕ: Chemicals used in production are dumped intothe sea everyday.

7. _____________________ ΦΟΟ∆ Α∆∆ΙΤΙςΕΣ: Chemicals are used in food to improve taste andappearance.

8. _____________________ ∆ΡΥΓΣ ΑΝ∆ ΧΟΣΜΕΤΙΧΣ: Chemicals are thrown into trash andflushed down toilets when expiration dates are reached.

Code: Α Β Χ ∆ Ε Φ Γ Η Ι ϑ Κ Λ Μ Ν Ο Π Θ Ρ Σ Τ Υ ς Ω Ξ Ψ ΖDecoder Key: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z


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Ecology—Natural Resources CrosswordNatural resources are the raw materials that are neither manufactured nor processed by man, yet still areconsidered valuable for use by man. Natural resources may be physical or biological by nature.Earth’s raw materials are classified in two ways:

• Exhaustible resources are those items that we may use up, such as fossil fuels.

• Inexhaustible resources are those that we will never use up but may ruin through misuse.

Directions: Use the clues provided to complete the puzzle.

Think About It: Make a list of exhaustible and inexhaustible resources. What can we do as consumersof raw materials to minimize the depletion of natural resource quality and quantity?

2. Trees and plants would fall into thiscategory.

5. Surface layer of earth that supports plant life.

6. We drink it and fish live in it.

1. Any substance that is neither animal norvegetable—gemstones and iron ore, forexample.

3. Any living organisms excluding plants andbacteria.

4. It fits nicely inside our lungs and automobiletires.

DOWNACROSS

2

5

3

6

1

4


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Ecology—Scavenger HuntEverybody loves scavenger hunts. Your class may participate in this scavenger hunt individually or insmall groups. Each player or team is given the list of items to find and a collection container (e.g.,paper bag). It is recommended that a time limit be established for team play during the school day.Individual scavenger hunts may be sent home overnight and used as homework assignments or tostimulate classroom discussions.

Directions: Find the following items in your neighborhood or on school property. When you havefinished your hunt, divide the items into “things that belong in nature” and “things that do not belong innature.”

Think About It: What can you do to keep our environment clean? Is there a recycling programoperating in your neighborhood? Design an antipollution plan for your school or community and thenshare your ideas with a friend.

• feather • bottle cap

• blade of grass • seed

• soft drink pull tab • pine cone

• soil • rock

• tin can • toy soldier

• something recyclable • something reusable

• small stick or twig • plastic bottle

• piece of newspaper • a penny

• candy wrapper • orange peel

• fast-food wrapper • glass bottle

• toy car • rope or string

Scavenger Hunt List

S A I L F I S H O R C A L M A

J T I G E R S H A R K O Q T N

E U A B Z E B R A E M C L E E

L N A R W H A L L D S T O P M

L A S T F I G C H I T O N M O

Y E L L O I A B D O L P H I N

F L A G U N S E A S L U G L E

I M M E R S E H O N E S T L Y

S P L A N K T O N M A R L I N

H O B R O Y R O G E R D A L E


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Oceanography—Sea Life Word SearchOceans cover nearly three-fourths of the earth’s surface and measure thousands of feet deep. Althoughit looks like a lonely place from the deck of a boat, the ocean is full of a countless variety of livingthings from algae to zooplankton and every letter in between.

Directions: Explore the word box below. See how many of the ocean creatures you can find. A wordlist is provided at the bottom of the page to assist you with your fishing trip. The hidden words mayread up, down, across, diagonally, or backwards. Circle each word as you find it.

Do Some Research: Use an encyclopedia or other library resource to determine which of the above seacreatures swims the fastest.

anemone

eel

narwhal

sea slug

barnacle

jellyfish

octopus

starfish

chiton

limpet

plankton

tiger shark

dolphin

marlin

sailfish

tuna

C A N A R Y I S L A N D T E E N

A G U L H A S H K N I F E L E O

L A B E N G U E L A I C A A R R

I M P O S I U I A R F L A B I T

F E H U M B O L D T T E N R E H

O H M Y W O R D F E M E D A B A

R N M E D I N A U S O S Y D A T

N O N O N I N E Z A T O P O T L

I N S O W H E N Z I E R K R S A

A B E T T E R W O R L D E G A N

A N S W E R D A R E N A P A J T

W E B L E S S Q I V I V E N M E

W E Q U A T O R I A L O R S I C


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Oceanography—Ocean Currents WordSearch

The water in our earth’s oceans is always moving. This movement is the result of wind andtemperature changes on the surface of the earth. Ocean currents move clockwise in the NorthernHemisphere and counterclockwise in the Southern Hemisphere. Ocean currents help to keep the waterclean and rich with oxygen and nutrients that support plant and animal life.

Directions: Explore the word box below. See how many of the ocean currents you can find from thelist provided. Words may appear down, across, diagonally, or backwards. Circle each word as you findit.

Think About It: Can you circle the globe by floating along in the ocean’s currents? If so, how longwould it take?

Agulhas

Canary

Japan

Brazil

Equatorial

Labrador

Benguela

Gulf Stream

North Atlantic

California

Humboldt

West Wind Drift


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Geology—Knowledge ChallengeTake the knowledge challenge. Students are to attempt to answer as many of the questions as they areable in the time allotted by the teacher. Ready, set, go!

1. What is the diameter of the earth?____________________________________________________

2. What is the heaviest mineral (specific gravity =19.3)? ____________________________________

3. What mineral is #10 on the Mohs hardness scale? _______________________________________

4. What mineral is #1 on the Mohs hardness scale? ________________________________________

5. True or False: All rocks and minerals are magnetic. _____________________________________

6. Uranium was first discovered in what year? ____________________________________________

7. List five non-metallic minerals:

___________________, ___________________, ___________________,

___________________, ___________________.

8. List two gemstones:___________________, ___________________.

9. Dikes, sills, laccoliths, and batholiths are caused by what?

_______________________________________________________________________________

10. Name the three types of rocks and provide an example of each.

11. What do you call a scientist who studies rocks and minerals? ______________________________

Rock Type Example


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Paper PassageThis is a problem-solving and logic activity. It is best done with partners or groups of four. Give eachstudent a piece of 8.5'' x 11'' (22 cm x 28 cm) paper and a pair of scissors. Instruct the students tocreate a “paper passage” with their paper. Tell them they need to cut a hole in the paper large enoughfor them to fit through. The paper cannot be torn, nor can pieces be reattached, glued, taped, etc.

Allow plenty of time for students to brainstorm and problem solve with their partners. Allow studentsto try using several pieces of paper as practice runs.

If students are unable to solve the problem or become frustrated, give them the instructions for thepaper passage.

Instructions for Paper Passage1. Fold the paper in half. Following the pattern shown below, cut a 1/2'' (1.75 cm) strip from the

center fold.

2. With the paper folded, make several cuts from the center portion of the paper toward the edge.(Stop cutting about .5'' [1.75 cm] from the edge.)

3. Starting at opposite edges from the fold, cut slits in between the first set of slits. (See theillustration below.) Cut ends about .5'' from the center portion of the paper.

4. Carefully pull apart the paper, and a large circle unfolds.


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Rocket RaceThis activity will help students learn more about force and motion. For each team, you will need onehot-dog shaped balloon, one piece of string at least 10 feet (3 meters) long, one drinking straw, maskingtape, and a yardstick or measuring tape.

Directions1. Divide the students into partners or groups of four. Direct each group to feed the string through

the straw.

2. Determine a “runway” for the rocket. There are a variety of options, all of which should beemployed for comparative purposes. Here are some suggestions:

• Two students hold the string in a level fashion.

• Attach one end of the string to the wall with tape or a pushpin. (Be sure the string is level withthe student holding the other end.)

• Attach one end of the string to the ceiling.

3. Attach three pieces of tape to the straw. Blow the balloon up but just pinch it off instead of tying.While pinching the balloon, attach it to the tape.

4. Decide as a whole group what the “race course” will be. Every group should use the same type.

5. At the starting signal, instruct the students to release the balloon and let it fly across the string.

6. Determine which group’s balloon traveled the farthest.

Discuss with the students Newton’s theory that “for every action there is an equal and oppositereaction.” Point out that the gases escaping from the back of the balloon propel the rocket forward.


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Hard as NailsIn this activity, students are challenged to discover a structure that can be built with six nails balancingon one nail without the aid of any other materials.

Equipment: one block of wood approximately 3'' x 5'' (8 cm x 13 cm), seven nails approximately 3'' (8 cm) in length, and a hammer

DirectionsNote: This activity is best suited for partners.

1. Using the hammer, pound one nail into the center of the block of wood.

2. Before students begin manipulating the remaining nails, instruct them to brainstorm on paperseveral ways to balance the remaining nails on the upright nail now driven into the wood block.Have students show their thoughts by illustration or in writing.

3. Allow students plenty of time to try to determine a way in which the remaining six nails may bebalanced on one nail.

4. The following are “rules” which need to be met in order for the task to be completed:

a. The block of wood must remain flat on the table at all times.

b. No other materials may be used other than the nails.

c. The nails may not touch the wood once they are on the center nail.

5. After students have tried several scenarios, show them the solution or give a few clues. (See theillustration below.)

Note: Students may ask how this works. The nails are held in place because the heads of fourinterlocking nails will catch on each other. The center of gravity is at the head of the nail hammeredinto the wood. By balancing the structure over the center of gravity, the nails will remain in place.


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That Makes Sense!

TasteEquipment: paper cups, a variety of drinks, a blindfold, paper, and pencil

Directions• The object of the game is to identify as many drinks by taste as possible.

• A player is blindfolded and given a variety of beverages to identify by taste. The larger thevariety, the more challenging the game. Soda, juice, sparkling water, and other “soft” drinksshould be used.

• A second player records the taster’s answers.

• The player who identifies the most is the winner.

• Being able to identify brand names is worth extra points.

This is a great game to play after an active outdoor game.

FeelEquipment: variety of hand-sized solid objects and a brown paper bag to place them in

DirectionsPlace several objects in a brown paper bag. Have a blindfolded student remove an item from thebag so that the other students may see the item. Using only the sense of touch, the blindfoldedplayer must try to guess what the item is.

HearEquipment: none necessary

DirectionsInstruct students to close their eyes and put their heads on their desks. Make a sound in the roomand ask students try to guess what the sound is. For example, turn the pencil sharpener or hit yourdesk with a ruler.


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“Scrambled Eggs”Throughout history scientists have attempted to establish relationships among the variety of things thatexist in nature. Zoologists study animals, and botanists study plants. They both use taxonomy as asystem to categorize and arrange animals and plants into natural, related groups based on some factorcommon to each, like structure, embryology, or biochemistry. Animals that produce eggs that hatchafter leaving the body of a female are said to be oviparous.

Unscramble the words below to learn what creatures of the animal kingdom are oviparous.

1. DPSIESR _______________________________________________________________________

2. EOMS SSANEK _________________________________________________________________

3. FSRGO_________________________________________________________________________

4. SANT __________________________________________________________________________

5. IALNSS ________________________________________________________________________

6. QDIUS DAN OOTCSUP___________________________________________________________

7. SYNIP EETTAANR ______________________________________________________________

8. HOMTS ________________________________________________________________________

9. FSIH___________________________________________________________________________

10. UIGNPNE ______________________________________________________________________

11. PESOHRGRASP _________________________________________________________________

12. GLEAE ________________________________________________________________________

13. DCLIBKUL YATLPUSP ___________________________________________________________

14. RYEKUT _______________________________________________________________________

15. AIOUNDSRS____________________________________________________________________

16. SSRAHK _______________________________________________________________________

17. DEAAASSMLNR ________________________________________________________________

18. SHORTEN _____________________________________________________________________

19. SPAWS_________________________________________________________________________

20. EBSE __________________________________________________________________________

Think About It: What other ways can you group these animals? Do they possess other similarities orshared characteristics? As a future zoologist, what generalizations can you make? Are there anyexceptions? Did you know that animals who give birth to live young are called viviparous? Whichtype of animal are you?


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Taxing TaxonomyThere are millions of plant and animal species known to man. Think how complicated it would be tocategorize all those living organisms. Take a look around your classroom. Can you divide the studentsinto two different groups based upon a shared general trait? Of those two groups, what further internalsubdivision can be made? Can those new groups be split? Do the characteristics become more specificwith each additional group?

A famous Swedish naturalist, Karl Von Linne, first named living organisms by asking himself the samequestions. He started with two general divisions (plantae and animalia) and then got more specific.For the various names and terms, Linne used Latin, a language commonly known to scholarsthroughout the world. His form of naming, sorting, and organizing is called taxonomy. Taxonomy is asystem used by scientists to categorize and arrange organisms into natural, related groups based onsome factor common to each. Because of this, each plant and animal has a specific scientific name.These names may seem complicated, but upon closer inspection you will see that they often describeunique characteristics of the organism.

DirectionsLook at the example below for human beings. Choose three other organisms and fill in the appropriateinformation for each section.

KINGDOM

PHYLUM

CLASS

ORDER

FAMILY

GENUS

SPECIES

Animalia(animal)

Chordata(string/notochord)

Mammalia(mammal)

Primates(first group)

Hominidea(man family)

Homo(man)

Sapiens(wise, knowing)


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What’s My Spine?Everybody enjoys TV quiz shows; this game is patterned after an old favorite. It could easily be usedthroughout the school year in order to stimulate zoological studies or augment the science curriculum.The teacher will act as game leader and host the weekly playing of “What’s My Spine?”

Setup1. Instruct each student to choose a creature, extinct or currently known to be inhabiting our earth. It

can be any animal: land or sea dwelling; one-celled organism or highly developed species; insect,nematode, reptile, or mammal; anything from the animal kingdom! In preparation for the game,students may use the Mystery Animal Fact Sheet on the next page.

2. Place a single chair in the front center of the classroom and four desks and chairs on an oppositewall.

3. For each episode of the game, the teacher will select one mystery guest and four students torepresent the class as sleuths on the guessing panel of “What’s My Spine?” The guest will sit atthe front of the classroom and the panel of sleuths will be seated along the opposite wall behindthe desks.

Directions• The game will begin with an introduction of the mystery guest by the teacher. In the introduction

will be a small general bit of information about the guest animal to give the panel a launchingpoint for their questions.

• Each of the panel sleuths will ask a question of the mystery guest to try to discover what creaturethe mystery guest is (common names of animals should be used for this game as opposed to thescientific name). The questions may be phrased for yes or no answers or open ended by design;the teacher retains the right to qualify the suitability of panel questions.

• The panel sleuths will rotate questioning in turn for five rounds. At the completion of the fifthround, the sleuths have an opportunity to make a guess at the mystery guest’s animal identity.The sleuths will write their answers on 3'' x 5'' (8 cm x 13 cm) index cards, leaving themfacedown until it is their turn to present a guess as to the animal identity.

Variation: Drop the panel of sleuths and allow each student an opportunity to ask one question. Theentire class will then make individual guesses at the completion of the interview phase.


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What’s My Spine? (cont.)

Mystery Animal Fact Sheet

Animal: ________________________ / ____________________________________________

_________________ / _________________ / _________________ / _________________

Description: Height______________ Weight______________ Coloring___________________

Distinguishing Characteristics: _________________________________________________________

Distribution (range or region where the species may be found): ________________________________

____________________________________________________________________________________

Estimated Numbers in the Wild:________________ Numbers in Captivity: ___________________

The animal is now extinct: (Yes/No)__________ The animal is endangered: (Yes/No)__________

Diet:________________________________ Type of Animal Home (shelter) ____________________

Breeding Habits and Lifestyle: _________________________________________________________

____________________________________________________________________________________

Natural Enemies:________________________________ Commercial Use: ____________________

Defense Mechanisms: _________________________________________________________________

Other Interesting Facts:

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________

(Common Name) (Scientific Name = Genus & Species)

Phylum Class Order Family


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General Science—20 QuestionsThe game of 20 questions requires no setup and no equipment. It is a deductive reasoning and logicgame that may be used to stimulate investigative thinking in children of almost any age. It works bestin small groups of 5–10 people, but may be played with an unlimited number of participants. Twentyquestions may be played anywhere and is very effective in keeping the attention of the gameparticipants; everybody is eager to win the game and have a turn at it!

Object of the GameThe object of the game is to guess the common name of an object chosen by “it” through the processesof investigative reasoning and discrimination via questions and answers.

Directions1. A player thinks of any natural or man-made object and declares to the group of players whether it

is an “animal,” “mineral,” or “vegetable.”

Note: The player who is “it” must be sure of his or her object’s origin so as not to mislead theother players with a faulty, incorrect, or confusing clue.

2. The remaining players ask questions one by one in a predetermined order. The questions must bephrased to require a “yes” or “no” answer in order to be legal. Additionally, the questionspresented to “it” should be aimed at helping the group to discover the identity of the objectthrough the process of elimination. With younger players the game leader may have to referee orintervene to ensure that “it” provides proper responses to the players’ questions.

3. Players may use their turns to ask a “yes-or-no” question, or they may instead use their turns totry to guess the identity of “it’s” object.

4. Game play will continue until 20 questions have been asked. Each participant will then have theopportunity to make a guess at the mystery item’s identity.

5. The player who guesses correctly becomes the new “it.” If the object cannot be identified after 20questions, “it” wins the game and chooses the next “it.”

Variations1. If a player guesses incorrectly before all 20 questions have been asked, he or she is eliminated

from the game, and the guess will not count as one of the 20 questions.

2. Try different categories—e.g., “Inventor, Invention, Process.”


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Scientific SightseeingThis is a great game to play on your next science field trip. Use the activity sheet below to playScientific Sightseeing on your next field trip!

Directions1. The game leader identifies four scientific sightseeing categories and provides the game players

with pencil and paper to record their answers.

2. The first person to complete the sheet is the winner.

(Cut along the dotted line to use the activity sheet.)

Name: ____________________________

Teacher: __________________________

Scientific Sightseeing Activity Sheet

Landforms

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Mammals Plants Pollution


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Scientific Method Learning ActivityA great deal of time and energy is spent on the teaching of the scientific method. This activity willafford classroom teachers the opportunity to work with the class on a scientific discovery exercise thatemploys the scientific method. The activity is easily adapted to your classroom routine and is designedto be done in a day or over a period of weeks, whichever is desired.

The scientific method and directions for this learning activity are outlined below:

1. Obtain an opaque cardboard or plastic pencil box. Select a mystery object and place it in the box(keep the identity of this object a secret from the class). Seal the box with tape.

2. Review the scientific method with the class. Tell them that there is a mystery structure inside thisbox that needs to be explained. The scientific method will be used to reveal the identity of themystery object.

3. As a class, state the problem and enter it into a Mystery Item Scientific Research Journal, whichwill be made available to each student when it is his or her turn to be the scientific research teamleader.

4. In sequential turn each student will have an opportunity to be the team leader and make ahypothesis as to the contents of the box. One experiment should be developed that will test orreinforce his or her educated guess. The test procedure will be executed, observations made, andresults and scientific conclusions recorded. This will complete that student’s turn as team leader,and the next scientist will take over.

5. Repeat the process until each student has had the opportunity to be the scientist or the class isabsolutely convinced that they have identified the mystery object.

6. Present the contents of the box in a grand moment for the scientific community of yourclassroom.

Variation: Divide the class evenly and give each team their own box with the same (or a different)mystery item inside.

Scientific MethodI. Problem: State the question or problem in a clear concise way.

II. Hypothesis: Make an educated guess or proposed answer.

III. Procedure: Develop a procedure to test the theory.

IV. Results: Describe what happened in the experiment; observations only.

V. Conclusion: What was learned? Is the hypothesis correct?

VI. Restate the problem: Repeat the question or problem as required.


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Sorting Seeds—An ExplorationExercise

Seeds hold all of the potential for plant life. Inside each capsule is the genetic blueprint required tocreate that specific species of plant. Children may eat them at dinner, throw them away at lunch, orscatter them for birds, but few take the time to look at them and note the differences among them. Thisactivity is designed to make the students look at their seeds and associate them with trees, plants, fruits,and vegetables that they interact with daily.

Teacher Directions: Review the chart below the dashed line. Fill a small paper or plastic cup with oneor more of each seed on the chart. Detach the blank seed chart by cutting along the dashed line andreproduce as needed (one per student or one per pair). Issue the cup of seeds and work sheet to thestudents. As they finish the seed sorting, tell them the number that are correct—e.g., “You have threecorrect” or “Two seeds are in the wrong place.” When all seeds have been correctly identified, have thestudents glue them to the work sheet and continue answering the exploration questions.

NAME:______________________________

SORTING SEEDS

1. On a separate sheet of paper, sort the seeds by the following categories (each seed will appear ontwo lists):

Trees Plants Grasses Fruits Vegetables Flowers

2. Design another method of sorting seeds and record the results.

GRASS CORN PINE ZINNIAPUMPKIN ASPARAGUS

APPLE MARIGOLD CUCUMBER NAVY BEANPOPPY PEPPER

CANTA-LOUPE

LIMA BEAN SUNFLOWER CARROTPEAR PEA


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Rock Relationships—Geology ActivityUnlike the patience required in bird or animal watching, seeing rocks and minerals is something hard toavoid. Wherever erosion is taking place, rock is soon to be exposed. Learn to watch for outcropswhere rock is naturally exposed. When out on a hike or driving in your car, keep an eye out for rocks.Rock hounds can use this simple plan as a guide for rock hunting expeditions:

• LOOK FOR SURFACE FORMS such as hills, valleys, cliffs, and basins.

• LOOK FOR ROCKS that are exposed. This is Earth’s crust.

• LOOK FOR MINERALS. Minerals are the building blocks of rock!

Learning Activities1. Go on a rock hunt. Gather up some rock specimens from your expedition and bring them back

into the class for sorting and classification. Using the information below, place your rocks intothe appropriate category.

2. Review the sample rock collection at the bottom of the page. By what process was each rockformed? Sort the sample rocks into one of three categories by writing the rock name in one of thethree boxes provided.

IGNEOUS ROCK—This is rock formed by magma, the molten mixtures of minerals and gases founddeep below the surface of the earth. The magma cools and hardens into rock.

SEDIMENTARY ROCK—This is rock made by materials that have been moved and deposited by theaction of water, wind, and gravity. Over time the materials consolidate and harden.

METAMORPHIC ROCK—This is igneous, sedimentary, or metamorphic rock that has been changedby heat, pressure, or permeation by other substances.

THE JUMBO ROCK COLLECTION: gneiss, coal, granite, fossil, conglomerate, limestone, gabbro,obsidian, quartzite, slate, marble, diorite, pumice, basalt, schist, sandstone, shale

IGNEOUS SEDIMENTARY METAMORPHIC


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Food Chain GameThe planet Earth provides a home to many types of living things. An ecosystem is the functioning unitthat consists of all the organisms living in a biological community. Ecosystem organisms may bedivided into three groups:

• Producers—This is the vegetation. It absorbs water and carbon dioxide and makes carbohydratesand oxygen.

• Consumers—This is the animal population. Primary consumers feed on vegetation. Secondaryconsumers feed on the primary consumers and are called predators because they prey on (hunt)other animals.

• Decomposers—This group includes organisms like bacteria, worms, insects, and fungi; theyconsume organic waste and return it as nutrients to the soil.

The relationships among and between these groups create a circle of energy known as the food chain.The food chain is the most vital part of the ecosystem because it is the basis for the energy flow thatserves to maintain it.

Pre-Game Setup: Reproduce the following pages that contain the Food Chain Game cards (use aheavy-weight paper or cardstock). Make two copies of the first page and three copies of the secondpage (one may choose to use only one-half of the deck for smaller groups). Cut the cards out intoevenly shaped squares. This will comprise the Food Chain Game playing deck. Following appear threeversions of the Food Chain Game. Adjust the number of players and game rules to make the FoodChain Game enjoyable for all.

The Food Chain Game (5–20 players): Shuffle the cards and deal them out to the entire group onecard at a time (some players may end up with more than others). All players will lay their game cardsside by side, facedown on the table (they may look at their own cards but may not reveal them toanyone else).

Game play begins with the game director choosing a predator person (somebody who possesses asecondary consumer card). The predator person will select another player to prey upon by selectingone of the facedown cards in front of a prey person. The predator and prey persons will show eachother their cards:

1. If the prey card is on the predator’s “eats” list, then the predator gets the card and continueseating.

2. If the prey card is not on the predator’s “eats” list, then the predator’s turn is over.

3. If the prey card is actually a higher level predator (man, disease, death, or detritus kills wolf, forexample), then the predator will lose his or her turn and the predator card is forfeited to the preyperson.

When a predator’s turn is over, then the game leader will choose a new predator person to continue thegame. The game ends when time is called or any one person is without playing cards.


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Food Chain Game (cont.)

The winner is the player with the most complete food chains in his or her possession.

Variation One—Complete the Chain (2–4 players): Shuffle the cards and deal seven to each player;place the remaining cards in a neat stack face down on the table. The youngest player starts the gameby making one or more of the following plays:

1. Identify any food chains in his or her playing hand that are two or more organisms in length andplace faceup on the table for all to see.

2. Add a card to either end of that or another player’s food chain. Once a new card is played, thechain will move in front of the player who just placed the new food chain card. Once a foodchain is complete, it is neatly stacked and cannot be stolen.

3. Perform a “predator steal” by displaying a predator card and challenging another player (onlyone) to reveal any prey in his or her hand that the predator eats. If that person has a card thatmatches, then the card is stolen and the two-card food chain is placed on the table in front of the“stealer.”

4. If none of the above plays can be made, then the player may discard one card (by placing it at thebottom of the facedown deck and drawing a fresh card). This will end that person’s turn.

Regardless of how many cards were played, at the completion of his or her turn the player will drawfresh cards from the center deck to return the playing hand to seven.

Play continues in this manner, rotating in a clockwise fashion. The game ends when there are no cardsleft in the middle “new card” stack. Each player will have one last turn to try to get rid of his or hercards.

Scoring: Players will get two points for each card that is in a complete food chain and one point foreach card in an incomplete food chain. Players subtract one point for each card left in his or her handat game end. The winner is the player with the most points.

Variation Two—Food Chain Challenge (2 players): Shuffle the cards and divide them evenly betweenthe two players. Each player will place his or her stacked pile of cards facedown on the table. Gameplay commences with each player turning over the top card and placing it on the table faceup. Theplayer with the higher ranking food chain card (“eats” the other card) will take possession of both cardsand put them at the bottom of his or her pile. In the event that the two cards are the same, players willplace a second card facedown and then a third card faceup on the table. The higher card takes all. Playcontinues in this manner until one player has possession of all cards.


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MAN(by hunting, trapping,encroachment, and theuse of pesticides)EATS: all animalsEATEN BY: disease,death, detritus

HAWKEATS: kingfisher, bluejay, snake, rabbit, rats,mice, herbivorousinsects

WOLFEATS: rats, mice,rabbits, deer, bison,antelopeEATEN BY: man, death,disease

MOUNTAIN LIONEATS: rabbit, deer,bison, antelopeEATEN BY: man, death,disease, detritus

KINGFISHEREATS: fishEATEN BY: hawk,death, disease, detritus

BLUE JAYEATS: carnivorous andherbivorous insects,acorns, wheat, corn EATEN BY: hawk,death, disease, detritus

SNAKEEATS: frog, rats, mice,rabbitsEATEN BY: hawk,death, disease, detritus

FISHEATS: algae and otheraquatic plantsEATEN BY: kingfisher,death, disease, detritus

FROGEATS: herbivorousinsectsEATEN BY: snake,death, disease, detritus

DEEREATS: grasses, treetwigs, barkEATEN BY: man, wolf,mountain lion, death,disease, detritus

BISONEATS: grassesEATEN BY: man, wolf,mountain lion, death,disease, detritus

ANTELOPEEATS: grasses EATEN BY: man, wolf,mountain lion, death,disease, detritus

RABBITEATS: grasses, treetwigs, barkEATEN BY: man, wolf,mountain lion, hawk,snake, death, disease,detritus



RATS & MICEEATS: acorns, wheat,corn, tree twigs, bark,herbivorous insectsEATEN BY: man, wolf,hawk, snake, death,disease, detritus


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DDD(disease, death,detritus)EATS: all living thingsEATEN BY: nutrients(Actually, the decay ofliving matter createsnutrients.)

DDD(disease, death,detritus)EATS: all living thingsEATEN BY: nutrients(Actually, the decay ofliving matter createsnutrients.)

CARNIVOROUSINSECTS

EATS: herbivorousinsectsEATEN BY: man, bluejay, disease, death,detritus

CARNIVOROUSINSECTS


CARNIVOROUSINSECTS


HERBIVOROUSINSECTS

EATS: algae, otheraquatic plants, acorns,wheat, corn, tree twigs,bark, grassesEATEN BY: man, bluejay, frog, rats, mice,carnivorous insects,death, disease, detritus

HERBIVOROUSINSECTS


HERBIVOROUSINSECTS


HERBIVOROUSINSECTS


HERBIVOROUSINSECTS



Science • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


HERBIVOROUSINSECTS


NUTRIENTSEATS: death, disease,detritusEATEN BY: algae, otheraquatic plants, acorns,wheat, corn, tree twigs,bark, grasses



ACORNS, WHEAT,CORN

EATS: nutrientsEATEN BY: man, bluejay, rats, mice,herbivorous insects

ACORNS, WHEAT,CORN

EATS: nutrientsEATEN BY: man, bluejay, rats, mice,herbivorous insects

TREE TWIGS,BARK

EATS: nutrientsEATEN BY: man,rabbits, deer, bison,antelope, rats, mice,herbivorous insects,disease, death, detritus

TREE TWIGS,BARK

EATS: nutrientsEATEN BY: man,rabbits, deer, bison,antelope, rats, mice,herbivorous insects,disease, death, detritus

GRASSESEATS: nutrientsEATEN BY: man,rabbits, deer, bison,antelope, herbivorousinsects

GRASSESEATS: nutrientsEATEN BY: man,rabbits, deer, bison,antelope, herbivorousinsects

ALGAE & OTHERAQUATIC PLANTSEATS: nutrientsEATEN BY: fish,herbivorous insects,disease, death, detritus

ALGAE & OTHERAQUATIC PLANTSEATS: nutrientsEATEN BY: fish,herbivorous insects,disease, death, detritus


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Weather Activity Ideas PageThe atmosphere is often taken for granted. There is always airto breathe when we wake up in the morning. Children have somany “new” things happening in their lives that they seldomtake the time to appreciate the wonder of Earth’s atmosphereand the weather it can produce. The ideas presented on thispage are designed to make our young people aware of thedaily weather.

Idea #1: There are many sayings about weather such as “Red sky at morning, sailors takewarning; red sky at night, sailors delight.” In a class discussion recall the many rhymes andriddles about weather folklore. Conduct research or class discussion to explain the scientificvalidity of each saying. Encourage the class to create their own weather folklore regarding localweather phenomena.

Idea #2: Many homeroom teachers encourage or require their students to keep a daily or weeklyjournal. Incorporate into required student journal entries the daily weather report and anythoughts or concerns that they have about school. The weather could be read from thenewspaper and posted on the chalkboard, written in their own words, or drawn in the upper leftcorner of their journal page (a little sun or clouds, the temperature and wind conditions, etc.).This is an especially nice keepsake even if done only on the first and last weeks of the schoolyear.

Idea #3: As a class, make a daily weather observation; select one or two students atapproximately the same time every school day to record the temperature and sky conditions.Place the information on a 5'' x 8'' (13 cm x 20 cm) index card and mount it on the wall justbelow the ceiling, starting in one corner and advancing to the right with each observation untilyou move completely around the room. If these cards are left on the wall and repeated forconsecutive school years, the students will be able to make an analysis of annual weathervariations and possible forecasts.

Idea #4: Use the chart on the next page as a tool to assist the students in tracking weeklyweather patterns throughout the school year. When a week is completed, the students couldpaste the chart into a class record book or weather journal. Have them give a daily weatherreport to the class along with their forecast for the following week. Make them into tomorrow’smarvelous meteorologists!


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WEEKLY WEATHER OBSERVATIONSBY:______________________________

Monday Tuesday Wednesday Thursday Friday

Date

Number ofDays Left inSchool Year

Time ofObservation

Hours ofDaylight

Temperature

Percent ofCloud Cover

Types ofCloudsObserved

Precipitation

Wind Speed& Direction

Sunrise

Sunset

SignificantEvent of theSchool DayMy WeatherForecast forTomorrow


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Space Sense (Astronomy Word Bank Activity)

Directions: How is your space sense? Unscramble the scrambled astronomy words listed on the rightand then match the letters of those words to the correct word definitions on the left. Not all scrambledwords will be used.

______ 1. A large collection of stars, gas, anddust held together by gravity thattravels through space.

______ 2. The distance traveled by light in oneyear which is equal to about sixtrillion miles.

______ 3. The point on the celestial spheredirectly over an observer’s head.

______ 4. A particle of rock or dust orbiting thesun in interplanetary space.

______ 5. A pattern of stars historically said torepresent a person, animal, or thing.

______ 6. The path of the sun across the sky.The moon and major planets followpaths that lie along this line.

______ 7. Any body that orbits a planet, alsoinformally called a moon.

______ 8. A telescope that uses a lens to gatherand focus incoming light.

______ 9. Any of the small, rocky bodies leftover from collisions of larger clumpsof matter in the early solar system.

______ 10. A small body made of rock and icethat orbits the sun in a highlyelongated orbit.

______ 11. An alignment of two solar systembodies that makes them appear closetogether in the sky.

A. LLITAESE___________________________

B. EECTRRLFO ________________________

C. RTAS STEULCR______________________

D. GAAXYL ___________________________

E. RODISEAT __________________________

F. HINTZE_____________________________

G. PLICCETI ___________________________

H. SEARPC ____________________________

I. NNOOGEALTI _______________________

J. TIGLH RAYE ________________________

K. MEOCT _____________________________

L. LEECTAILS QUEAROT _______________

M. JOITNNOCUNC ______________________

N. MNUIEAGTD________________________

O. NNOSCTLLEIOTA____________________

P. BLANEU____________________________

Q. CTEARRROF ________________________

R. TOOEERMDI ________________________

S. NNDCEAIIOLT ______________________


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It’s Your Zoo(Critical Thinking Exercise)

This activity is designed to challenge thinking skills, ability to follow directions, detail management,and creativity in the execution of ideas.

Directions 1. Students will plan and design a community zoo based upon the guidance and directions set forth

by the mayor of the city (i.e., the teacher).

2. As the mayor, the teacher may choose to give every student the same map to work upon or letthem design their own landscaping for the zoo on a blank piece of paper.

3. Students will use the animal diagrams on the next page to design the zoo; just cut and paste whereappropriate.

4. The following instructions are for zoo design. Zookeepers must adhere to them in order to satisfythe mayor.

Mayor: “It is important to make the zoo pleasing to visitors. Please include the following in yourzoo design.”

• plenty of trees for shade and clean air exchange

• a picnic area for visitors to snack or eat lunch

• fountains, ponds, or streams for the use of visitors and animals

• a scenic footpath that allows visitors to see every animal in the zoo

Mayor: “The animals in the zoo are very important to the community. Their health, safety, andwelfare must be considered in zoo design. Please follow my instructions listed below.”

• Zebras, gnus, and ostriches must have a large sunny area to graze and run around in.

• Giraffes must not be too close to trees; they may eat leaves and spoil their appetites for dinner.

• Hippos, elephants, alligators, and flamingos require access to water every day.

• Rodents cannot be located near the elephants; the mice might start a stampede.

• Keep monkeys away from hyenas, or the hyenas will laugh themselves to death.

• Separate the lions, tigers, and bears because they will fight if too close.

• Rhinos need to be located away from the walls, or else they will ram holes into them.

• Be sure to place anteaters near the picnic area to keep the ant populations low.

• All monkeys, bears, and gorillas need to be far from the picnic area.

• Camels need sunny ranges to walk about in.

• Keep flamingos and ostriches far from alligators.

• The reptile building cannot be near the bird cage; a snake might escape and eat the bird eggs.

• Make the footpath close to the zebra cage so that the visitors may pet the animals.

• Give hyenas lots of shade to rest under.


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It’s Your Zoo (cont.)

Variation 1. Let the students draw their own zoo animals or cut pictures out of magazines.

2. Have the students submit a budget for food and employee wages based upon ticket prices.

3. Have the students write a story titled “Why You Should Visit My Zoo.”

Elephant Lion Bear Monkey

Camel Gorilla Alligator Reptiles

Rodents Hippo Rhino Giraffe

Tiger Flamingo Ostrich Bird Cages

Zebra Gnu Hyena Anteater


Math


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Did You Get It?Using only four straight lines without lifting your pen or pencil from the paper, connect the dots in oneof the groups of dots below. If you can do it on the first one, you can stop. The others are there just incase you need more than one try.


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Odd BeanEquipment: 12 dried beans for each player and small bags to hold the beans

Directions• The object of the game is to collect all of the beans from the other players. Each player is given a

bag filled with 12 beans.

• A player hides some beans in his or her fist and asks the next player, “Odds or evens?”

• If the player guesses correctly, he or she gets to keep the beans. If the guess is wrong, then theguessing player must give the same number of beans to the player holding the beans.

• The second player then holds a certain number of beans in his or her hand and asks the thirdplayer the same question.

• When a player loses all of his or her beans, he or she must drop out of the game. A time limit canbe set. The person with the most beans at the end of this time is the winner.

Fifty PointsEquipment: two dice and pencil and paper

Directions• The object of the game is to be the first player

to score 50 points by rolling doubles.

• Each player should roll one die to determinethe order of play. The highest roller goes first.

• The first player rolls both dice. A score ismade only when doubles are thrown. Twoones equal two points, two twos equal fourpoints, two fours equal eight points, and twofives equal 10 points. To make the gameinteresting, two sixes equal 25 points, and twothrees wipe out a player’s total point tally. Heor she must begin again at 0.

• The game is over when one player reaches orgoes over 50 points.


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BattleshipEquipment: paper and pencil for each team or player (Graph paper can be used but is not necessary.)

Directions• The object of the game is to sink your opponent’s battleship by making the right “hits” on a grid.

• Before beginning play, naval battlefields need to be drawn. Each player should draw a grid of 10blocks down and 10 blocks across for a total of 100 blocks. The blocks don’t need to be very big.A quarter of an inch is large enough.

• The blocks should be numbered 1 through 10 along the top row of the grid. Letter the blocks Athrough J along the left edge of the grids. One grid should be labeled for the player, and the othershould be labeled for the enemy.

• Players then must place battleships on the grid for their respective “sides” by drawing linesthrough consecutive blocks to indicate their ships’ positions. Each player has four ships: anaircraft carrier of four blocks, a cruiser of three blocks, and two destroyers of two blocks apiece.

• The battleships are marked on the grids without letting the opponent see the positions. The blocksmust be located on a straight line—horizontally, vertically, or diagonally. A battleship may not besplit up.

• When the grids are drawn and the battleships are in place, the players should determine who firesfirst. Whoever begins gets 11 shots to hit the other player’s battleships.

• The player calls out blocks of the grid according to letter and number: C-9, G-8, and so on, untilhe or she has used up 11 shots. As the shots are being fired, the defensive player should markthem on his or her own grid with a number 1. This represents the first round. The firing playershould also keep track of where his shots were fired by marking 1 on his second grid for theenemy.

• After all 11 shots have been fired, the defensive player calls out each shot and announces whetheror not it was a hit. It’s a hit if it is on one of the squares marked for the battleship. It is a miss ifit is on an empty square. Players should circle the squares that represent a hit to distinguish themfrom a miss.

• The process is repeated for the second player.

• During the second round, each player gets 11 shots minus the hits he or she scored in the firstround. If a player made four hits, then he or she is allowed only seven shots in the second round.The number two indicates the second round.

• The object of the game is to sink battleships, so shots should be called in the vicinity of previoushits. Once all of the blocks constituting a ship have been hit, the battleship is sunk.

• The game is over once all of a player’s battleships have been sunk. Each player must announcewhen his or her battleship is sunk.


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Clockwise DiceEquipment: two dice, paper, and pencil

Directions• The object of the game is to be the first player to roll the numbers one through 12 in the correct

sequence.

• Roll one die to determine who goes first. The highest number goes first.

• The first player rolls both dice in an attempt to roll a one. If he or she is successful, the firstnumber in the sequence has been completed. If not, then the player must wait until his or her nextturn.

• Each player has one roll per round. For the numbers through six, both dice may be counted toearn the appropriate number.

• It is also possible for a player to score two numbers in one throw. For example, if a player rolls afour and a five, then the next number needed in the sequence would be six.

• The numbers seven through 12 must be obtained by adding the numbers on the two dice together.

• The first player to roll one through 12 wins the game.

Square Tic-Tac-ToeEquipment: pencil, paper, and 10 coins (You will need five of two different types—five pennies andfive nickels, for example.)

Directions• The object of the game is to place three of your coins in a row on a Tic-Tac-Toe diagram that is a

variation of the traditional game.

• Each player needs five coins that are the same. One player is chosen to go first.

• Draw a picture of a square crossed with four lines.

• The two players take turns placing one coin at a time at the intersection of two or more lines.

• The first player to place three coins in a row—across, up or down, or diagonally—wins the game.


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Going to BostonEquipment: three dice, paper, and pencil

Directions• The object of the game is to score the highest

number of points by rolling the dice.

• Each player has three rolls per turn. All three diceare rolled at once, and the player sets aside the diewith the highest number. The remaining two diceare rolled, and the player, again, sets aside the diewith the highest number. The final die is thenrolled.

• The sum of the three dice equals the player’sscore for that round.

• When all players have had a chance to roll theirrounds, the play is over. The winner is the personwith the highest score for that round.

• The number of rounds should be determinedahead of time. The winner is the person with themost points at the end of all the rounds.

Guess the NumberEquipment: none necessary

Directions• The object of the game is to guess the number your opponents have chosen.

• Specify a range of numbers according to the age and abilities of the players—one to 10, or one to100, for example.

• The first player chooses a number within the designated range of numbers. Once the number hasbeen chosen, the second player begins guessing the number. The second player makes a guess,and the first player indicates whether the guess is higher or lower than the actual number.

• Someone should keep track of the number of guesses made for each turn. The player todetermine the number with the fewest guesses is the winner.


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Math BaseballEquipment: none necessary

Directions• The object of the game is to score runs by correctly answering multiplication problems which will

advance runners around the bases.

• Up to 10 students can play at a time.

• Create a small playing field by placing four bases in the shape of a baseball field diamond aboutsix to eight feet (two to three meters) apart.

• The players should be divided into two equal teams. One team represents the “field” as thepitcher, catcher, and first, second, and third basemen. The other team is the batting team.

• The batter steps up to home plate, and the pitcher calls out a multiplication problem. Theproblem should be appropriate to the skill and age level of the players. One example could befive times three. The catcher and batter should respond as quickly as they can. If the batteranswers first, then he or she advances to first base. If the catcher answers first, then the batter isout.

• The next player who comes to bat is given a problem and either advances or is put out. If thebatter answers correctly, then any other players on base get to advance.

• The pitcher can try to put runners out by calling out problems to them. If the baseman answerscorrectly, then the runner is out. If the runner answers correctly, then he gets to advance bystealing a base.

• The teams switch places after three outs. The players can change positions from inning to inningso that others get a chance to be the pitcher or catcher.

• The team with the most runs at the end of nine innings wins the game. The game can be playedwith a fewer number of innings, of course.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

BuzzEquipment: none necessary

Directions• The object of this game is to count to 100, all the while substituting the word “buzz” for the

number seven or any multiple of seven.

• Players line up and take turns counting, each player saying one number at a time. For example,players would count to 20 as follows:

1, 2, 3, 4, 5, 6, BUZZ, 8, 9, 10, 11, 12, 13, BUZZ, 15, 16, BUZZ (because 17 has a 7 in it), 18,19, 20.

• When a player misses, the group must start counting at 1 again.

Bizz BuzzEquipment: none necessary

Directions• This game is played just like Buzz (see above), but in addition to the sevens or any multiple of

seven being replaced with the word “buzz”, fives or multiples of five are replaced with the word“bizz.”

• For example, counting from 25 to 40 would be as follows:

BIZZ, 26, BUZZ, BUZZ, 29, BIZZ, 31, 32, 33, 34, BIZZ-BUZZ (because 35 is a multiple of 5and 7), 36, BUZZ, 38, 39, BIZZ.

7

28

35—

3525

14 17


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Cinco de Mayo Math GameEquipment: blackboard or paper for directions to be displayed, paper, and pencil

Directions• Any number of players is possible.

• Using the numbers listed below, answer the questions that follow.

1. Multiply the largest number by the smallest.

_______________________________________________________________________________

2. Triple the answer for number 1.

_______________________________________________________________________________

3. Find the average of the six numbers. Add it to number 2.

_______________________________________________________________________________

4. Find the difference between the two largest numbers. Subtract it from number 3.

_______________________________________________________________________________

5. Double number 4.

_______________________________________________________________________________

6. Multiply number 5 by the second smallest number.

_______________________________________________________________________________

7. Double the smallest number and then divide it into number 6.

_______________________________________________________________________________

8. Multiply the third largest number by the fourth largest number. Subtract the product from number 7.

_______________________________________________________________________________

9. Multiple the largest number by 10. Subtract this product from number 8.

_______________________________________________________________________________

10. Multiply the third smallest number by 20. Add the product to number 9. Subtract the secondsmallest number from that sum.

_______________________________________________________________________________

The year that Cinco de Mayo became important was_______________, the number revealed by thecorrect answer to number 10.

27, 19, 2, 129, 9, 48


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Backwards JeopardyMaterials: copy of the questions (page 140), scissors, paper plates or sturdy construction paper, tape,chalk, marker, blackboard, and paste

Teacher Preparation1. Cut out questions (page 140) and paste one question to the back of each paper plate.

2. Write proper point amounts on the front of each plate. Write category headings in chalk on theblackboard and tape the questions according to point amounts under each heading. (See diagrambelow.)

Directions• The teacher divides the class into two or three groups, providing scratch paper for each student.

• Have students determine the order in which they will take turns and have them sit in that order.

• The game begins with the turn-taker choosing a category and point amount.

• The teacher lifts the plate and reads the question aloud. The students may work the problem orchoose to pass to the opposing team. If the question is answered correctly, the teacher willremove the plate and give it to the correct team. When all the paper plates are gone, each teamwill add up their points to determine the winner.

Backwards Jeopardy

Just for Fun• Have students call you Mr. or Mrs. Trebek.

• When there are only five plates left, play Backwards Double Jeopardy (double point amounts).

Fractions

10

100

1,000

10,000

100,000

Measurements Word Problems Time


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

On the BallHave the students sit in a circle. One student starts the activity by rolling the ball to another studentand saying a number between one and five. Each additional student who receives the ball will eithersay an additional number or the answer to the problem, according to the pattern below.

First Player: Says a number from one to five and rolls the ball to another player.

Group: Says “Plus.”

Second Player: Says a number from one to five and rolls the ball to another player.

Group: Says “Equals.”

Third Player: Says the sum of the first two numbers, repeats the sum, and rolls the ball toanother player.

Group: Says “Plus.”

Fourth Player: Says a number from one to five and rolls the ball to another player.

Group: Says “Equals.”

Fifth Player: Says the sum of the two numbers, repeats the sum, and rolls the ball to anotherplayer.

This continues until the number reaches 100 or any other predetermined number.

Variations:This game may be played using more advanced operations or with larger numbers. For example, thefirst player would say “three,” and roll the ball. The second player might say “times” and roll the ballto the third player who might say “six.” Any time a complete equation is said, the whole group mustsay “equals,” so that the fourth player would say “eighteen” and then pass it to another player, whocould either say “plus, times, minus,” or “divided by.” This game may be played to eliminate studentswho answer incorrectly or for a predetermined amount of time.


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Time’s UpIn random order, place the numbers 1 to 100 around the classroom. The students will have 10 secondsto find and touch the correct answer to the math question which you have read. This can be played as ateam activity or with the whole class playing at once. If playing in teams, team members take turnsbeing the representative for their team. You may wish to award points only to the first player whotouches the correct answer. For additional questions, see the math question bank on page 291.

1. What is 3 times 7?

2. How many hours are in 420 minutes?

3. What is 81 divided by 9?

4. What is the remainder in the problem 37 divided by 5?


6. What is the square root of 49?

7. How many feet are in 60 inches?


9. What is 14 plus 45 plus 10?

10. What is 150 minus 58?

11. How many eggs are in three dozen?

12. What is 5 squared?

13. What is 96 minus 43?

14. What is 24 plus 67?

15. How many ounces are in two pounds?


17. What is the remainder of 67 divided by 8?

18. How many pints are in a gallon?

19. How many quarts are in five gallons?

20. What is 48 plus 37?

605

10

15

20

2530

35

40

45

50

55


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Terrific TangramsReproduce the tangram pattern on page 144 for each student. Have each student cut the shapes apart.Give them time to experiment with the shapes. Have students make the tangrams into shapes asillustrated below. Next challenge them to create animals of their own, using all seven tangram pieces.Have them make other objects such as houses, cars, shapes, or letters of the alphabet. Compare thedifferent ways the same objects were made.

VariationHave the students create an object and trace around the edge of the picture. Exchange the outlines andsee if a partner can recreate the tangram pattern.


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Tangram Pattern

small tangrampuzzle pattern

large tangram puzzle pattern


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Calculated StoryTo complete this story, solve the math problems on a calculator and then turn the calculator upsidedown to read the word. Write the word in the blank.

Once upon a time, a girl named __________________ broke her __________________ when she

fell down a __________________. Her friend __________________ came over to say

“__________________.” __________________ brought __________________ an

__________________. But when __________________ saw __________________ quickly

______________________________ it down, she broke into

______________________________. __________________ told __________________,

“__________________! You’re not supposed to eat the __________________!”

(45,678 - 14,105) (123 + 814)

(38,570 ÷ 5) (9 x 33 + 40)

(2 + 2 + 10) (9 x 33 + 40) (45,678 - 14,105)

(45,678 - 14,105)(9 x 33 + 40)(2979 ÷ 3)

(300,000 + 70,000 + 8,800 + 9)

(5 x 1,000,000 + 379,919)

(386, 725 ÷ 5)

(45,678 - 14,105)

(9 x 501)

(9 x 33 + 40)

Now, try to find some new calculator words.

Number Word

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Take a ChanceThis game requires strategy and is a good review for counting money. The materials needed are thescore sheet below, die, pen or pencil, and play coins. If possible, use an overhead projector todemonstrate how to play the game. Be sure all students understand the directions before playing insmall groups. Explain that high numbers rolled should be used in half-dollar and quarter columnsbecause those are worth more money, and low numbers should be used with lower money amounts.

DirectionsPlayer one rolls the die and enters the number rolled in the column under one of the coin amounts thathe or she has chosen. He or she then receives that number of the coins chosen. It then becomes thenext player’s turn. Play continues until all players have had five turns. A player may not change his orher mind after a turn is over. Players add up their money, and whoever has the most money is thewinner.

HalfDollar

Player 1

Player 2

Player 3

Player 4

Player 5

Quarter Dime Nickel Penny


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Math SquaresCut out the boxes below. Arrange them so that each touching edge has the same answer.

23 2 x 2233

7 x

8

5 x

12

1664

16 x

242

56

2 x

10

6 x

660

÷576

4 x 164 x 9

50 ÷2

6 x 1063

44

3 x 57 x 4

36 ÷2

49 ÷7

9 x 6

4 x 19

9 x 5

2 x 6

5 x 5

3 x 1115

28

45

4 x 8

4 x 43 x 6

74 x 8

3 x 7

32

4 x 57 x 9

6 x 7 3 x 654

3 x 4

12

18


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Roman NumeralsRoman numerals were used many years ago to name numbers. Roman numerals can still be foundtoday on clocks, in books to name chapters, and in books and other publications to name copyrightdates. Roman numerals use capital letters to name numbers. The Roman numeral system is not aplace-value system; instead, it is based on addition and subtraction. Each symbol may not be repeatedmore than three times.

The basic numerals are as follows:

Here are more examples:

1. I2. II3. III4. IV (five before one)5. V6. VI (one plus five)7. VII 8. VIII (three more than five)9. IX

10. X11. XI12. XII

13. XIII14. XIV (ten plus one-before-

five)19. XIX20. XX29. XXIX30. XXX34. XXXIV39. XXXIX40. XL44. XLIV49. XLIX50. L

60. LX70. LXX80. LXXX90. XC

100. C200. CC300. CCC400. CD500. D600. DC900. CM

1,000. M

I = 1

V = 5

X = 10

L = 50

C = 100

D = 500

M = 1,000

Write each Roman number in standard form.

1. XV _________________________________

2. XXXVIII ____________________________

3. XLIV _______________________________

4. LXIX _______________________________

5. LXXV ______________________________

6. XCI_________________________________

7. XCIX _______________________________

8. XCV ________________________________

9. CXVII ______________________________

10. CXLI _______________________________

Write each standard number in Roman numerals.

11. 409 _________________________________

12. 1,115________________________________

13. 1,661________________________________

14. 1,750________________________________

15. 1,940________________________________

16. 12 __________________________________

17. 14 __________________________________

18. 29 __________________________________

19. 1,824________________________________

20. 1,949________________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Place Value in the NewsNumbers are found and used in many ways in our daily lives. Use the samples below to answer thequestions and then use a newspaper to find at least 10 numbers with four or more digits, either wholenumbers or decimals. Then make up 10 of your own questions and exchange with a partner.

1. What is the sum of all the four-digit numbers?__________________________________________

2. What is the sum of all the numbers that have an 8 in the thousands place?____________________

3. What is the sum of all the numbers with a 1 in the hundreds place? _________________________

4. What is the difference between the greatest and the least numbers? _________________________

5. Find the sum of all the numbers that are 28,000 or greater. ________________________________

6. What is the sum of all the numbers with an even number in the ones place? __________________

7. Find the difference between the two greatest numbers. ___________________________________

8. Find the sum of all the numbers that are dollar amounts.__________________________________

9. List all the numbers that have a number greater than four in the hundreds place. _______________

_______________________________________________________________________________

• 52,123 People Watch the Bulls Win

• $2,196 Raised from Cookie Sale

• 17,184 students enrolled at theuniversity.

• 4,350 Miles Ridden on a Bicycle!

• The population of the city is 673,801.

• The trip will cost $8,912.

• There are 3,007 members worldwide.

• Smith won by 2,399 votes.

• There are 7,016 acres for sale.

• 28,355 cases of the flu were reportedthis year.


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Go to Great LengthsDivide the students into teams of four. Copy and hand out a set of the task cards below to each team.The first team to successfully answer all the questions is the winner.

Task Cards

1. Rectangle• Length = 13 feet

• Perimeter = 42 feet

• Width = _____________feet

2. Triangle• Side 1 = 29 centimeters

• Side 2 = 23 centimeters

• Perimeter = 86 centimeters

• Side 3 = _____________centimeters

3. Square• Length of each side = 31 centimeters

• Area = _____________squarecentimeters

4. Rectangle• Length = 18 meters

• Area = 162 meters squared

• Width = _____________meters


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Go to Great Lengths (cont.)

(See directions for task cards on previous page.)

Task Cards

5. Triangle• Side 1 = 18 inches

• Sides 2 and 3 are equal.

• Perimeter = 42 inches

• Side 2 = _____________inches

• Side 3 = _____________inches

6. Hexagon• All sides are 17 feet.

• Perimeter =_____________feet

7. Square

• Area = 49 square meters

• Length of each side=_____________meters

8. Rectangle• Width = 9 feet

• Length = 18 feet

• Area = _____________square feet


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Let’s OperateYou will need a deck of cards for each group of four students playing the game. Students cut the deck.Whoever gets the high card goes first, and then play continues in a clockwise direction. The object ofthe game is to use addition, subtraction, multiplication, or division to cross out all the numbers fromone to twenty on the score sheet. The first player flips up three cards and must use those numbers inany combination of operations to equal one of the numbers. Aces are worth one point, and face cardsare worth ten points. For example, if a student turns over a king, a four, and a seven, there are manydifferent options. Ten plus four minus seven equals seven, so the seven could be checked off; or tenminus four equals six plus seven equals thirteen, so the thirteen may be crossed off. The first student tocheck off all the numbers is the winner. Be sure to model the game so that students understand how toplay it.

Player 1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Player 2

Player 3

Player 4


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Multiplication WarThis is a game for two players, and it is played like the card game War. But instead of the player withthe highest card taking the cards, the first player to correctly call out the product of the two cards takesthem. In this game aces count as one, and face cards count as ten. To play the game, deal out thewhole deck between two players. At the same time, each player flips over the top card, and the firstplayer to correctly say the product wins both cards and puts them on the bottom of his or her deck. Forexample, if one player flips over a king and the other player flips over a five, the first person to say“fifty” wins both cards. If both players flip over the same card, play continues as usual. The playerwho ends up with the whole deck is the winner; or you may play for a predetermined amount of time,and whoever has the most cards wins.

Division DestinyThis game requires a deck of playing cards. In this game aces count as one and face cards count as ten.You may allow students to use calculators or have them do the math with pencil and paper. Studentsmay cut the deck to see who goes first. The first player draws three cards from the deck and multipliesthem. He or she then draws a fourth card and divides the product by this number. The number is thenrecorded.

You may decide to use remainders or decimals or simply have the students round to the nearest wholenumber. After each player has had three turns, the scores are totaled. The player with the highestnumber is the winner.


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Pizza ProblemThe Pronto Pizza store has just sorted its pizza into several special display boxes. By looking at theboxes, you can tell where to find specific types of pizza.

• The triangle tray has pizza with pepperoni.

• The round tray has pizza with sausage.

• The rectangular tray has pizza with onions.

Study the boxes and their sections. Read the statement below and write your answers on the linesprovided.

Find how many slices of pizza have the following:

1. only pepperoni ___________________________________________________________________

2. only sausage_____________________________________________________________________

3. only onions______________________________________________________________________

4. pepperoni and sausage but no onions _________________________________________________

5. sausage and onions but no pepperoni _________________________________________________

6. onions and pepperoni but no sausage _________________________________________________

7. no onions _______________________________________________________________________

8. no pepperoni ____________________________________________________________________

9. no sausage ______________________________________________________________________

10. all three ingredients—sausage, pepperoni, and onions—together ___________________________

_______________________________________________________________________________

C


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Riddle MathHow Do You Make a Hot Dog Stand?

The answer to this riddle is written in a special code at the bottom of this page. Each pair of numbersstands for a point on the graph . Write the letter shown at the point near the intersection of each pair ofnumbers. Read numbers across and then up. The letters will spell out the answer to the riddle.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .(5,7) (6,3) (3,6) (7,5) (0,0) (2,3) (3,2) (5,0) (8,7) (7,0) (2,4) (9,6) (0,2)

1 2 3 4 5 6 7 8 9

9

8

7

6

5

4

3

2

1

0

L

TR

I

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S

A

T

S H

I


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Divisibility Rules!You probably already know that any even number is divisible by 2 and that any two-or-more-digitnumber ending in 0 is divisible by 10. But did you know there are simple ways to discover if a numberis divisible by 3, 4, 5, and 9? Read the rules below and then complete the table by putting a checkmark under each number that applies.

Rules2 A number is divisible by 2 if it ends in 0, 2, 4, 6, or 8.

Example: 356 is divisible by 2 because the number in the ones place is 6.

3 A number is divisible by 3 if the sum of the digits is divisible by 3.

Example: 516 is divisible by 3 because 5 plus 1 plus 6 equals 12, and 12 is divisible by 3.

4 A number is divisible by 4 if the last two digits form a number that is divisible by 4.

Example: 3,532 is divisible by 4 because 32 is divisible by 4.

5 A number is divisible by 5 if the ones digit is 5 or 0.

Example: 670 is divisible by 5 because the ones digit is 0.

9 A number is divisible by 9 if the sum of the digits is divisible by 9.

Example: 270 is divisible by 9 because 2 plus 7 plus 0 is 9, and 9 is divisible by 9.

10 A number is divisible by 10 if the ones digit is 0.

Example: 3,400 is divisible by 10 because there is a 0 in the ones place.

Complete the table below. The check marks in the example show that 3,285 is divisible by 3, 5,and 9.

Example

Number

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

2 3 4 5 9 10

3,285

310

108

4,325

232

135

3,870

18,411

3,720

891

57

Divisible By


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Volume Control!To find the volume of a rectangular prism, you multiply the length times the width times the height(LxWxH). Volume is represented in cubic units. Review the formula for finding volume with yourstudents. You may use the task cards below to challenge the students in teams or have them workindividually. The first person or team to correctly solve the problems is the “Volume Victor!”

Rectangular PrismVolume = 120 cu in

Length = 5 in

Height = 3 in

Width =

CubeLength of Side = 7 in

Volume =

CubeVolume = 125 cm3

Length of Side =

CubeLength of Side = 10 in

Volume =

CubeVolume = 8 cm3

Length of Side =

Rectangular PrismVolume = 336 cm3

Height = 8 cm

Width = 6 cm

Length =

Rectangular PrismLength = 11 cm

Height = 10 cm

Width = 11 cm

Volume =

Rectangular PrismVolume = 24 cu in

Height = 3 in

Width = 4 in

Length =

1 2

3 4

5 6

7 8


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Spaceship FlipThis game will help students in geometry who are working on flips, slides, and turns. Any studentswho are fans of the video game Tetris will enjoy this game. The object of the game is to color more ofthe spaceship than your opponent does. Have the students work in groups of two. Each student shouldhave a copy of the spaceship on page 159, a set of the shapes below cut out, and a crayon or marker tocolor the squares.

To prepare for the game, students should make a spinner by placing a pencil or pen with a paper cliparound it in the middle of the circle below.

The first player spins the spinner to determine which shape to color on his or her spaceship. Studentsmay use the cutout shapes to help them visualize how the shape would look if turned or flipped. Oncea player determines which squares of the spaceship to choose, he or she should color in those squares.The next player repeats the process. If a player spins on a shape that he or she cannot fill in, then he orshe is out. The game is over when both players are out. The player who colors more of the spaceshipis the winner.


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Spaceship Flip (cont.)


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Prime TimeMathematicians put numbers into two categories—prime or composite. A prime number is a numberwith only two factors: one and itself. A composite number has more than two factors.

A Greek mathematician named Eratosthenes invented a method to see if a number is prime orcomposite; that method is called the Sieve of Eratosthenes. He arranged the numbers from 1 to 100 andused divisibility rules to find the prime numbers. Use the numbers in the box below and follow thesteps to find the prime numbers.

• The number 1 is a special case. It is neither prime nor composite. Put a box around number 1.

• Number 2 is a prime number, so circle 2. Cross out all the numbers divisible by 2.

• Number 3 is a prime number, so circle 3. Then cross out all numbers divisible by 3.

• The next uncrossed number is 5. Circle 5 and then cross off all the multiples of 5.

• Circle 7. 7 is a prime number. Cross off all the multiples of 7.

• Any numbers that are left are prime, so circle them.

1

11

21

31

41

51

2

12

22

32

42

52

3

13

23

33

43

53

4

14

24

34

44

54

5

15

25

35

45

55

6

16

26

36

46

56

7

17

27

37

47

57

8

18

28

38

48

58

9

19

29

39

49

59

10

20

30

40

50

60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100


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Factors and MultiplesThis is a game for two players. Using the numbers below, the first player marks a O on a multiple—forexample, 15. The next player marks an X on each of the factors of that multiple. In this example, thesecond player would mark an X on 1, 3, 5, and 15.

Then, the second player marks a new multiple with X, and the first player marks O’s on all theunmarked multiples of that number. A player may not mark a number that is marked already.

A player may only mark a multiple that still has some factors remaining for the opponent to mark.

When there are no multiples left that have factors to mark, the game is over. Total the number of X’sand O’s. The player with the most numbers marked is the winner.

1 2 3 4 56 7 8 9 1011 12 13 14 1516 17 18 19 2021 22 23 24 2526 27 28 29 30


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Decimal DerbyThis is a game for two players. The object of the game is to make two numbers and find their product.Whoever has the greater number is the winner.

Use index cards or regular playing cards to make the numbers 0 through 9. If using playing cards, havea face card represent 0 and the ace represent 1.

Shuffle the cards and place them facedown. Player one draws the top card and writes the numbersomewhere on his or her sheet. Then player two repeats the process. This continues until both playershave drawn four cards and written the numbers on their game sheets. Once a number has been writtenon the sheet, it cannot be changed. Both players should then find the products of both numbers. If theydisagree about the product, a calculator may be used to determine the correct answer. The player withthe greater product is the winner.

Player One Game Sheet Player Two Game Sheet

X. X.


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Fractured Fractions This is a game for two players. The object of the game is to make two fractions and find their sum.Whoever has the greater sum is the winner.

Use index cards or regular playing cards to make two sets of the numbers 1 through 6. If using playingcards, have the aces represent the 1’s.

Shuffle the cards, and place them facedown. Player one draws the top three cards and chooses two towrite a proper fraction on his or her sheet. Then player two repeats the process. This continues untilboth players have each drawn six cards and written two proper fractions on their game sheets. Bothplayers should then find the sum of both fractions. If they disagree about the sum, they should workthe problems together until they agree on the correct answer. The player with the greater sum is thewinner. Be sure to change improper fractions to mixed numbers.

Player One Game Sheet Player Two Game Sheet

+ +

=____ =____

– – – –


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Close the BoxThis game is for two or more players. It requires the game board below, two dice, and nine counterssuch as beans, coins, small disks, etc. The object of the game is to have the lowest score possible. Thefirst player to reach 45 points is out.

To play the game, the first player rolls the dice. He or she can either cover both numbers shown or addthem up and cover one number. For example, if a three and a four are rolled, the player can eithercover the three and the four or just the seven. The same player continues rolling until he or she rolls anumber that cannot be used. At that time, the remaining numbers are added up. If the sum is six orless, the player may discard one die and continue rolling the other one until he or she rolls a numberthat cannot be used. At that time, the sum of the remaining numbers is recorded as the player’s score.If all of the numbers have been covered, the player earns 0 points. The board is then cleared, and itbecomes the next player’s turn. Play continues until there is only one player who has not reached 45points. That player is the winner.

1 2 34 5 67 8 9


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Magic SquaresThe numbers in a magic square add up to the same sum—up, across, or diagonally.

Use the numbers listed below to place in the boxes so that each column, each row, and each of the twodiagonals adds up to the stated number for that magic square.

Magic Square One—Use the numbers 3, 4, and 5 to fill the squares so that each column, each row, andeach of the two diagonals adds up to 12. Each number must be used three times.

Magic Square Two—Use the numbers 10, 11, and 12 three times each so that each column, each row,and each of the two diagonals adds up to a total of 33.

Magic Square Three—Use the numbers 1 and 2 eight times each so that each column, row, anddiagonal adds up to 6.

Magic Square One

Magic Square Two

Magic Square Three


Math • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

I’ve Been Framed!Each number in the large boxes below is written within a smaller different shape or frame. Using thisas a guide, write the correct number in each shape below and solve each problem.

1. ( ÷ ) x ( ÷ ) =

2. ( ÷ ) x ( ÷ ) =

3. ( ÷ ) x ( ÷ ) =

4. ( ÷ ) x ( ÷ ) =

5. ( ÷ ) x ( ÷ ) =

4 32

3564

362756

72

49

24

6

2

9

1

7

538


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Division Mix-UpThe top boxes contain division problems, and the bottom ones contain the answers. Work each problemand find its answer in the bottom boxes. Then, write the word from the problem box into the correctanswer box. Your result will be a funny saying!

926 ÷ 4 a

473 ÷ 6optometrist

416 ÷ 9made

493 ÷ 7and

1729 ÷ 8of

3414 ÷ 5herself

4121 ÷ 3into

3210 ÷ 4fell

2057 ÷ 3lens grinder

3002 ÷ 6The

2751 ÷ 8spectacle

5605 ÷ 7the

500 (r2) 78 (r5) 802 (r2) 1373 (r2)

800 (r5) 685 (r2) 70 (r3) 46 (r2)

231 (r2) 343 (r7) 216 (r1) 682 (r4)

Answers

Problems


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Improper Fraction Mix-UpThe top boxes contain improper fractions, and the bottom ones contain mixed numbers. For eachimproper fraction, find its mixed number in the bottom boxes. Then write the word from the improperfraction box into the correct mixed number box. Your result will be a funny saying!

3/2never

7/4loved

10/8It

16/12person

11/7have

15/9a

16/10loved

19/11than

24/10better

14/12to

22/13is

21/15to

13/9lost

16/14short

22/18have

18/10tall

33/24and

33/18a

1 1/4 1 9/13 2 2/5 1 2/5 1 4/7 1 3/5

1 3/8 1 4/9 1 2/3 1 1/7 1 1/3 1 8/11

1 1/2 1 1/6 1 2/9 1 3/4 1 5/6 1 4/5


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Math

Fractions—Parting AdviceSome parting advice is hidden below. To find it, follow these directions. Find the fraction of the wordin each problem below. As you find each fraction, write the letters in order into the boxes at the bottomof the page. The first one has been started for you.

1. the first 1/2 of love

2. the second 1/2 of book

3. the first 2/3 of ink

4. the first 1/3 of ate

5. the first 3/5 of mirth

6. the last 1/2 of horror

7. the first 3/5 of where

8. the last 1/3 of hen

9. the first 6/7 of combine

10. the first 1/2 of go

11. the first 3/5 of young

12. the last 1/3 of car

13. the first 2/3 of hat

14. the last 2/5 of chair

L O


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Astounding RoundingFollow the directions to discover a hidden message! Round the numbers below and find the answer inthe answer column. The number in front of the answer tells you where to put each letter that you willfind in front of the number to be rounded.

M 71,845 to the nearest hundred

C 459,056 to the nearest hundred

S 459,056 to the nearest ten

A 6,572,653 to the nearest million

F 6,572,653 to the nearest hundred thousand

L 71,845 to the nearest thousand

I 6,572,653 to the nearest ten

Y 6,572,653 to the nearest ten thousand

U 459,056 to the nearest hundred thousand

E 459,056 to the nearest thousand

V 459,056 to the nearest ten thousand

O 71,845 to the nearest ten thousand

R 6,572,653 to the nearest hundred

T 6,572,653 to the nearest thousand

W 71,845 to the nearest hundred

P 459,056 to the nearest hundred

1. 459,060

2. 71,800

3. 6,572,650

4. 72,000

5. 459,000

6. 6,573,000

7. 71,800

8. 459,100

9. 6,572,700

10. 70,000

11. 460,000

12. 6,570,000

13. 500,000

14. 6,600,000

15. 7,000,000

16. 459,100

___ ___ ___ ___ ___ — ___ ___ ___ ___ ___ ___1 2 3 4 5 3 6 7 3 4 4

___ ___ ___ ___ ___ ___ ___3 2 8 9 10 11 5

___ ___ ___ ___ ___ ___ ___ ___12 10 13 9 14 15 16 5

___ ___ ___ ___ ___11 15 4 13 5


Art


Art • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Art ConsequencesEquipment: paper and pencil

Directions• The object of the game is to create a fun work of art and draw an imaginary figure through group

effort.

• The players should be divided into groups of three or four. The first player secretly draws a headand neck on the upper third of a sheet of paper. The paper is folded so that the next player cannotsee the head.

• The next player then draws the shoulders and part of the arms and torso.

• When the second player is done, he or she folds the paper so that only a small part of the drawingis showing.

• The drawing is finished by the third player. After the legs are drawn, the paper is unfolded toreveal the drawing.

• If there is more than one group, there can be a competition for the silliest, scariest, most true tolife, etc.

Drawing in the DarkEquipment: paper and pencil

Directions• Players close their eyes and draw whatever subject is designated by the leader. Some of the

following may be used as subjects: house, elephant, snowman, scarecrow, truck, telephone,bicycle, teapot.

• When time is up, students share their drawings. Drawings may be judged as funniest, mostrealistic, least realistic, etc.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Art

Alphabet Art Being a good artist requires students to view the world in a new way. The gift of artistic expression ismore than fine motor skills: it requires the ability to create something out of the ordinary. This game isdesigned to stimulate thinking “outside the box” and teach children to find ways of looking at commonobjects differently.

Equipment: pencil and drawing paper

Directions• Distribute a clean sheet of white drawing paper to each participant.

• Instruct the participants to draw a single letter of the alphabet in the center of the page (theprinted or cursive letter should be 2–3 inches in height).

• Collect the papers and redistribute them to the participants.

• The artists will then complete a picture by incorporating the lines of the letter into the drawing.For example, the capital letter A could easily be turned into a wizard’s hat and hair by adding aface and body underneath.

• Encourage the students to move beyond simple line drawings. Add color, shading, backgrounds,or other details to expand the concept of creative thinking and bring their artwork to life.

Variations1. Try the same activity using numbers, shapes, or a squiggly line as the starting point.

2. Have students work together in pairs or small groups.

3. Save drawing paper by folding it into quarters. Instruct the artists to write one-inch letters intoeach of the eight squares (the four quarters of the front and back of each page) before exchangingpapers with one another.


Art • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Bringing Words to LifeStudents use words every day in spelling bees, writing essays, and reading. Here is a new way to usewords to stimulate artistic skills and creative thinking.

Equipment: drawing paper and colored pencils or crayons

Directions• Provide students with a clean sheet of drawing paper and colored pencils or crayons.

• Instruct each student to choose a word and then shape the letters of the chosen word in such a waythat it provides a picture of the word itself. See the examples below as sample ways to achievethis:

Ball

Giraffe

PinchGrow

Variation: Perform this activity using marking pens, scissors, glue, and construction paper.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Art

Grid ArtDrawing a picture can be an overwhelming task for some children. This method of learning to drawhelps the young artists to use the artwork of another to provide the creative ideas for themselves.Unlike tracing, grid art is the student artist’s own creation; each line of the drawing is an interpretationof what he or she is looking at transferred to the hand.

Equipment: pencil and ruler

Directions• Have student artists select a favorite picture that they would like to draw.

• Using a ruler, draw nine vertical and nine horizontal evenly spaced lines upon the selected pictureto create sixty-four equally sized squares. If it is a picture of value then make a duplicate of thepicture on the photocopy machine before drawing in the grid lines.

• Using the blank grid provided on the next page, have the student artist draw a copy of his or herselected picture. The artist need not worry about the whole picture; he or she needs only toconcentrate on one square at a time.

• Encourage the student artists to take their time and match all lines from square to square.

• Add color to complete the masterpiece!


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Grid Art (cont.)


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Art

Graphically YoursChildren love dot-to-dot activities; however, with maturation the challenge diminishes. In this activitystudents combine the creativity of art with the numeral values of math to design their own unique dot-to-dot diagrams.

Equipment: pencil and graph paper

Directions• Review numerical values, positive and negative numbers, the concept of a number line, and

working in a two-dimensional plane.

• Using the Graphically Yours art paper provided, have the students draw pictures of their owndesign.

• Create the dot-to-dot effect by strategically placing dots at locations where the lines of thedrawing connect with an intersection of two lines on the Graphically Yours art paper.

• Using their math skills, the artists will assign numerical values to the dots (vertical lines first andhorizontal lines second). The value of 0/0 is located in the very center of the graph diagramwhere the two darker lines intersect. For example, an artist drawing a box might have thefollowing dot values:

1. +4/+3

2. +4/-3

3. -4/-3

4. -4/+3

• When an artist finishes, have him or her copy the list of dot values and give it to another artist toplot the values, connect the dots, and finish the drawing. The fun is in the discovery of what kindof picture is hidden in all of those numbers.

Variations1. Use the Graphically Yours art paper to design a standard dot-to-dot picture puzzle with the dots

already plotted.

2. For younger artists, work in positive numbers only with 0/0 being in the lower left corner of theGraphically Yours paper.

3. For older artists, work in decimal number values (for example, you might have a dot value of+2.5/-3.0 or -10.2/+6.7).

4. Purchase your own graph paper with larger or smaller squares.


Art • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Graphically Yours (cont.)


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Art

The Incredible Mind-Molding GameThis game is an excellent way to teach the parts of speech, stimulate artistic creativity, and develop finemotor skills all at the same time.

Equipment: thirty 3'' x 5'' (8 cm x 13 cm) index cards, one to two pounds (.5 to 1 kg) of modeling clayor play dough (see recipe), and Popsicle sticks

Setup1. Divide the players into pairs or small groups, depending upon group size and available supplies

(clay).

2. Distribute the clay and work it with the hands to soften.

3. With a marker, print the letter N on one side of 10 cards, print the letter V on one side of 10 othercards, and print the letter A on one side of the remaining index cards.

4. Shuffle the deck of index cards and place them facedown on the desk.

5. Determine which member of the team will go 1st, 2nd, 3rd, and so on. Partners will take turns.

Conduct of the Game1. When every team is ready, the game leader will lift the first card and announce it to the group:

N = Noun (person, place, or thing)

V = Verb (action word)

A = Adjective (description word)

2. The game leader will then choose a word that is representative of that part of speech andannounce it secretly to each of the clay molders.

3. The game leader will give molders 15 seconds to gather their thoughts (rotate which team gets theclue first).

4. The game leader says “READY . . . SET . . . MOLD!” Using the Popsicle sticks as tools, themolders will create a representation of the word in clay as an attempt to meld their minds withthose of their teammates.

5. The first team to guess the correct word scores a point. Change molders after each point earned.The game ends when each of the 30 index cards has been played.

6. The players with the most points at game end are the “Mind-Molding” winners!


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The Incredible Mind-Molding Game (cont.)

Additional Rules1. Molders may not simply use the clay as paper and draw a picture. However, adding detail to a

three-dimensional object is all right.

2. Writing of words or symbols to convey an idea is not allowed.

3. No talking or sound effects by the molder are allowed.

4. Molders may use gestures as in charades to say yes, no, or a “c’mon” wave of the hand to indicatethey are close to the answer. Karate chops can be used to shorten the word (for example, ifrunning is guessed and the actual word is run).

5. Molders may not act out verbs, although they may mold a human out of clay and manipulate thefigure to act out the verb.

6. Remember, the teams are playing against each other, not the clock. Game leaders may choose toset a time limit to move play along (90–120 seconds is a recommended time limitation).

Variation: Instead of playing all 30 index cards, set a score limit or total game time limit.

Play Dough Recipe

3 cups (720 mL) flour

1 1/2 (360 mL) cups salt

3 tablespoons (45 mL) oil

2 tablespoons (30 mL) cream of tartar

3 cups water (720 mL)

The use of food coloring is optional.

Mix and cook over very low heat until not sticky to the touch. The play dough will keepwell in an airtight container.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Art

Color Me ObservantThis game may be played inside the classroom or outdoors. It is designed to get the student artistthinking about color in all of its depth and dimension.


Directions• The game leader will assemble all participants in a circle at a location of his or her choosing.

• Divide the participants into two, three, or more teams (they may even play individually).

• Set a time limit of one to five minutes in duration.

• The object of the game is to identify as many colors as possible from all that surrounds them.

• The team with the most colors at game’s end is the winner!

Variations1. Have students rename the colors to be more specific. For example, instead of just saying “red,” it

could be “fire-engine red.” In fact, you might challenge them to invent as many “designer colors”as they can. The creative naming of color tones and shades often helps sharpen one’s sensitivityto vibrant colors along with appeals to other senses, such as taste or smell. Following are somesample possibilities:

• peach • bitter orange

• apricot • buttercup

• lime • limeade

• poison green • royal purple

• mushroom brown • desert violet

• grape juice • nectarine

• sahara sand • adobe

• crab apple • cherry

2. Challenge students to identify as many different shapes as possible. Encourage them to look fordifferent shapes within one object—for example, a car has round wheels and rectangularwindows.

3. Point out to students that objects in the background look smaller than those in the foreground.Have them make a list of large objects that look small because they are far away.


Art • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Paper TearGive each student a piece of newspaper with instructions that each one is to tear out the profile of aperson, place, or thing. Some suggestions include the following: an elephant, an airplane, the Statue ofLiberty, a bird, the Eiffel Tower, or a truck. For variations, you may wish to have students tear thepaper in the dark or with their eyes closed or require that they hold the paper behind their backs as theytear. At the end of a predetermined amount of time (five minutes, perhaps,) have students share theirsculptures.

That’s Using Your HeadGive each student paper and pencil and something flat and hard to write on, such as a book. Eachperson is to draw a picture chosen by the teacher (preferably to fit into some unit of study) by holdingthe paper on top of his or her head. At the end of a predetermined amount of time (five minutes,perhaps,) have students share their pictures.

Don’t Believe Your EyesDraw a square on a piece of paper. Place a mirror at a slight angle over this paper, with the base of themirror touching the table at the paper’s edge. Give each student a pencil and instruct him or her to lookin the mirror to draw horizontal lines from corner to corner in the square. This will be difficult becausethe mirror will tell the students to draw in one direction, whereas the hand will go in another direction.


Music


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Sing Me a StoryMany folk songs as well as modern songs tell a story. In this activity, students listen to songs that tell astory, and then they choose an activity to follow up, combining details from the song with facts theyhave made up.

Sample Activities• a newspaper article • a news broadcast with interviews

• a letter from one character to another • a police report (if applicable)

• a wedding invitation • a death announcement

• a conversation between two major characters

Some SongsBelow are some song titles that feature stories. You may want to have the students find their own songsto use as part of the assignment.

• “Rocky Raccoon”

• “Billy, Don’t Be a Hero”

• “Puff the Magic Dragon”

• “Tie a Yellow Ribbon”

• “Copacabana”

• “Clementine”

• “Bill Bailey”

Musical ChairsEquipment: one chair for each player but one, recorded music

Directions• The object of the game is to be the last remaining player sitting in a chair when the music stops.

• The chairs should be in a straight line with every other chair facing in the opposite direction.

• A leader should be chosen, and the players should be placed evenly around the chairs.

• When the leader has started the music, the players should walk in one direction (clockwise)around the chairs.

• The leader stops the music after a short amount of time has elapsed. The players scramble to finda chair the moment the music stops.

• The player left without a chair is eliminated from the game.

• One of the chairs is removed to keep the number of chairs at one fewer than the players.

• The music is resumed, and the process is repeated.

• The game is over when a player captures the final chair.


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OrchestraEquipment: none necessary

Directions• The object of the game is to follow the motions of the orchestra leader.

• A player is chosen to be the conductor. The players, including the conductor, choose musicalinstruments they will pretend to play.

• With the conductor visible to all players, the players should sit in a circle about a foot apart.

• The conductor starts the play by pretending to play his or her instrument. The other players dothe same by pantomiming the movements associated with the instruments they have chosen.

• Once everyone is playing his or her imaginary instruments, the conductor switches to the actionsfor one of the instruments played by another orchestra member.

• The other players must be paying attention because they also need to start playing that instrument.

• Players whose instruments are now being imitated must stop and put their hands over their ears.

• After a short time, the conductor returns to his or her original instrument. The rest of the playersdo the same.

• After awhile the conductor changes to another instrument, and the process begins again.

• A player is eliminated from a game when he or she makes an incorrect motion. The lastremaining player in the game is the winner and becomes the next conductor.

RainEquipment: none necessary

Directions• The object of the game is to imitate the sound of a rainstorm.

• The players sit quietly in a circle with their eyes closed. The leader starts the rainstorm byrubbing the palms of his or her hands together. The player to the left of the leader joins in. Thenthe player to the left of the second player joins in, and so on.

• When everyone has joined in, the leader changes the sound by snapping his or her fingers. Theprocess begins again.

• Once all are snapping their fingers, the leader changes to slapping his or her thighs. This is thesound of heavy rain. Thunder is made by stomping feet on the floor.

• Once the sound has reached its peak, the leader then does the sounds in reverse order. The leadermay have to nudge the player on his or her left. It will be very loud at this point, and the playersdo still have their eyes closed.

• The group follows the leader back through the motions until the room is in complete silence.


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Name That TuneEquipment: none necessary

Directions• The object of the game is to guess the name of the tune hummed by the other player.

• A player is selected to be the hummer or whistler. He or she hums the first two or three notes of afamiliar song. The other players try to guess the song.

• It is hard to guess a song after only two or three notes, so the hummer adds a note and continuesto do so until the song is guessed.

• The first player to identify the song is the next hummer or whistler.

Freeze DanceEquipment: none necessary

Directions• All players dance or move when the music is played. Everyone stands motionless, or freezes,

when the music is stopped.

• The leader may eliminate players who move after the music is stopped. The leader may try toprovoke this movement in the following ways:

1. by stopping the music suddenly by changing tunes or tempos

2. by repartee designed to make someone laugh while the music is stopped

3. by instructing the players to dance when the music is off

4. by asking players to do things when the music is stopped in order to fool the players intomoving

• The last player on the floor is the winner.

Musical ClappingEquipment: none necessary

Directions• The object of the game is to guess the song being clapped out by the other player.

• One player is chosen to be the clapper. He or she thinks of a song that all of the players willknow.

• The clapper claps the rhythm to the secret song.

• The players call out their answers when they think they recognize the song.

• The player who guesses correctly gets to be the next clapper.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Music

Everyday CarolsEquipment: none necessary

Directions• Where to play: anywhere


• The leader asks the players to write the lyrics to Everyday Carols. The songs may parodytraditional Christmas carols, current popular songs, or may be written from scratch, using parody,rhyme, and imagination.

• Following are two title examples: “Old McDonald Had a Farm” and “ThePrincipal________________________Had a School” or “Rudolph the Red-Nosed Reindeer” and“Today It’s Going to Rain, Dear.”

Music MatchEquipment: none necessary

Directions• The group thinks of songs that everyone knows.

• On separate pieces of paper, the leader writes down each song title twice. The slips of paper arepassed out, but players cannot let other players see their titles.

• Each player must walk around humming his or her song and listening for the other player who ishumming it. The pair who find each other first are the winners.

• As a variation, once the pairs have found each other, they must together make up new words totheir tune, describing the things for which they are thankful in the new lyrics.

Music RelayEquipment: piano or tapes of favorite songs

Directions• The leader divides players into teams of five to eight who line up, one behind the other.

• Teams may stand or sit in chairs. A point is marked about 20 feet in front of each team.

• To the first player in each team, the leader assigns a well-known song such as “She’ll Be Comin’‘Round the Mountain,” “Old McDonald,” “Yankee Doodle,” etc. The leader assigns a differenttune to player number two, number three, and so on.

• When one of these tunes is played, the player in each team who has that tune must rise, runforward and around the turning point, and return to his or her place and resume the startingposition.

• The winning runner garners a point for his or her team.

• After all the songs are played, the team with the most points is the winner.


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Song BurstDivide the class into groups of four or five. The object of the game is for the group to think of songsthat have to do with a certain topic—for example, weather—in a five-minute time period. Each groupshould be given paper and pencil to write down the song titles, and a secretary should be chosen towrite the titles. The game may be played where just titles of song lines may be accepted, or you mayrequire that students be able to sing at least three lines from the song.

The group with the most song titles or lines that correctly fit the category is the winner.

Examples of weather songs:

• “Raindrops Keep Fallin’ on My Head”

• “Let It Snow”

• “Here Comes the Sun”

• “Frosty the Snowman”

• “Itsy Bitsy Spider” (Down came the rain and washed the spider out.)

Other suggested categories:

• Songs with people’s names in them

• Songs about trains

• Songs that mention specific places

• Songs that contain the word “baby”

• Songs with the word “love”

• Songs that mention numbers

• Songs associated with holidays

• Songs about the seasons

Who’s Humming?Students stand in a circle with one student chosen as “it” blindfolded in the center. Students walkaround in a circle singing a song. “It” says “stop,” and the students stop walking but continue singing.“It” points to someone, and the rest of the group stops singing. The person who was pointed out stopssinging and instead hums the melody. “It” tries to guess who is humming. If the guess is successful,they exchange places and the hummer becomes “it.” If not, the procedure is repeated.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Music

Let the Music Be Your GuideThis game is like a musical version of “Hot and Cold.” Choose a person to be “it.” “It” leaves theroom while the rest of the group decides on some action to be performed by “it.” For example, youmay want “it” to turn off the light. Have “it” come back to the room while everyone begins to sing asong such as “Row, Row, Row Your Boat.” When “it” comes close to doing what he or she is supposedto do, the singing gets louder. When he or she is far from doing the action, the volume dies down.When “it” completes the desired action, bring the volume of the song to its loudest and add cheering.

Orchestra PantomimeEach student is assigned to pantomime playinga different orchestra instrument. A player ischosen to be “it.” “It” is the leader and playsthe violin. While the orchestra is in progress,each person must pretend to play his or herassigned instrument. At any time, “it” maychange from playing violin to some otherinstrument in the orchestra. When that happens,the person playing that instrument must changeto playing the violin before “it” counts to 10. Ifnot, he or she becomes the new “it,” and the old“it” takes the new instrument and joins theorchestra.

Organ ConcertChoose five students to be the organ. They hold their hands up, palms out, and fingers spread. Theirfingers represent the organ keys. Choose a student to be the organ player. Play a recording of organmusic and have the player pantomime playing the organ. You may wish to have the studentsrepresenting the organ hold out their toes to be used by the organist for the bass notes.


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Musical InterviewsDivide the students into groups of three to five students. Each group will need a tape recorder and arecord player, CD player, or tape player. In this activity, students will use lines or phrases from songsto answer interview questions that they have prepared.

Before actually beginning their interviews, each group should decide on the subject of their interviews.For example, they may be interviewing someone famous, some animals at the zoo, the students in theirclass, etc. Once they have decided on the topic, they should listen to several songs and jot down thelyrics that could pertain to their subject. Before recording, they should have all their interviewquestions written out, as well as the musical answers. It is a good idea to write down the name of thealbum and the song from which they will be recording, especially if they are using a great variety ofalbums. When ready to record, one student reads the interview question into the tape recorder, and thenthe music is played. Following the music, it works well for the interviewer to restate what the musicjust said, as it may be difficult for others to understand the lyrics.

This is a great cooperative group activity that students will enjoy; however, it often takes several triesfor students to record just the right segment from their song. You may wish to assign this as anindependent project.

Examples

Interview With a Dog OwnerInterviewer: “What did you say when you sawyour puppy in the pet shop?”

Music: “How much is that doggie in thewindow?”

Interviewer: “Obviously it wasn’t tooexpensive. What did you say to your puppywhen he kept you up all night crying?”

Music: “You ain’t nothin’ but a hound dog,cryin’ all the time.”

Interview with a SpiderInterviewer: “Mr. Spider, what do you want for lunch?”

Music: “I just wanna fly.”

Interviewer: “Sounds appetizing. What do you do if someone tears down your web?”

Music: “I get knocked down, but I get up again.”


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Music

Musical AlphabetThe object of this exercise is to introduce students to the musical alphabet and how it is used to identifypitch. Students will need a copy of the notation paper for this exercise. Begin by writing the followingletters on the board: A B C D E F G. These seven letters make up the musical alphabet. Using theseseven letters, have the students make up as many words as they can. Write them on the board as theycall them out. Letters may be used more than once in a word. Once the list is complete, have thestudents select 10 of the words and write them under the staff in the ten spaces provided on the notationpaper (an example is given).

The second part of this exercise requires the students to place a whole note () on the appropriate lineor space of the staff, using a “secret code” to determine the proper location. The “secret code” is easilyremembered with the following mnemonics. The lines of the staff are lettered from bottom to top E GB D F, or

Elvis Goes Boogying Down Freeways.The spaces of the staff are lettered from bottom to top F A C E which spells

FaceHave the students use the “code” to place a whole note on the staff over each letter of their 10 words.

Example

C A F E

() ()


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Musical Alphabet Notation Paper

1. 2. 3. 4. 5. 6. 7. 8. 9.

10.


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Break the CodeThis exercise is intended to build on the students’ knowledge of the musical alphabet and how it is usedto identify pitches. In addition, the exercise will help students to identify a simple nursery songthrough pattern recognition. Begin by reviewing the “secret code” of the treble clef staff (see MusicalAlphabet on page 191). Make copies of the notation paper and provide each student with a copy. Theteacher may dictate the following “code,” or it may be written down for the students.

B A G A B B B A A A B D D B A G A B B B A A B A G

Once the code is given, have the students break the code by placing a whole note () on the appropriateline or space of the staff, using one whole note for each letter of the code. Once this is complete, askthe students if they can identify the tune. Remember, this is a pattern recognition exercise and does nottake into account the duration of the notes. Also, notes that move down the staff indicate a downwardmovement of the pitch, while notes that move up the staff indicate an upward movement of the pitch.

What is the tune?

Mary Had a Little Lamb!


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Break the Code (cont.)

Notation Paper


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Music JeopardyThis is an enjoyable way for students to review previously learned music and musical concepts. Theformat of the game is similar to the television show Jeopardy. Set the game up before the class arrivesby writing several category headings on the chalkboard. Categories can include “Songs We’ve Sung,”“Notes and Rests,” “Music Pitches,” or any category that reflects the musical knowledge gained overthe course of the quarter, semester, or year. Under each category heading write the point value of each“answer,” as shown in the following example.

Songs We’ve Sung

50 50 75 75 100 100

The number of point values (six in the example above) should reflect the number of “answers” theteacher has prepared for each category. Point values should also reflect the level of difficulty of each“answer.” Score boxes should be drawn on the board and labeled accordingly (A, B, C, or 1, 2, 3, or ateam name) to keep track of the running score. In addition to setting up the board, place two smalltables (or three if dividing the class into three groups) to the side of the board so that the contestantsand the audience can see the categories, and the audience can see the faces of the contestants. Place ablock bell or other simple rhythm instrument on each table and then arrange students’ desks or chairsinto two or three teams, depending on class size. Play commences with a flip of a coin to determine theteam who will pick the first category, and each team sends a contestant up to the small table torepresent them. Unlike the TV Jeopardy, the contestants are allowed to pick only a category; pointvalues are taken in order from smallest to largest as the game progresses.

Once a category is chosen, the teacher draws a line through the first available point value, gives the“answer” for that category and value, and the contestants ring their bell (or play their rhythminstrument) if they know the “question.” The first contestant to ring the bell is given the opportunity togive the “question.” (Note the category questions are formed as “answers” while contestants must formeach answer as a “question.” For example, “the song we sang about the rocket’s red glare,” represents aquestion, and “What is the ‘Star-Spangled Banner’?” represents the correct answer. If the firstcontestant to ring the bell is unable to give the correct “question,” the “answer” is passed to the nextcontestant or contestant with the lowest score. Once the correct “question” is given, the teacher placesthe score in the appropriate team’s score box. Each team then sends up a new contestant, and playpasses to the next team or team with the lowest score. If the correct “question” is not known by thecontestants, the teacher should give it, and play commences as above. The game is over when all pointvalues in all categories have been marked off or time has expired.


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Composer/Instrument of the MonthStudents take an active role in learning about composers and instruments by following a simpleresearch form. The teacher can read selected material to the students and/or provide research materials(encyclopedias, music dictionaries, music history books, Internet, etc.) for the students to use. Researchdone outside the classroom increases the level of involvement as well as enriching the depth of theresearch. Students may work individually or in small groups with the goal of presenting their findingsto the class. Have students find a suitable picture for the front page of the research to add a finishedtouch to their work.

Title pages and summary research pages appear on pages 197–200.

A partial listing of composers and instruments appears below.

Composers

Instruments• violin • viola

• cello • bass viol

• guitar • banjo

• harp • harpsichord

• keyboard • piano

• flute • oboe

• saxophone • bassoon

• clarinet • piccolo

• French horn • trumpet

• tuba • trombone

• castanets • tambourine

• cymbals • drum

• xylophone • recorder

• Johann Sebastian Bach • George Frederick Handel

• Franz Joseph Haydn • Wolfgang Amadeus Mozart

• Ludwig van Beethoven • Franz Schubert

• Robert and Clara Wieck Schumann • Franz Liszt

• Johannes Brahms • Peter Ilich Tchaikovsky

• Claude Debussy • John Williams

• Sergei Prokofiev • Aaron Copland

• Duke Ellington • George Gershwin

• Leonard Bernstein • John Lennon

• Paul McCartney • Johnny Mercer


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Music

Composer of the Month

Composer

Researched by:


Music • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Composer of the Month (cont.)

Research SummaryComposer’s Name: _________________________________________

Born in: ___________________________________________________

Born/Died: ________________________________________________

Musical Style: ______________________________________________

Musical Era: _______________________________________________

Life Facts: _________________________________________________

____________________________________________________________

____________________________________________________________

Important Musical Contributions: ____________________________

____________________________________________________________

Famous Compositions: ______________________________________

____________________________________________________________

____________________________________________________________


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Music

Instrument of the Month

Instrument

Researched by:


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Instrument of the Month (cont.)

Name: ____________________________________________________

Invented by: _______________________________________________

Date Invented: _____________________________________________

Where Invented: ___________________________________________

Important Characteristics:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Styles of Music Played In: ___________________________________

____________________________________________________________

Important Players: _________________________________________

____________________________________________________________

Instrument Family:

How Played:

Made of:

Distinguishing Features:


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Write a LetterEnlisting the help of the students, make a list of all the song lyrics you can think of. Lyrics can be fromchildren’s songs such as “Mary Had a Little Lamb,” traditional songs such as “Down in the Valley,”television jingles, and theme songs or other sources that are appropriate for the classroom. Once anadequate list is compiled, ask the students to write a letter to a friend, using the lyrics to form thedialogue of the letter, such as shown in the example below.

Dear Alice,

It’s been a long time since I last heard from you, but that’s understandablesince the mail is so slow here down in the valley, valley so low. But Iknow that the letter carrier will be comin’ round the mountain when shecomes, and I’ll be reading your letter in no time at all. Until then I’llhave to make the best of things, here on Gilligan’s Isle.

Love,

Tim

Give awards for the most lyrics used in the letter and most creative use of lyrics.

Finish the LyricsStudents will make up a verse (or more if time and talent allow) to complete a song. Point out thatmany songs are simply poetry set to music and that rhythms and meters are often determined by thewords of the song. For instance:

There once was a man named Tommy Knocker,Known in these parts as a great big talker,Bragged how he’d wrestled and whipped a bear,Came out of the scuffle a-combin’ his hair.

Use these lyrics as the starting point for this exercise or use a song the students know, adding lyrics asthey go. Keep in mind that often the most important part of a song is the words. The lyrics thestudents make up should continue to tell the story established by the opening lyrics of the song, as wellas maintain the meter and rhythm.


Potpourri

X S D M O U T H P I E C E D O

Y H O U T F I E L D Q A R I S

D O U B L E P L A Y W T S A L

Z R B O S A C R I F I C E M O

A T L L I T T E R H A D W O N

I S E R R O R P Z N O B A N O

U T H V Y C E I N F I E L D R

F O E G I B H T K N L H K A R

G P A W C A T C H E R Y E L L

A H D A O L E H O P O J O J O

T O E S I L R E E N A J B U S

E T R U N U N R I S S K R W T


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Potpourri

Baseball Word SearchKnown as “America’s Pastime,” baseball has been played in sandlots and stadiums for over 150 years.Newspapers, magazines, radio, and television have been used to bring the excitement of baseball to fansall around the world. Professional baseball players are hired to represent one of the 28 teams thatcomprise the National and American Leagues. Each team will play more than 160 ball games duringthe regular season. Two highlights of professional baseball are the mid-season All-Star Game and theseason-ending World Series.

Directions: Explore the word box below. See how many baseball terms you can find that are listed atthe bottom of the page. The hidden words may read up, down, across, diagonally, or backwards. Circleeach word as you find it.

ball

double play

infield

sacrifice

catcher

error

outfield

shortstop

diamond

fly out

pitcher

strike

doubleheader

hit

run

walk

T F A I R Y N B A P A S S A G E M

D R I B B L E Y K E Y A L M A K L

S E A T O F T C I R I S K Y R N G

D E N V R I L O T I M H E S A U H

O T H R E E O U T O F B O U N D S

S H U T B L R R E D A R E O D I P

T R A P O D I T N E C O I I P I A

T O F R U G M N S C H O O L I N G

O W L O N O A N G L E S U U X I E

D R U M D A D D Y L O N G L E G S

O Y F O U L E D S W I N G P L A Y


Potpourri • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Basketball Word SearchBasketball was a game created in Springfield, Massachusetts, by physical education instructor JimNaismith. The first official game was played on January 20, 1892, using a soccer ball and two peachbaskets. The new game caught on immediately and today ranks as one of the most popular inexistence. Teams exist at high school, collegiate, and professional levels for both men and women. Ithas been estimated that over 200 million people pay to watch a basketball game every year. In additionto providing entertainment, basketball is an easy sport to learn and fun to play. Whether you arepracticing all alone or participating on an organized team, basketball can provide an excellent way toget your exercise!

Directions: Explore the word box below. See how many basketball terms you can find from the list atthe bottom of the page. The hidden words may read up, down, across, diagonally, or backwards. Circleeach word as you find it.

court

foul

NBA

period

dribble

free throw

net

rim

dunk

hoop

out of bounds

rebound

field goal

key

pass

traveling


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Hockey CrosswordDirections: Using the clues provided, complete the puzzle boxes.

Across2. This country to the north of the U.S. is famous for

its hockey.

4. This player stands in front of the goal.

7. This is made of hard black rubber.

8. This is the number of periods in a game.

9. This illegal procedure does not belong on top ofbirthday cakes.

10. This painful maneuver will send youropponent into the boards.

Down1. Every game begins with this event in the center of the ice.

3. This is a forceful swing of the hockey stick used to make an attempt to score a goal.

5. To play hockey, you need these on your feet.

6. It won’t make you sad to discover this colorful segment marking the distance halfway betweencenter ice and the goal.

Exercise Your Brain: Using the words from this puzzle, write a newspaper article about last night’schampionship ice hockey game.

2

4

1

3

7

5

8

10

6

9

A R Q P O N M L K J I H G D

E D D I E S W I M M I N G A

R U N N I N G O U T I O R N

O S O B A D M I N T O N O C

B O W L I N G O F H F E Z I

I S T H A T A I J E E O S N

C O H O R T L B O R N F K G

S T E W C T S U G F C C I S

F A R C H E R Y G L I A I I

L O N G T E N S I O N R N N

O B I C Y C L I N G G L G N

O E A H I K I N G R A S S E

W A L K I N G R E E N B O T


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Leisure Sports Word SearchWe all know the values of fitness. In order to live long healthy lives, we need to eat right and exercisetwo to three times per week. That is easy when we are young. School provides us with physicaleducation class, recess breaks, and outside play time with our friends after school. Also, most of usparticipate in some type of organized sport or activity. As we get older, however, the opportunity toparticipate in group games and activities becomes more and more difficult. Our friends may moveaway or are too busy to join us in a game of soccer or tag. Health-conscious persons need to findfitness activities that they can do alone or in very small groups. We call these activities leisure orlifetime sports because we are able to do them for fitness and recreation our whole lives.

Directions: Explore the word box below. See how many of the listed leisure sports and fitnessactivities you can find. The hidden terms may read up, down, across, diagonally, or backwards. Circleeach word as you find it.

aerobics

bowling

hiking

swimming

archery

dancing

jogging

tennis

badminton

fencing

running

walking

bicycling

golf

skiing

weight lifting


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Playground Games Word SearchIt has been said that “necessity is the mother of invention.” The individual and group games that boysand girls play are born out of the environment and resources which are made available to them. Forexample, the old-time favorite of kickball requires only a field of grass or sand and a rubber ball.Other playground games like capture the flag, hide and seek, and frozen tag require no equipment atall.

Playground games remain popular because they provide lots of fun and exercise without complicatedrules. The rules involved in the game of tag are very simple—avoid getting touched by the boy or girlwho is “it.” Animal tag, TV tag, amoeba tag, and dog catcher are all variations of the simple gameof tag.

Spud, four square, and wall ball are all simple games involving a rubber playground ball and boys andgirls numbering two to twenty-two. The only thing that limits fun on the playground is yourimagination!

Directions: Have some playground game fun. Explore the word box below. Search for the words thathave been boldfaced in the above text. The hidden word may read up, down, across, diagonally, orbackwards. Circle each word or combination of words as you find it.

Exercise Your Mind: Use the back of this paper to invent a playground game. Share the rules withyour friends and play it.

C G R E E N G R A S S K I D

H A M O E B A T A G O I N O

A T P O L I C E M A N C A G

R L Y T S P U N O R T K B C

L A S P U D A V I D V B I A

I M O F F R O Z E N T A G T

E I N E W A E X T V A L H C

C N O T O N E T Y E G L O H

H A V I N G H O H G W X U E

A H I D E A N D S E E K S R

P E R A U Q S R U O F E E R

L O N G W A L L B A L L F I

I F A B O D Y C A T C H A N

N T H R O U G H T H E R R G


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Soccer CrosswordDirections: Using the crossword grid provided below, enter the words that best correspond with thenumbered clues. Across words will go left to right; down words will go from up to down.

Down2. Maximum number of players allowed from

one team on the field.

4. To control the ball with the feet.

5. Also known as midfielders.

8. Players in this position are mostly responsiblefor scoring the goals.

9. Purpose of the game.

11. May be found on either end of the playingfield.

13. Touching the ball with your hands will resultin one of these.

14. Term for guarding an opponent.

15. The world’s most popular team sport.

16. Round, inflated bladder covered in leather.

Across1. Stops opposing players from scoring points.

3. Only the goalkeeper may touch the ball withthese.

6. Perhaps the greatest player the sport has everknown.

7. Patrols the touchlines and assists the refereewith determining possession.

10. To propel the ball with the head.

12. This competition happens every four years.

17. Enforces the rules of the game, also knownas “the Law.”

18. They mark the sides of the soccer field.

19. International governing body of the sport.

20. Also known as defenders.

14

17

3

12

7

19

4

9

20

13

18

1

10

6

15 16

2

11

8

5


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Team Mascot DecoderEvery sports team has a name. The team name usually contains two parts—the place or organizationthe members play for and the team’s chosen mascot. Most team names and mascots are chosen fromthe animal kingdom, like the Chicago Bears football team and Detroit Tigers baseball team. However,some team mascots are human characters representative of the team’s sponsor or state. For example,the Dallas Cowboys is a professional football team that represents a city in the grand state of Texas.

Directions: Use the clues provided and unscramble the names of these professional sports teams.

1. A little red bird from Missouri is the mascot of this big-league baseball team.

TS IULOS DIRCANSAL

___________________________________________________________________________

2. This east coast professional basketball team is not really from Ireland.

NBSOTO TCLSIEC

___________________________________________________________________________

3. Despite living near the ocean, there is nothing fishy about this football team.

MMIIA LDPOIHNS

___________________________________________________________________________

4. This hockey team was created soon after the successful release of a children’s film.

HMAANIE GYMITH KCDUS

___________________________________________________________________________

5. The Baltimore Blast is this Ohio indoor soccer team’s greatest rival.

EEVLCNDAL RUNCCH

___________________________________________________________________________

Exercise Your Mind: What is your school’s team mascot? Is your mascot a good representation ofyour school’s history and character? Write a paragraph that explains why or why not.


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Track and Field DecoderIn the animal kingdom, speed and endurance are qualities that guarantee survival. Skills such asrunning, jumping, and throwing were highly developed in the warriors of early civilizations. Track andfield as a sport evolved out of our most basic instincts for survival. A traditional track meet iscomprised of both running and field events. From its birth at the first Olympiad to the present, thisexciting sport has continued to entertain the spectator and satisfy the athlete.

Directions: Answer the four questions below. Each answer will provide you with one clue to assist inthe decoding of a fifth “scrambled” secret question. Unscramble that secret question and write theanswer in the space provided at the bottom of the page.

1. The 440, 880, and one-mile relay teams are comprised of two individuals, each running one-halfthe distance.

If this is TRUE, substitute all “U” letters with the letter “A.”

If this is FALSE, substitute all “B” letters with the letter “I.”

2. Contestants in the high jump are allowed to push off with two feet on their jumps.

If this is TRUE, substitute all “R” letters with the letter “O.”

If this is FALSE, substitute all “H” letters with the letter “E.”

3. Hurdles used in the 110-yard, 180-yard, and 330-yard hurdle races are raised or lowered, basedupon the height of the competitor.

If this is TRUE, substitute all “C” letters with the letter “L.”

If this is FALSE, substitute all “G” letters with the letter “T.”

4. When competing in the pole vault, contestants use a fiberglass pole to vault them to greaterheights above the ground.

If this is TRUE, substitute all “Q” letters with the letter “H.”

If this is FALSE, substitute all “Q” letters with the letter “S.”

Scrambled Question: BN QAWG HYAR DDB GQH BRFSG LMOPYBAD CCORU?

Unscrambled Question: ______________________________________________________________?

Answer to the Question:_______________________________________________________________


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Team Jersey Activity PageDirections: You have just been hired as the new athletic director for Hometown, U.S.A. During atelephone call with the mayor, he said, “This town needs some energy. I want you to create aprofessional sports team to give the city some excitement. I don’t care what sport it is, but I want themto look sharp!” Using the jersey outline provided below, create and design an appropriate uniformjersey for your team. Fill in the team information in the spaces provided.

On the back of this page, list all of the additional equipment required and an operating budget for thefirst year.

Team Name: ___________________________

Sport:_________________________________


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Youth Health and Activity SurveyWe all know about checkups. The doctors and dentists give us one whenever we visit their offices. Ourteachers give us a checkup in the form of tests and grades on the report card. When it comes to fitness,boys and girls must be able to grade themselves to determine areas that require change and personalimprovement. This survey will help you in evaluating your habits and personal lifestyle.

• List your favorite snacks:

___________________________________ ___________________________________

___________________________________ ___________________________________

• Describe your typical lunch menu:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

• List your after-school and playtime activities:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Directions: Complete the following survey questions by marking a number in the space provided to theleft of the question. Use the following number scale to complete your survey:

(5)—All of the time

(4)—Most of the time

(3)—Some of the time

(2)—Rarely

(1)—Never

______ 1. Instead of a ride in the car, I prefer to ride my bike or walk to nearby destinations.

______ 2. I prefer a healthy snack over cookies or cake.

______ 3. I would rather play outdoors than watch television.

______ 4. I have a well-balanced breakfast before school.

______ 5. I feel well-rested and sleep 8–10 hours per night.

______ 6. When offered drugs, I say “NO!”

______ 7. I practice good hygiene and cleanliness habits.


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Youth Health and Activity Survey (cont.)

______ 8. I wear protective equipment when riding my bike, skateboard, or roller blades.

______ 9. I limit my play of video and computer games to an hour or less per day.

______ 10. My friends and I get together to play team sports.

______ 11. When offered alcohol, cigarettes, or other tobacco products, I say “NO!”

______ 12. When at the mall, I use the stairs to change floors instead of riding up on the escalator orelevator.

______ 13. During recess I prefer to participate in activities that involve movement or large musclegroups.

______ 14. I participate in a structured athletics or fitness activity that provides my body with exercise.

______ 15. I eat five servings of fruits and vegetables per day.

Total up the numbers written to the left of the survey questions. Compare your sum with the gradingscale below:

75–61 . . . OUTSTANDING: You are living a healthy and active life.

60–46 . . . EXCELLENT: Continue to pursue health and fitness.

45–31 . . . NOT BAD: However, there is room for improvement.

30–15 . . . WATCH OUT: It is time to make some changes in the way you live!

HOW DID YOU DO? Take a look at your diet and exercise habits listed at the beginning of thissurvey. Is there any room in your lifestyle for change or self-improvement? Write a sentence or twodescribing how you are going to change your life. Remember, every little bit helps.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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What’s in a Name?Amazing athletes are not born, they are made. With good nutrition, training, and lots of practice,human beings can achieve great accomplishments in sports and fitness. Sports heroes and legends havecaptured the hearts of the public through their charisma and tremendous talents.

Directions: For each sporting activity, choose a famous athlete and write his or her name in the spaceprovided. Then using the initials of his or her first and last names, write a two-word description of theindividual or talent which helped make that person so famous. Take a look at the example below.Using it as your guide, see if you can complete the page.

Sport or Activity Athlete Two-WordDescription

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Basketball Michael Jordan Mighty Jumps


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Nutrition Activity DecoderDirections: Answer the questions below. Place the first letter of each answer into the blank spaces onthe left margin. Use this as your decoder to solve the food riddle at the bottom of the page.

______ 1. This vitamin is found in four varieties: 1, 2, 6, & 12.____________________.

______ 2. Which has more calories? (A) whole milk (B) skim milk

______ 3. This ingredient of milk and cheese makes bones stronger.____________________.

______ 4. Skip breakfast and you may feel a little “____________________the weather.”

______ 5. Do not overuse this sodium-filled spice in your diet.____________________.

______ 6. Eating right could make you healthy, wealthy, and____________________.

_____ 7. This mineral assists with red blood cell development.____________________.

______ 8. How many well-balanced meals should you eat per day?____________________.

______ 9. No need to be chicken! In order to reduce cholesterol, limit your intake of this dairyproduct.____________________.

______ 10. A deficiency of vitamin B2 can result in stunted growth and loss of ___________________.

______ 11. Another name for vitamin B2, found in milk, eggs, liver, fruits, and leafy vegetables.

__________________________________________________________________________

______ 12. What food group includes meat?____________________.

Q: Why did the chef handle the cheddar cheese so carefully?

A:___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___1 9 3 2 4 5 9 7 8 6 2 5

___ ___ ___ ___ ___.5 10 2 11 12


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Who Got The Gold?(Olympic Deduction Game)

The United States Junior Olympic Team won five gold medals. Read the clues below and put yourdeductive reasoning skills to work. Put an X on the grid to match each athlete with the Olympic eventthat he or she won.

Clues

1. Brian enjoyed watching the biathlon the most.

2. Nicole never did learn how to ice-skate.

3. Madeline was surprised to see Nicole jump so far.

4. Maxine and Brian could not get tickets to watch the figure skating finals.

5. Claudia was glad she did not have to compete in cold air.

Biathlon

Claudia

Maxine

Brian

Madeline

Nicole

Fencing FigureSkating Ski Jump Luge


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Information Scavenger Hunt1. Name 10 different breeds of dogs.

2. List five songs that have the word tree in them.

3. Who was the fifth President of the United States?

4. Write 15 words that rhyme with cat.

5. List 10 prime numbers.

6. Write a sentence that has a noun, pronoun, adjective, and an adverb.

7. List 10 words that can be used as prepositions.

8. Name eight famous people with the first name John.

9. Who won the 1990 Super Bowl?

10. What is onomatopoeia?

11. Name all seven continents.

12. What is the capital of Wyoming?

13. What was President Nixon’s first name?

14. Name the seven dwarves from the story of Snow White.

15. List 10 uses for an old milk carton.

16. List 10 adjectives to describe a lemon.

17. What is the only man-made object visible from space?

18. Use to, too, and two in a sentence.

19. List five palindromes.

20. What is the zodiac sign of a person born on October 18?

21. Name four national monuments found in Washington, D.C.

22. Use there, their, and they’re in a sentence.

23. Who wrote Charlotte’s Web?

24. What is a “blue moon?”

25. When is Martin Luther King, Jr., Day?


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How Many Blanks in a Blank?Each problem below features a number equaling some initials. If you think carefully, each formula canbe translated into a well known phrase, statement, or fact. An example might be 4 = W in a M. Thiswould represent four weeks in a month. See how many you can translate correctly.

A. 1 = W on a U ____________________________________________________________________

B. 2 = P in a P _____________________________________________________________________

C. 3 = S on a T _____________________________________________________________________

D. 4 = Q in a G _____________________________________________________________________

E. 5 = N in a Z C ___________________________________________________________________

F. 6 = F in two Y ___________________________________________________________________

G. 7 = D in a W ____________________________________________________________________

H. 8 = S on a S S ___________________________________________________________________

I. 9 = P in the S S __________________________________________________________________

K. 10 = P in a D ____________________________________________________________________

L. 12 = E in a D ____________________________________________________________________

M. 28 = D in F______________________________________________________________________

N. 50 = S in the U.S. ________________________________________________________________

O. 52 = C in a D ____________________________________________________________________

P. 88 = K on a P____________________________________________________________________


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Designer LunchHere’s your chance to design the ultimate lunch box. You may design the outside with pictures youhave drawn or cut from magazines. Choose a theme such as your hobby or a favorite show. On thenext page, decide and illustrate what special features it will have on the inside—for example, arefrigerated section, a radio, etc. Below your inside design, describe what food you would pack tocomplete your perfect lunch!

Outside View

My Perfect Lunch

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


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Designer Lunch (cont.)

Inside View


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What’s the Use!For the following items, think of as many extraordinary uses as possible. Be creative and use yourimagination to think of some unique possibilities!

Bathtub Lunchbox

Football Helmet Gumball Machine


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Chain PantomimeEquipment: none necessary

Directions• Except for the actors, the rest of the group is the audience and should be seated in a semicircle so

that acting can take place at the open end.

• Five volunteers leave the room. When they are gone, the group determines a specific action to bepantomimed in detail—for example, changing a flat tire.

• One member of the group agrees to pantomime the idea. Whoever agrees should be sure toperform a series of connected actions as clearly as possible.

• When the action has been agreed upon and demonstrated, one of the five volunteers is called backto the group, the other four remaining out of sight. The action is pantomimed for the volunteerwho, in turn, attempts to repeat the pantomime for the next volunteer called back. This volunteerrepeats the pantomime for the next volunteer, and so on until the fifth volunteer has returned andhas had the opportunity to watch the action.

• The last volunteer then tries to guess what the original action was.

• By this time, the action has undergone many changes. At the end, it is interesting to find out whateach person was trying to do and then to demonstrate the original action for the benefit of thosewho were out of the room.

InvestigationEquipment: none necessary

Directions• All of the players gather in one room. The person whose name starts with the letter that is closest

to the end of the alphabet is the first to become the suspect.

• The suspect leaves the room and changes something about himself or herself. For example, onemight unbutton a button, loosen the belt, spray on some perfume, change a hairstyle, or untie ashoe.

• After the change has been made, the suspect goes back to the room where the other players arewaiting.

• The first player to discover what has been changed becomes the next suspect.


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Two Truths and a FibEquipment: none necessary

Directions• In this game each player thinks of two interesting things about himself or herself that are true and

one thing that is not true.

• He or she tells the three “facts” to the group, and the group asks questions to determine which“fact” is the lie.

• The players each guess which is the lie, and then the truth is revealed. For example, a player maysay,

1. “I once broke my arm.”

2. “I have a twin sister.”

3. “I’ve ridden an elephant.”

The other players will ask questions like, “How did you break your arm? What’s your sister’s name?”etc.

• This game may also be played in conjunction with an area of the curriculum. For example, ifstudying the Civil War, a player might say,

1. “Lincoln was president of United States of America.”

2. “Grant led the Union troops.”

3. “Lee was president of the Confederate States of America.”

The class would be allowed to ask questions to determine the incorrect “fact.” (Jefferson Davis waspresident of the Confederate States of America.)

Remember!Equipment: large pictures from books or magazines or posters

Directions• The leader holds up a picture from a book or poster or magazine. Players are allowed to study it

for one minute and then write down everything they remember seeing in the picture.

• The player with the most correct answers gets to display the next picture.

• As a variation, the leader can cover a picture of a single item, revealing only a small portion of it.Players guess what the item is.


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PasswordEquipment: paper and pencil

Directions:• Where to play: anywhere

• Number of players: five at a time

• The object of the game is to help your partner guess the mystery word by giving him or hersynonyms or related words.

• One person is chosen as the quiz master.

• The other four players split into two groups and play as partners.

• The quiz master chooses a word that he or she passes on to just one player from each team. Theword can either be whispered or written down on a small slip of paper.

• The player chosen to go first gives his or her partner a one-word clue that is a synonym or a wordrelated to the secret word.

• If the player can’t think of a clue, he or she may pass.

For example, if the word is BASKETBALL, the first clue might be “game.” If the partner guessescorrectly, the team gets one point. If not, the next team has a turn.

• When the word is guessed, the partners switch roles.

• A time limit should be set. At the end of the specific time, the team with the most points wins.At this time, the quiz master can change places with one of the players.

char

ging

?

lay-up?

Jordan?

dribble?rebound?


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That’s Debatable!A good topic for debate is one in which there are valid arguments for both sides. Below is a list ofsuggested debate topics. To help students discover different points of view, it is recommended that youpass out both the topics and the “for” or “against” positions at random. However, you may wish toallow students to choose their positions based upon their beliefs.

Once students have their topics, they should be given a set amount of time to research their positions.When students are ready, flip a coin to determine which side presents their position first. After bothsides have presented, each side is given a chance for a rebuttal. There are no winners or losers; this isan opportunity for students to present information in a persuasive manner.

Suggested Debate Topics• School Uniforms

• Curfews

• Drug Testing

• Students Paid for Good Grades

• Professional Athletes Competing in the Olympics

• Separate Classes for Boys and Girls

• Requiring All Students to Learn a Foreign Language

• Statehood for Puerto Rico

• Prayer in Schools

• Women in Combat

• Raising the Legal Driving Age

• Turning in Classmates Who Cheat

• Medical Testing on Animals

• Gun Control

• Exotic Animals as Pets

• Lyric Warning Labels on Music

• Minimum Height Requirements at Amusement Parks

Against

For


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CareersEquipment: none necessary

Directions• To play this game, have one student leave the room.

• While he or she is gone, the rest of the class thinks of a career for that person.

• When the person returns, the class takes turns giving him or her a clue about the occupation,being careful not to make the clue so specific that they give it away.

• To ensure that the game does not go on endlessly, you might want to set a limit to the number ofclues allowed before the player is told the correct answer, or you may want to make the cluesprogressively more obvious.

• You may play the game without scoring, or you may wish to assign points—five points if thecareer is guessed after the first clue, four if guessed after the second clue, three if guessed afterthe third clue, and so on.

• The following example shows a possible scenario for the job of firefighter:

Clue: “You help people.”

Guess: “Am I a doctor?”

Clue: “No. You have a dangerous job.”

Guess: “Am I a police officer?”


Guess: “Am I a soldier?”


Guess: “Am I a paramedic?”

Clue: “No. Your job can get very hot.”

Guess: “Am I a firefighter?”

“YES!”

Suggested Careers• Teacher • Doctor• Bus Driver • Forest Ranger• Veterinarian • Cab Driver• Football Player • Dentist• Taxidermist • Pilot• Waiter or Waitress • Astronaut• Actor or Actress • Disc Jockey• Lifeguard • Construction Worker• Police Officer • Truck Driver• Farmer • Flight Attendant• TV or Newspaper Reporter • Computer Technician

• Truly Rural

• Toy Boat

• Lemon Liniment

• Red Leather, Yellow Leather

• She Sells Seashells by the Seashore

• Whistle for the Thistle Sifter

• Six Thick Thistle Sticks

• The Bootblack Brought the Black BootBack

• Unique New York


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Telephone OperatorEquipment: none necessary

Directions• The object of the game is to pass a message down the

line and see how well the original idea was transmitted.

• The players stand in a line or form a circle. One playeris chosen to start a rumor.

• The first player quickly whispers a message into the earof the second player. The story is quickly passed downthe line from ear to ear.

• The last player to receive the message must recite whathe or she has heard.

• This message is compared to the original message. Theyare usually very different.

Tongue TwistersEquipment: none necessary

Directions• The object of the game is to repeat a tongue twister as many times as possible without making a

mistake. The game may be played competitively with pairs, small groups, or as a class.

• The players are assigned a specific series of words difficult to pronounce in series. Each is askedto recite a specific tongue twister as many times as possible without making a mistake.

• The player who is able to correctly say his or her tongue twister the most times is the winner.

Sample Tongue Twisters

• Challenge students to make up their own tongue twisters.


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I SpyEquipment: none necessary

Directions• The object of the game is to guess the object spied by another player.

• One player begins the game by mentally choosing an object in the room. He or she says “I spysomething beginning with a B.” (The person is using the first letter the object begins with.)

• In no particular order, the other players call their guesses. The “spy” lets them know if they arecorrect.

Player one: “Ball?”Spy: “No.”Player two: “Book?”Spy: “No.”Player three: “Blackboard?”Spy: “Yes.”

• The next spy is the player who first guesses correctly.

My Grandma Owns a Grocery StoreEquipment: none necessary

Directions• The object of the game is to remember the items in the store as the list grows.

• The first player says “My grandma owns a grocery store and she sells apples.”

• The next player says “My grandma owns a grocery store and she sells apples and pickles.”

• The game continues with each player adding an item until a player cannot list the items in thecorrect order. The player is eliminated, and the play continues.

• The last player remaining is the winner.

• You may want to have students list items in alphabetical order to make it easier for them toremember the objects.


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Memory GameEquipment: paper, pencil, and assortment of 25 small objects (pencil, eraser, coin, jewelry, etc.) on atray with a towel to cover it

Directions• The object of the game is to remember as many objects on the tray as possible.

• A leader is chosen to gather the objects and put them on a tray and cover it with a towel. The trayshould be placed where all players can see it well.

• The leader removes the towel from the tray for about a minute while the players try to memorizewhich objects are on the tray.

• When the leader covers the tray again, the players try to list on the sheet of paper as many objectsas they can remember. The players have a specified amount of time to make their lists.

• The player with the most complete list wins.

Magazine Scavenger HuntEquipment: magazines, pencil, and paper

Directions• The object of this game is to find the items on a scavenger hunt list.

• This game can be played in groups or individually. Each group or individual should have a penciland paper to keep track of the items found.

• Before the game, a list should be compiled. The list should contain common items and itemseasily found in the magazines used.

• Each group or individual is given 10 or 15 minutes to look through the magazines. When eachitem which can be identified is found, the page numbers should be noted on the sheet of papernext to the item name.

• If a group finds all the items before the time runs out, they win. If the time runs out before all theitems are found, the group with the most complete list wins.


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Take That!• The purpose of this game is to have students identify a common quality in a given set of words.

• Tell the students you are taking a trip around the world, and you are able to pack only certainthings that fit your specifications.

• You can start by telling them two items you will be taking, and then they may ask you whetherother things qualify, based upon their hypothesis about what the items have in common.

For example, if you say you are taking a grapefruit and an orange, they might ask the followingquestions:

Player one: “Are you taking a banana?” (thinking they are all fruits)Response: “No.”

Player two: “Are you taking a record?” (thinking it is round)Response: “No.”

Player three: “Are you taking a basketball?” (thinking they are spheres)Response: “Yes.”

Continue until each student has asked a question to show that he or she understands the relationship.

Suggestions• Double Consonants:

apple, bunny, balloon, ball, glasses, butter

• Compound Words:

butterfly, tablecloth, milkshake, baseball

• Words That Have Homonyms:

cents, scenes, write, aisle

• Mammals:

whale, rabbit, dog


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Fifty-Two Ways to FitnessInclement weather often cancels outdoor recess activities for school-aged children. This game isdesigned to provide students a break from academics and a chance to exercise those larger musclegroups. It is easy to set up and quick to execute. All that is required is an ordinary deck of playingcards and some open space that will allow for individual student movement.

Equipment: deck of playing cards

Directions• Organize the game participants into ranks and files, a circle, or a random formation that will allow

for body movement (standing in personal space free from obstructions to movement and notwithin arm’s reach of another individual).

• The teacher or game leader must shuffle the playing cards prior to game start and place the deckof cards facedown.

• The game leader will then turn over the top card and announce the associated fitness command tothe game participants (see activity chart below) who will execute the fitness activity.

• Game play will continue until all 52 playing cards have been turned over.

Variation: Allow students to play this game in small groups or individually. Competition as a part ofthe game is discouraged; students will rush and execute exercises improperly. Remember, this is afitness activity—good health becomes its own reward.

Card Fitness Activity

Ace Take one deep cleansing breath (inhale & exhale).

Two Perform an all-body stretch up on tiptoes with arms reaching for the ceiling.

Three Perform three two-footed jumps straight up/down; see how high they go.

Four Slowly reach and touch toes (if able); hold for 15 seconds. Repeat twice.

Five Complete five push-ups while up on toes or knees (keep the back straight).

Six Lie on your back; perform 10 bent-knee abdominal curls (shoulders rise approximately 6'').

Seven Check heart rate (obtain pulse count at carotid artery for 10 seconds x 6 = HR).

Eight Do eight hops on left foot followed by eight hops on right foot.

Nine Hold arms like a “T” and do 10 six-inch arm circles; reverse direction and repeat.

Ten Do 10 jumping jacks or side-straddle hops.

Jack March in place for 25 steps (knees up high).

Queen Jog in place for 25 steps.

King Run in place for 25 steps.


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Physical Education Truth or DareIn physical education classes it is important to give the students plenty of activity. In addition tophysical activity, however, there is academic information that needs to be presented to the students aswell (e.g., nutrition, fitness concepts, and sports rules). Physical Education Truth or Dare is one way totest their knowledge without restricting movement of large muscle groups.

Equipment: physical education supplies, depending upon dares offered

Directions• Use a choosing game or class roster to determine the order of play.

• The teacher or game leader will then choose a player and ask “Truth or Dare?”

• If the student chooses dare, then a physical challenge will be offered. Some physical challengeideas include these:

1. Touch your toes and hold for 10 seconds.

2. Perform 20 push-ups.

3. Run three laps around the gym in one minute.

4. Do 25 jumping jacks.

5. Attempt to juggle three beanbags.

6. Shoot a basket from the top of the key.

• If a student chooses truth, then the teacher or game leader will present the child with an academicquestion as a test of knowledge (questions may be drawn from unit review notes, a healthtextbook, or the question bank on page 289. Incorrect answers are considered to be “untruths”and result in a default to conduct a dare.

Variations1. All students must attempt a truth first and perform a dare only if unable to answer the question

correctly.

2. Allow the students to play in pairs or small groups. This is the equivalent of a mini study sessionfor the game participants.


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Nine Innings of KnowledgeEverybody loves our national pastime. A good way to break up the classroom ho-hums is with arousing game of academic baseball.

Setup1. Divide the class into two evenly numbered teams and identify the batting lineup before play

begins.

2. Flip a coin to identify which team will be the visitors and which will be the home team.

3. Draw a baseball diamond and scoreboard with chalk or dry-erase markers like that shown in thediagram below.

4. Diagram a scoreboard to keep track of the runs earned.

5. Prepare or identify a bank of questions to be used during the game—for example, unit or chapterreview questions, spelling words or definitions from text glossary, collection of mathematicalproblems, etc.

Directions• To keep the game moving, use the classroom teacher as designated pitcher for both teams.

• Begin the game with the first batter of the visiting team. The teacher will pitch a question to thebatter.

• If the batter answers the question correctly, then he or she will advance to first base. Players onbase will advance one base for every correctly answered question.

• If the batter answers the question incorrectly, then an out is earned.

• Play continues in this fashion until three outs are earned.

• Offensive play will then rotate to the home team, and they will begin at the top of their battinglineup.

• Subsequent innings will resume the batting lineup where it left off (batting will not return to thetop of the lineup). Use chalk or a dry-erase marker to keep score and to keep track of the baserunners’ positions as they advance around the baseball diamond.

Home Visitors


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Nine Innings of Knowledge (cont.)

Variations: You may use one or more of the options below to vary game play and enhance strategy andcompetition.

1. STUDENT PITCHERS: Have student team members take their turns as the pitcher. If thestudent pitcher cannot think of a new question within 15 seconds of the batter-up call, then it willcount as a walk. Be sure to “change it up” every inning so that everyone gets a chance to pitch.

2. DESIGNATED HITTER: Have each team identify a designated hitter or “DH.” If the individualat bat feels that he or she cannot correctly answer the pitched question, then he or she may deferthe question to the “DH.” This option is limited; only one deferment per team per inning isallowed. Each player may defer to the “DH” only once per game.

3. SACRIFICE: If the bases are loaded in such a fashion that a scoring run is on third base andthere are fewer than two outs against the team and the batter feels that the question cannot beanswered correctly, then he or she may call for a “sacrifice” instead of attempting to answer thequestion. This will in effect advance all of his or her on-base teammates one base, and an out willbe earned by the batter. Runs may score with this strategy.

4. DOUBLE PLAY: If there are one or more runners “on base” and a batter answers incorrectly,then the fielding team may try for a double play. If they are able to answer the previously missedquestion correctly, then a second out is earned (the fielding team member will identify whichadditional runner he or she was trying to get out prior to answering the question). If the fieldingteam member fails to answer the question correctly, then all runners will advance one base. Runsmay score during a failed “double play” attempt.

5. EVERYBODY BATS: Instead of using three outs per team for nine innings, bat the entire lineuponce for each inning and limit the number of innings played per game.

6. HATS AT BAT: Acquire two sets of baseball caps, each set a different color. Outfit the opposingteams with the caps for added spirit and competition.


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Educational IcebreakersIt is always hard to meet new people. The first day of school can be uncomfortable for returningstudents and downright overwhelming for a new student. Try these educational icebreakers to ease thetension and stimulate interaction among the children.

Silly Sentences

This game will work best with a large number of participants. It requires some pregame planning andsetup.

Setup: Obtain one to two 3'' x 5'' (8 cm x 13 cm) index cards per individual. On each card write aword that may be commonly used every day or found in an English language dictionary. Be sure toinclude words from all parts of speech—nouns (for use as subjects and objects), pronouns, adjectives,verbs, adverbs, interjections, prepositions, and conjunctions.

Directions• When participants arrive, hand them each a word or collection of words (for small groups) that

will remain in their possession for the entire playing of the game.

• Game participants are to mingle and meet the other game players and join together to compose asentence to present to the game leader.

• All individuals must be present for the sentence to be recorded. After a predetermined period oftime, the room will be called to order, and participants will vote on the sentences composedduring game play.

• The team that composed the silliest sentence will be declared the winners.

Variations1. Instead of assigning specific words, give each individual a part of speech to represent. Be sure to

assign all the parts of speech required for proper sentence structure.

2. Make little words like a, an, is, the, etc., “freebees” that do not require assignment to anindividual.

Wouldn’t You Like to Know?

Setup: A game sheet has been provided on the next page to eliminate preparations for your first game.Design your own sheet to add a personal touch to future games.

Directions• Hand the game sheet to each participant as he or she comes inside the room.

• Players will mingle with as many people as possible in order to complete the work sheet beforetime expires.


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Educational Icebreakers (cont.)

(Wouldn’t You Like to Know? Game Sheet)Welcome. This is a game designed to help you get to know the other persons in the room. Walk aboutthe room and introduce yourself to the other game participants. Take a moment to chat with each ofthem and get to know them a little better.

Object of the Game: Find the individual who matches with the statement on the right. Complete asmany matches as possible before time runs out. Good luck!

Name Matching Statement

I have taken a trip to another state or country in the last year.

I have had my appendix or tonsils removed.

I play sports in an organized athletic league.

I can speak or write in a language other than English.

I am wearing contact lenses.

I am wearing (or have worn) braces on my teeth.

I have lived in the same house my whole life.

I have more siblings (brothers or sisters) than anybody else in thisroom.


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Egghead ExtremesChildren have lots of ideas in their heads, but we adults often have difficulty getting them to expressthemselves. This activity is a conversation starter that may be used as a time filler, transition exercise,or break from the daily routine.

Directions• To conduct this activity, the teacher or game leader need only ask a simple question that

stimulates discussion or debate. The game leader is only limited by his or her imagination.Following are some ideas for the first few games.

1. What is the biggest animal in the world?

2. What is the smallest unit of matter? How doyou know?

3. What was the shortest war or conflict inhistory?

4. What is the longest word?

5. What is the strangest thing you ever saw?

6. Who is the best athlete?

7. What is the hardest academic subject?

8. Who is the fastest talker you have everknown?

9. Who is the best comedian of all time?

10. What is the smallest country in size? inpopulation?

11. What is the deepest lake in the world?

12. What is the highest mountain?

13. What is the lowest point in the UnitedStates?

14. What is the longest river?

15. What state averages the hottesttemperatures?

Thermal ThinkingDirections

• The game leader chooses a secret word, topic, or concept related to academic studies.

• The game leader provides the game players with a hint—for example, “I am thinking of amathematical formula” or “I am thinking of something found in the jungle.”

• Game players take turns guessing at what the secret word or item might be while the game leaderresponds with “thermal” clues—“You are getting warmer” or “You are very, very cold.”

• Game play continues until the secret word or concept is discovered. The first one to guesscorrectly is the new leader.

Variations1. The secret item can be an event in history and players have to guess the date, or it can be a date

and players have to guess the event.

2. The game can be played with students walking to the item and being told whether they are hot orcold. For example, “Joey is getting warmer” or “Michoe is getting colder.” When reaching theitem, the player must name it. If the game is played outside, for example, students may be led toa particular plant and asked to name it.


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You Must Be Joe King!Below are three common types of jokes. Follow the directions in each section.

Puns A pun is something that is funny because of a play on words, often because one or more of the wordshave more than one meaning or sound similar to other words. Read the following puns and circle thewords that make each a pun.

1. Mona: I can’t marry you, Jib; you’re penniless.

Jib: That’s nothing—the Czar of Russia was Nicholas!

2. Cantaloupe today, lettuce tomorrow.

3. Diner: This coffee tastes like mud!

Waiter: That’s funny—it was just ground this morning!

4. It’s raining cats and dogs! I just stepped in a poodle.

5. Did you hear about the guy who ate 90 pancakes? How waffle!

Tom SwiftiesA Tom Swifty is a joke that quotes a person saying something, and the verb or adverb describes how thequotation was said. Read the examples below and then write five Tom Swifties of your own on theback of this paper.

1. “I don’t have a fever,” he said cooly.

2. “I’ll pay you one-thousand dollars,” said the rich woman grandly.

3. “I love hot dogs,” admitted the girl frankly.

4. “I’ve decided to change your test grade,” the teacher remarked.

5. “Please pass the sugar,” said Jeff sweetly.

DaffynitionsDaffynitions are silly definitions for words, based on how they sound literally. Read the followingexamples and then write the real definitions for the words. Then use five words of your own (or selectfrom the choices below) to write your own daffynitions on the back of this paper.

• Boycott: a bed for a small male child

• Cartoon: a song sung in an automobile

• Eye Dropper: someone who is very, verycareless

• Sweater

• Paradox

• Paramedics

• Grammar

• Missing

• Lawsuit

• Divine

• Denise

• Kidnap


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Can We Talk?Below are two games in which students must follow certain restrictions to carry on a conversation. Youmay wish to put more stipulations on the game so that it will pertain to a certain area of the curriculum.

Questionable Talk

In this game students must answer each question with another question while still having theconversation make sense. If a student is unable to think of a response within a reasonable amount oftime, he or she is out.

Example:Player One: “Do you want to go to the park?”

Player Two: “Should we ride our bikes?”

Player One: “Do you have a tire pump?”

Player Two: “Would you rather borrow my sister’s bike?”

Player One: “Is your sister home?”

Rhyme Time

In this game, the first player asks the second player a question. The second player must supply ananswer or make a statement that rhymes with the last word of the question. If successful, he or sheasks a new question of the next player, who must answer in rhyme.

Example:Player One: “Do you want to go to a movie?”

Player Two: “I think that would be groovy! What do you want to see?”

Player One: “Something that is free. I don’t have any money!”

Player Two: “That’s funny!” “Why did you ask me out?”

Player One: “I didn’t want to sit home and pout.”


GeneralGames


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My Book About MeThe following directions may be used for students to create a book about themselvesthat will reflect how they think and feel about things at this point in time. This is anexcellent activity for the beginning of the school year so the students may look backat the end of the year and see how they have changed. Pages may be usedindividually if preferred. Pages may also be added throughout the year. The pagescan be assigned individually and compiled into a book, or all the pages may beassigned at one time so students may skip around and develop them as they wish.

Contents

Cover Page: Allow students to decorate and design this page any way they wish.

The 4-1-1 Page: This is a page for students to provide basic information aboutthemselves. (See the sample on the next page.)

Fabulous Favorites: This page allows students to write their favorite things. Ifcompleted at the beginning of the year, it might be interesting to have students do itagain at the end of the year to see if any of their favorites have changed.

Ha! Ha! Ha!: This page is for students to write down their favorite appropriate jokes.It may be added to throughout the year.

Lucky Locker: This page allows students to be creative in designing the inside of theperfect locker. They may use pictures from magazines and/or draw in this space.

The Many Moods of Me: On this page, students explore times when they have haddifferent moods. Included on this page might be examples of “a time when I wasbrave,” “a time when I was afraid,” “a time when I was happy,” and “a time when Iwas disappointed.”

I’m So Great . . . Here’s Why: This is a page for classmates to write compliments toone another.

Extra! Extra! Read All About It!: Have students choose an event in their lives thatwas significant and write about it as if it were a newspaper article.

Dear Me: Direct students to write a letter to themselves to be read in 10 years. Theyshould include questions or predictions for the future as well as descriptions of theirdaily lives now. (If possible, you may wish to copy the letters and send them to thestudents in 10 years.)

Trendy: Have students fill in the spaces with things that are popular and things thatare not, such as clothing, musical groups, stores, etc. On the bottom of this page,there should be space for students to write current slang words that they use and whatthey mean. Remind students to write only words that are appropriate.


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My Book About Me (cont.)

4-1-1 Page

• Full Name __________________________________________________________

• Reason I Was Named This _____________________________________________

• What I Like to Be Called ______________________________________________

• Birthday ____________________________________________________________

• Birthplace___________________________________________________________

• Age________________________________________________________________

• Address ____________________________________________________________

• Phone Number_______________________________________________________

• Parents’ Names ______________________________________________________

• Brothers and Sisters___________________________________________________

• Pets________________________________________________________________

• Friends _____________________________________________________________

• Grade ______________________________________________________________

• Teacher_____________________________________________________________

• School Name ________________________________________________________


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My Book About Me (cont.)

Fabulous Favorites Page

For the items below, name your favorites and give the reasons for your choices.

• Food _______________________________________________________________

• Candy______________________________________________________________

• Movie______________________________________________________________

• Actress _____________________________________________________________

• Actor ______________________________________________________________

• TV Show ___________________________________________________________

• Video Game _________________________________________________________

• Animal _____________________________________________________________

• Color ______________________________________________________________

• Ice Cream___________________________________________________________

• Song_______________________________________________________________

• Musical Group_______________________________________________________

• Restaurant __________________________________________________________

• Sport_______________________________________________________________

• Sports Team(s)_______________________________________________________

• Vegetable ___________________________________________________________

• Holiday ____________________________________________________________

• Other ______________________________________________________________


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Venn DiagramA Venn diagram is an easy way to organize and visualize differences and similarities. Similarities arewritten where the circles overlap, and differences are written where they do not.

Example

Challenge: Make a three-way Venn diagram.

Choose two items from the list below and create a Venn diagram.

• characters from a book • animals

• places • wars

• foods • people

• friends • family members

• songs • instruments

• movies • sports

• TV shows • magazines

Dogs

canine

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feline

meow

four legs

pets

mammal

furry

Cats


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Academic SquaresAcademic squares is based upon an old TV game show called “Hollywood Squares.” In that game,contestants would compete for cash and prizes, playing on a life-size, celebrity-filled tic-tac-toe board.Instead of celebrities in your game, you will use classroom students to fill “genius” squares. Clever useof this game in the classroom will provide insight into the students’ knowledge, stimulate theirenjoyment of learning, and motivate them to learn more.

Setup1. Select nine students to act as the answer givers. They will each represent one genius square of the

tic-tac-toe game board.

2. Divide the rest of the class evenly into two teams (the X’s and the O’s).

3. Draw the tic-tac-toe diagram on the chalkboard with the genius student’s name in an individualbox. The teacher (host) will simply mark “X” and “O” when appropriate.

4. An alternative to the number three direction is to use nine sheets of paper or poster board,marking “X” on one side and “O” on the other. Have the genius-square students form three rowsof three (one row sitting on the floor in front of chairs, one row sitting in chairs, one row standingbehind the chairs) and distribute a scoreboard to each student. To keep score, the children raisethe scoreboard marker from a neutral position to a position that shows “X” or “O.”

Genius 1 Genius 2 Genius 3




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Academic Squares (cont.)

Rules and Conduct of the GameThe host will determine which team will go first with a traditional coin toss between team captains.Rotation of play will alternate between teams. Individual team members will take turns as contestantsby means of alphabetical listing (or by student assigned numbers) so that everyone participates in theprocess. Each student will attempt to make an “X” or “O” for his or her team in the following manner.

1. The contestant chooses a square by saying “I select (genius-square student’s name for the “X” or“O” as appropriate).”

2. The host will then ask the genius student a question from the question list (or textbook, review,question bank, etc.).

3. Without help from other genius squares or any team members, the chosen genius student willprovide an answer to the question. NOTE: It is important for the class to remain quiet, regardlessof whether the answer provided is right or wrong.

4. The contestant will then state whether he or she agrees or disagrees with the answer—i.e., “Iagree” or “I disagree.”

5. The host then reads the correct response to the question and awards a marker as appropriate. Amarker will be awarded if the contestant agreed to a correct answer or if the contestant disagreedwith an incorrect answer. Opposing teams will not be rewarded for an incorrect guess. Each teammust be represented at the time they earn their own mark (“X” or “O”).

6. Play will continue until a team is down to one square for the tic-tac-toe. The game becomes moreexciting when students are specific with their contestant requests. For the winning mark theymight say “Mrs. Thompson, I select Bucky for the WIN!” To block a team’s potential tic-tac-toe,students might say “Mr. Logan, I select Kirsten for the BLOCK!”

7. There are no “CAT” games in Academic Squares—that is, someone must always win. If theopposing team has placed a marker in the attempt to block your tic-tac-toe, then players mayreverse that square for their team. Remember, winning teams must earn their own markers. It ispossible for several reversals to occur in a square in the latter stages of the game.

Variations: Playing Academic Squares as a best two-out-of-three tic-tac-toe tournament will provide anopportunity for each child to act as a genius square.


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Around the World KnowledgeWhat do you do when it is raining outside and the children want to play basketball? Try this gameinstead. “Around the World Sports Knowledge” is an adaptation of the traditional courtside game.Instead of shooting baskets from different angles around the “key,” students take a shot at correctlyanswering your questions as they orbit around in your world—the classroom.

Object of the Game: to be the first to go around the world

Game Setup: Using eight chairs, make a circle approximately 10 feet in diameter. Ensure that theeight chairs are spaced an equal distance apart and number them one through eight. Place a single chairin the middle of the circle; this is where the teacher will sit.

Directions• All players of the game will line up behind chair number one, which is the starting point of the

game.

• Each student in turn will be asked a question regarding sports knowledge. The teacher’s questionlist may be compiled from your class unit review, game/sports rules, or selections from thePotpourri activities found on pages 203–210.

• Individual students will advance one increment along the path “Around the World.” The student’sturn will end when an incorrect answer is given.

Variations1. The orbit may vary, based upon classroom space and total number of players. Teachers may elect

to use a semicircle, square, or U-shape. If class management is of concern, then the game may beplayed on the chalkboard with the students seated at their desks.

2. To ensure maximum involvement and equal play, limit each player to one question per turn.

3. If a longer game is desired, then have incorrect answers send the player back to the start (chairnumber one).

4. If a shorter game is desired, divide the class into two, three, or four equally numbered teams.Team members will take turns in an attempt to advance their “marker” along its path “Around theWorld.”

5. You may wish to substitute tests of knowledge with fitness activities.


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Fabulous Educational FootballEverybody loves football, but inclement weather can sometimes put a damper on students’ recessplaytime.

“Fabulous Educational Football” provides the thrill of the game without getting your feet wet.

Game Setup1. Draw a football field on the classroom chalkboard. Include on your diagram the end zones and

yardage lines. Make solid lines every 10 yards and a dashed line to represent the five-yardinterval. It should look like this:

2. Select a small Nerf football, sponge, or classroom eraser to act as your game ball.

3. Divide the classroom into two evenly numbered teams; provide the students an opportunity tochoose their team names.

4. Select a member of each team to function as the team captain and first quarterback (this job willrotate throughout the game).

Game Conduct: A flip of the coin will determine which team is to go first. All games start on the 20yard line. Give the game ball to the receiving team’s quarterback. He or she will maintain possessionof the ball for one set of downs (four questions). The teacher will read the quarterback a questionselected from the teacher’s unit review list or from the question banks found on pages 283–295.

Executing Plays: When posed with a question, the quarterback has three strategy options.

1. Run with the question and attempt to answer it.

2. Hand off the question to an adjacent student (quarterback physically gives the game ball to his orher teammate) who will attempt to answer the question.

Goal 10 20 30 40 50 40 30 20 10 Goal


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Fabulous Educational Football (cont.)

Executing Plays: (cont.)

3. Pass off the question to a teammate who is not seated adjacent to the quarterback (actually tossthe game ball through the air to his or her classmate) who will attempt to answer the question. Adropped ball is treated as an incorrect answer.

One question is equal to one down. At the completion of four downs, possession of the game ball istransferred to the other team unless a turnover has occurred or a first down is earned.

Running Plays (quarterback option or hand-off): If the ball carrier correctly answers the question, itwill result in a five-yard advancement towards the goal. Teams in possession of the ball will not bepenalized for failure to answer the question correctly.

Passing Plays: If the ball carrier correctly answers the question, it will result in a 10-yard advancementtowards the goal. If the team in possession of the ball fails to answer the question correctly, theopposing team may select an individual to try for an interception. See Turnover.

Turnover: If the opposing team correctly answers the question, then possession of the game ball willpass to the opposing team’s quarterback. No additional yardage will be earned by either team. Custodyof the game ball will turn over to the opposing team at the completion of four downs (questions) unlessa new “first down” is earned by the quarterback. See First Down.

First Down: If the team in possession of the ball answers all four questions correctly, then a second setof four downs will be granted to the quarterback. In no case will more than eight questions be fieldedby a team without an exchange of the game ball between teams.

Penalties: Shouting out will not be tolerated. If an individual who is not in actual physical possessionof the game ball shouts, blurts, calls out, or attempts to provide an answer to academic questions out ofturn, then his or her team will suffer a five-yard penalty. The ball marker on the playing field diagramis moved one increment opposite of the team’s direction of travel.

Scoring: A touchdown will be earned whenever a team successfully moves the ball into the end zone.A score of seven points will be earned for each touchdown accomplished.

Ending the Game: Teachers may define the game’s end by using one of the following: set a time limit(e.g., 30-minute quarters played over four days); set a scoring limit (e.g., first team to reach 21 points);or set a maximum number of plays (e.g., stop after asking 50 questions).


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GOTCHA!For this game, you may either use questions from the question banks (see pages 282–295), from yourown curriculum, or have each student supply five questions from their text books. If this game is beingused to prepare for upcoming tests, it is especially beneficial to have students write their own questionsbecause that provides another opportunity for them to review the material. This may be played in teamsor individually. If individual play is not desired, teams of three to five students generally work best.

To play the game, read a question, and the teams or students have a predetermined amount of time towrite down the answer. One minute is usually ample time, but you may wish to adapt that to fit yourgroup’s needs. Individual white boards or chalkboards work well, but answers may also be written onpaper.

At the end of the allotted time, each group shows its answers. If a group answers incorrectly, it is givena letter. For example, if group two misses a question, the letter “G” is placed in front of that group.When a group has missed six questions, the word “GOTCHA” is spelled, and that group is out. Thelast group left in the game is the winner.

Reproduce the letters GOTCHA below for each team or player. Cut the letters apart. Hand the lettersout one at a time as each group misses a question.

GO TAHC


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Who Am I?To play this game, decide on a category—famous people in history, warm-blooded animals, primenumbers, etc. You may wish to choose a category to review a concept you are learning in class. Writeeach word on a separate piece of paper and tape or pin the words to the students’ backs. Students thenask one another questions that can only be answered with “yes” or “no.” When they have guessedcorrectly, they should remove their words and continue answering questions for other players.

Lead students to ask questions that are broad at first and gradually narrow down, rather than havingthem just guess at random. Suppose the player had the word dog on his back. The questioning mighttake the following sequence:

• “Am I a mammal?”

“Yes.”

• “Am I domesticated?”

“Yes.”

• “Am I smaller than a person?”

“Yes.”

• “Am I a cat?”

“No.”

• “Am I a dog?”

“Yes.”

Listed below are sample cards of animals that you may wish to use.

cat

elephant

bear tiger

dog bird

fish giraffe mouse

rabbit lion butterfly

ant hippopotamus camel

zebra squirrel wolf

dolphin whale turtle


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Stump the ExpertsIn this activity, assign a topic such as a chapter in a science or social studies book. Select five to sevenstudents to be the panel of experts. Have them wear one of the stump-the-experts badges below. Thesestudents must study the chapter and prepare in any way they wish—for example, taking notes, lookingin other resources, etc.

The remaining students will read the chapter to compile a list of questions intended to “stump theexperts.” When the experts are ready, they are seated as a panel, and the rest of the class takes turnsasking questions. The panel may confer with one another and refer to notes. For time constraints, it isnot recommended that they be allowed to consult their textbooks, but you may decide whether or notthis is permitted.

The experts are awarded one point for each question they answer correctly, and the other players areawarded one point for each question that stumps the experts. The experts are not penalized forquestions which require information that was not given in the assignment.

STUMP THE EXPERTS

STUMP THE EXPERTS

STUMP THE EXPERTS

STUMP THE EXPERTS

STUMP THE EXPERTS

STUMP THE EXPERTS


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Poppycock!This is a game where students try to stump one another with fake definitions for real words. You maywish to choose words that pertain to a unit of study which you are about to introduce.

Choose five students to be “word experts.” Arrange a place for them to sit in the front of the room.Each word expert should have a dictionary as well as paper and pencil. Write a word on the board thatis probably not known by any of the students. (See the suggested list below.)

All students on the panel pretend to look up the definition in the dictionary, but only one studentactually writes down the correct definition. (This should be predetermined by the panel before eachnew round.) The other experts try to make up believable definitions and write them down.

The experts then read their definitions, and the remaining class members vote for the definition theythink is correct. All class members then look up the word in their dictionaries to discover the realmeaning. Players are given a point for each definition they guess correctly.

For each turn, repeat the directions with different experts.

Suggested Words

aposiopesis burnoose colubrine

despot euchre fracas

guaco histrionics inion

juxtaposition kitsch lavaliere

marmot nonentity oration

paternal quoit rhapsody

scissile tarantella ultimatum

vivacious wry xanthic


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Answer Back!This game works well as a review for a test or as a way to check comprehension of a readingassignment. Give each student two strips of paper—one to write a question on and the other to writethe answer on. Be sure the writing is neat and easy to read. Collect the questions and answers, placingthem into two separate piles, facedown. Shuffle the piles and direct the students to tape or pin aquestion to the fronts of their shirts. Then have them each select an answer slip to pin to their backs.(They will probably need to assist one another in pinning the answers to their backs.)

Each student must then find the student whose back answers his or her question. When all the answershave been found, students read their questions and answers to reinforce the learning.

Variation: The teacher may wish to supply the questions and answers, add to them, or assign studentsa particular paragraph or subject matter to avoid duplication of the questions written.

Question:

Answer:

Question:

Answer:

Question:

Answer:


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What’s in Common?This is a good game for observation and classification skills. Tell each student that he or she must finda way to group or classify other class members, based upon something they all have in common. Alloweach student to take a turn classifying the people in the room by having the students stand who share acertain characteristic. The “certain characteristic,” however, must not be revealed in advance. Theclass, including the people standing, must then guess what it is they all have in common. For example,students asked to stand may all have a younger sibling, may be wearing a certain color, or may be on asports team, etc.

Variation: Instead of classifying people in class, students may classify other things, such as objects,historic events, numbers, songs, notable persons, etc.

Examples for Classification

• enamel, dentin, pulp (parts of a tooth)

• Mary, Laura, Carrie (characters from Little House books)

• 1835, 1910, 1986 (dates that Halley’s Comet was visible)

• Martha, Eleanor, Mary Todd (names of first ladies)

• Lincoln, Des Moines, Lansing (state capitals)

• 3, 5, 11 (prime numbers)

• fountain, felt-tip, ballpoint (pens)

• I, V, X (Roman numerals)

• in, out, around (words often used as prepositions)

• Charleston, bunny hop, fox trot, twist (dances)

• Jazz, Heat, Bulls (pro basketball teams)

• igneous, metamorphic, sedimentary (types of rock)

• cumulus, cirrus, stratus (types of clouds)


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Star QuizIn this game, stars with the numbers 1 through 25 are taped to the wall or chalkboard. Each numberedstar corresponds to a question. Questions may be chosen from a question bank or from material youare studying in class. Teams take turns choosing a number and answering the assigned question. If ateam answers correctly, they are awarded the star. If they are incorrect, the other team has a chance tosteal. If neither team answers correctly, the answer is given. Play continues until all the questions havebeen read. The team with the most stars is the winner.

Optional Directions: Have the questions increase in difficulty and assign points based on the starnumber. For example, question 25 would be the most difficult and would be worth 25 points. At theend of the game, teams total their points.

Copy the stars below. Cut them apart and use tape to affix them to a wall or chalkboard.

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

21 22 23 24 25


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Relay Flash Card RaceDivide the students into two evenly matched teams. This game works well with flash cards on topicssuch as math facts or state capitals, but it may be adapted to any subject. Students line up in single filelines, facing the teacher. The teacher holds up a flash card or reads a question to the two students in thefront. The first player who answers correctly keeps the card and goes to the rear of his line. Tomaintain order, if someone is talking or yells out an answer, that team must forfeit a card to the otherteam. When all the cards have been used or all the questions read, both teams collect and count theircards. The team with the most cards wins. Below you will find scoring point cards that may be used togive to players in lieu of flash cards if questions are to be read from a list.

1point

FlashCardRace

1point

FlashCardRace


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Academic Dodge BallDivide the class into two teams. Each team writes at least 30 questions based on the unit of study, ordifferent questions may be provided by the teacher to each team. Teams stand on opposite sides of theroom. Choose one player to begin. That player “throws” a question to a chosen person on the otherteam by saying the player’s name and asking a question. If the player answers the question correctly,this means he or she has “dodged” it, so the person who “threw” the question is out. If the playeranswers incorrectly, he or she has been “hit” and is out. Players sit when they are out. Each side takesturns throwing the ball. The last team left with a member standing wins. To avoid any confusion overwhich team is in control, copy the ball provided below and have students hand it to the person beingasked the question.

ACADEMICDODGEBALL


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Now That’s in OrderDivide the class into groups of three. Players must have pencil and paper ready. On the board writethree words which may be sequenced in a correct order. Each player in a team of three must copy aword, and then each must stand in the correct sequence, holding up the word. The first team to copythe words and stand in the correct order is awarded a point. Play up to a specified number of points orfor a predetermined amount of time. This game can be played for listing events in history, forsequencing events in literature, for ordering numbers or fractions from least to greatest, etc. Below youwill find examples to use, or you may wish to create your own. (The examples below are already inorder, so be sure to mix up the order before writing them on the board.)

1. Jefferson, Lincoln, Hoover

2. 1/3, 2/5, 1/2

3. airplane, radio, television

4. Bach, Beethoven, Brahms

5. Revolutionary War, Civil War, Spanish American War

6. Elvis, Beatles, Elton John

7. Westward Expansion, Industrial Revolution, Space Race

8. Massachusetts, Michigan, Hawaii

9. Michelangelo, Van Gogh, Picasso

10. telephone, light bulb, phonograph

11. 2/3, 4/5, 6/7

12. Great Depression, Pearl Harbor, Kennedy Assassination

13. first man on the moon, Nixon resignation, first space shuttle flight

14. John Glenn, Neil Armstrong, Sally Ride

15. William Shakespeare, Mark Twain, Ernest Hemingway


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It’s on the Tip of My TongueTo play this game, divide the students into groups of four. Groups take turns having one person giveclues while the others guess the word. Use the word cards below or prepare your own based on yourunit of study. Each card should have 10 words that pertain to a certain subject. Each clue giver has oneminute to get the team to say as many words on the cards as possible. The clue giver may say anythingexcept what letter the word starts with or what it rhymes with. The clue giver may, however, provideclues for a word that rhymes. For example, if the word is “park,” the clue giver can say “it rhymes withthe opposite of light.” The clue giver may not say “It rhymes with dark.”

The clue giver is allowed one free pass on a word that the team is having difficulty with, but one pointwill be subtracted from the total score for any words passed after that.

You can play for a predetermined number of rounds.

Sample Cards

States

1. Michigan

2. Montana

3. Virginia

4. Oregon

5. North Carolina

6. Tennessee

7. Ohio

8. Florida

9. New York

10. Colorado

Presidents

1. Grover Cleveland

2. Richard Nixon

3. Herbert Hoover

4. Jimmy Carter

5. John Quincy Adams

6. Bill Clinton

7. Abraham Lincoln

8. John F. Kennedy

9. Franklin Roosevelt

10. Dwight Eisenhower


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It’s on the Tip of My Tongue (cont.)

Sample Cards (cont.)

Book Titles

1. Little Women

2. The Adventures of Tom Sawyer

3. Charlotte’s Web

4. Ramona the Pest

5. Indian in the Cupboard

6. The Little Engine That Could

7. The Cat in the Hat

8. Little House on the Prairie

9. Alice in Wonderland

10. Old Yeller

Inventions

1. telephone

2. phonograph

3. light bulb

4. radio

5. airplane

6. computer

7. automobile

8. telegraph

9. cotton gin

10. printing press

Animals

1. hedgehog

2. squirrel

3. hippopotamus

4. gorilla

5. dolphin

6. gerbil

7. bat

8. crow

9. moose

10. panda bear

Astronomy

1. Mars

2. Milky Way

3. comet

4. asteroid

5. meteor

6. star

7. planet

8. moon

9. galaxy

10. Saturn


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You Don’t Say!Divide the class into two groups. Teams take turns having one member of the team give clues while therest of the team tries to guess the word on the word card. Each word card contains a “desired word”with three words underneath the desired word that the clue giver may not say. A member from theopposing team watches the card while the clue giver is providing clues. If the clue giver says one ofthe forbidden words, the monitor calls out “You don’t say!” and a point will be given to the other teamwhen the score is tallied.

The clue giver has exactly one minute to go through as many clue cards as possible. After one minute,the cards used are reviewed, and the score is tallied. The other team receives one point for any cardthat is passed or any time that the clue giver said one of the forbidden words. The team giving cluesreceives one point for each word guessed correctly. Clues may be given in complete sentences,gestured, or pointed to. The only things not allowed are saying what letter the “desired word” beginswith, giving a word it rhymes with directly, or saying one of the forbidden words. You may play for aspecific amount of time or until a set number of points are scored, such as 25 or 50. Below and on thenext page you will find sample word cards. You may wish to make your own to coincide with aspecific unit of study. You may also wish to have students make up the cards. When making the cards,be sure that the forbidden words are words that are closely related to the desired word.

CHEF

food

cook

kitchen

FIRE ENGINE

red

truck

water

HOSPITAL

sick

doctor

building

SCHOOL

students

teachers

learn

BOOK

read

letters

story

COMPUTER

keyboard

monitor

mouse


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You Don’t Say! (cont.)

DOG

pet

animal

fur

BANANA

fruit

yellow

peel

TELEVISION

channel

cable

program

SWIMMING POOL

water

bathing suit

chlorine

AIRPLANE

pilot

fly

flight attendant

CLOUD

white

puffy

sky

X-RAY

film

bone

broken

CAMERA

picture

film

flash

FOURTH OF JULY

holiday

fireworks

independence

TELEPHONE

call

number

ring

ENGLAND

country

Europe

London

UNITED STATES

country

America

flag


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BingoReproduce a bingo card (see below) for each student. Choose the categories from the lists below ormake up your own based on what you are currently studying. Put 25–30 choices on the board and havestudents write the words in random order on their cards. Choose a word at random to announce, and ifa student has that word on his or her bingo card, he or she covers it with a slip of paper, bean, or othertype of marker. When a student has covered a complete row, he or she shouts “Bingo!” and is thewinner of the game. To make it more difficult, you may wish to include choices that are incorrect sothat the students will have to determine which words will fit the category. You may also choose to haveeach column represent a different category. For example, in the first column, choose verbs, the secondcolumn, nouns, etc.

Suggested Categories Language Arts: prepositional phrases, common nouns, verbs, adjectives, adverbs, literary characters,homonyms, synonyms, antonyms

Science: earth science, astronomy, mammals, vertebrates, invertebrates, insects, human body, biology

Social Studies: states and capitals, world geography, presidents, U.S. history

Math: addition, subtraction, multiplication, division facts, equivalent fractions

FREE

B I N G O


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ConcentrationDecide on an area of study for which to play the game—for example, multiplication facts. Fold twopieces of paper so you have eight squares on each piece. If you wish to have more than 16 cards in thegame, use more paper. On one set write the questions, such as 8 x 4 = ?, and on the other set write theanswers, such as 32. (As an alternative, you may duplicate the concentration cards shown below andwrite your questions and answers on the reverse sides.)

Directions • Copy the first set of cards on colored cardstock, and copy the second set of cards on differently

colored cardstock. If colored paper is not available, simply mark the backs of one set of cards todistinguish them.

• Cut the first set of cards apart, shuffle them, and spread them out facedown. Do the same with thesecond set of cards.

How to Play • The first player turns over a card from the first set, reads it, and decides what answer card is

missing.

• He or she then chooses an answer card. If it is the needed card, the player keeps the pair andtakes another turn.

• If it is not a match, the player returns both cards facedown to their original positions, and the nextplayer takes a turn. The game continues until there are no cards left. The player with the mostcards wins.

Concentration

Con

cent

ratio

n Concentration

Concentration

Concentration

Con

cent

ratio

n Concentration

Concentration

Concentration

Con

cent

ratio

n Concentration

Concentration

Concentration

Con

cent

ratio

n Concentration

Concentration


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • General Games

CharadesEquipment: paper and pencil and a clock with a second hand

Directions• Where to play: anywhere

• Number of players: six or more

• The object of the game is to guess, in the shortest time possible, the famous phrase or sentencebeing acted out by your team.

• After two teams are formed, one acts as the audience and the other as the actors.

• Each member of the audience writes down a famous saying or title on a slip of paper. The phraseshould be one that everyone will recognize.

• The phrases are put in a bowl and mixed up. One at a time actors draw a slip of paper from thebowl and try to act out the written phrases through gestures to their teammates.

• These are some of the gestures used during charades:

1. Hands held together with palms open means the clue is a book.

2. Arm bent at the elbow with the fist closed moving in a circular fashion means the clue is amovie.

3. The number of fingers held up indicates how many words are in the clue. Then the actor canhold up fingers indicating which word he or she is trying to act out.

4. A hand cupped over the ear indicates the word “sounds like” and means a word rhymes with aword that is easier for the actor to act out.

5. A beckoning motion means the team is getting close to the right answer. If the team is far off,the actor makes a pushing gesture.

• The team calls out guesses the whole time the actor is gesturing. A timekeeper keeps track ofhow long it takes the team to guess the right answer. If the team does not guess correctly in theallotted time, then they are given the total time in points. For example, if the teams decide theyhave one minute to guess correctly and they don’t guess during that time, they are given 60 points.If they are able to guess in 45 seconds, then they are given 45 points.

• The team with the lowest total guessing time wins the game.

• When the word is guessed correctly, the partners switch roles.

• A time limit should be set. At the end of the specific time, the team with the least points wins. Atthis time, the quiz master could change places with one of the players.


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Knowledge Per SuitsCombine the excitement of a card game with the challenge of scholasticachievement, and the result is “knowledge per suits.” All that is required is anordinary deck of playing cards and 54 academic questions (these may be selectedfrom unit or text chapter review, midterm and final examination preparations, oritems from the question banks found in this book).

Directions• Divide the class into four evenly numbered teams—Spades, Hearts, Clubs,

Diamonds. Each team will select and identify an official team answer-giver.

• Shuffle the deck of cards and lay them facedown in front of the game leader.Game play begins when the game leader turns over the top card.

• The game leader holds up the card for all to see and announces the suit of theplaying card. This alerts the team members assigned to that suit to prepare fortheir question.

• The question is directed to all team members of that suit, who may discusspossible answers. The official team answer-giver has 30 seconds in which torespond. Caution: any answer shouted out by an individual other than the answer-giver will be counted as an incorrect response from the team. One point isawarded for each correct answer.

• Each round is played in a like manner for all 52 playing cards that are marked bya suit (spades, hearts, clubs, diamonds). The rules for Knowledge Per Suits callfor a 54-card deck because game play includes the two jokers.

• In the event a joker is turned up, the game leader will show the cards andannounce “Joker . . . This is an all-play round.” The game leader will then directthe question to members of all four teams. The first official team answer-giver toraise his or her hand will then be granted the opportunity to answer the question;only one guess is allowed per team. If an official team answer-giver provides anincorrect response, then another team will be provided the opportunity to respond.One point will be given to the team that responds with the first correct answer.

• The winner is the team with the most points after 54 cards.

Variations1. On joker rounds, have each team write a response on paper. This makes it

possible for all four teams to score a point.

2. Team answer-givers rotate with each card played in their suit. Questions will beanswered without help from team members.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • General Games

Doctor, Dare I?This game puts an academic twist on an old playground favorite.

Directions• Choose a player to be “Doctor” (this role is best filled by the classroom teacher for the first

game). The remaining players may be seated at their desks or in a circle on the floor.

• Game play is begun by the game leader who selects any student at random and poses an academicchallenge to him or her.

• Before answering the question the player must ask “Doctor, dare I?” The game leader willrespond “Yes, you dare.” Or “No, you dare not!”

• For every question awarded correctly, the player will receive one point. Questions answeredcorrectly without asking “Doctor, dare I?” will receive zero points.

Game Play ExampleTeacher—“Rachel, recite the alphabet backwards.”

Rachel—“Doctor, dare I?”

Teacher—“No, you dare not! Jared, Give me the mathematical formula used to determine thearea of a rectangle.”

Jared—“Doctor, dare I?”

Teacher—“Yes, you dare.”

Jared—“Length times width.”

Teacher—“That is correct. Clare, tell me the name of the planet closest to the sun.”

Clare—“Doctor, dare I?” (And so on . . .)

• The game leader must be careful to distribute academic challenges evenly to all participants andnot to play favorites. The first player to obtain 10 points is the winner and gets to be doctor nexttime.

Variations1. For a quicker game, limit the winning score to five points.

2. Designate start and finish lines or have the game leader stand across the room from the remainingplayers who are lined up along the wall. Players will take one step for each correct answer. Thewinner is the player who crosses the finish line or reaches the game leader first.


General Games • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Dynamite Academic DartsEverybody enjoys the challenge of darts. This game adds a newtwist by injecting the element of educational academics. There arethree ways to incorporate darts into the classroom; pick the versionthat suits your need best.

Game Two

This version of Dynamite Academic Darts is very similar to the first version. This also can beused in place of unit review or a pop quiz. It is fun for the students and provides the teacher witha random sampling of knowledge retention. The following directions apply:

1. Each student will throw three darts.

2. The numbers scored will correspond with three pre-determined questions (numbered 1 to 20) that will be answered on a prepared quiz sheet.

Game One

Use Dynamite Academic Darts in place of a “pop-quiz” or other weekly review. The followingdirections apply:

1. Students will take turns throwing a single dart at the dartboard. Each dart will correspond toa question (total of 20) which will be presented orally to the student.

2. Correct answers are to be praised; incorrect answers provide an opportunity to launch agroup discussion or review the specifics of the question with the class.

3. If a student throws a dart into the bull’s eye of the dartboard, then he or she will receive afree pass.

Game Three

Use Dynamite Academic Darts to teach math concepts. The following directions apply:

1. Students throw two or three darts.

2. The child will then use the numbers “hit” in mathematical relationships as directed by thegame leader (add, subtract, multiply, divide, square, etc.).


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • General Games

Dynamite Academic Darts (cont.)

Game Four

Instead of a single question assigned to each number on the target, the game leader can provideopen-ended challenges to the game participants. Dynamite Academic Darts is then used as aneducational motivation for the class. Teachers can allow students to play in free time as a rewardfor behavior, rotate the turns among students weekly, or play together as a class. Use the sampletable below to play your first game of Dynamite Academic Darts.

1. Recite a complete sentence, identifying at least three parts of speechused in the sentence.

2. Give an example of a homonym.

3. What is the sum of 10 + 3 + 14 + 6 + 7 + 20?

4. Who was the sixteenth president of the United States?

5. What are the seven continents of the world?

6. Spell “extraordinary.”

7. Correctly use a possessive pronoun in a sentence.

8. What is the square root of 16?

9. What famous thing did Chuck Yeager do on October 14, 1947?

10. Name three constellations of the night sky.

11. What are the five oceans of the world?

12 Give an example of a synonym.

13. Define the Pythagorean theorem.

14. Who was Martin Luther King, Jr.?

15. What did Columbus do in 1492?

16. What is the capital of Montana?

17. What are the four layers of the earth?

` 18 What are the names of the five Great Lakes?

19. Who is the current president of the United States?

20. What is the product of 12 x 12?

Number Academic Challenge


General Games • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Educational ChessChess is educational? Yes! Chess as a parlorgame is very beneficial to a child’s developingbrain and teaches critical thinking. Ineducational chess, students must earn the chanceto make a move for the team by completing anacademic challenge.

Teachers may apply it in the classroom as amotivation tool.

It is assumed that game leaders hostingeducational chess have a basic understanding ofchess, including setup of the chessboard, howthe pieces move, and other fundamental rules.

Directions• Set up the chessboard in an accessible location. Divide the class or game participants into two

evenly numbered teams.

• After establishing which student is to go first, the game leader will present an academic questionor challenge to the child (questions may be found in student texts or in any of the question banksincluded this book).

• If the student answers the challenge correctly, then he or she has earned the right to make onechess move. If the question is answered incorrectly, then the question will default to another teammember who will be provided an opportunity to answer the question and make a move for theteam. If the question is not answered correctly after three attempts, then the game leader willannounce the correct answer and select another student to make the chess move.

• Play will continue in a like manner, providing every child an opportunity to pass the challengeand move a chess piece. The game is over when a checkmate or stalemate is achieved.

Variations1. The game may be played in one sitting or be spaced out over the course of a week, a month, a

semester, or even a school year.

2. Use the basic game directions to play checkers or another common parlor game.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • General Games

Matching Treasure HuntThis game can be applied to any area of the curriculum that has matching problems—for example,states and capitals, presidents and vice-presidents, math problems with their solutions, chemicalelements with symbols, etc.

To begin this treasure hunt, divide the group into two teams. Select a team leader for each team. Nameeach team something that pertains to the subject. For example, if studying the Revolutionary War, youmight name the teams Minutemen and Redcoats. Before the game begins, write the clues on papers ofdifferent shapes and colors that pertain to the subject. For example, if studying the 13 colonies, youmight write the colonies on blue stripes and their capitals on red stars. Hide the shapes around theroom so that only a very small portion is visible. Each team must look for their own clues, but only theteam leader may touch and collect each clue. Each team must be given some key slogan to call out as asignal to the team leader that a shape has been discovered. For example, the Minutemen can say “TheBritish are coming!” and the Redcoats can yell, “Long live England!” The first team to discover alltheir clues is the winner.

After all the clues have been found, have the team leaders randomly pass them out to the players. Eachplayer must try to find the person on the other team with the match for his or her clue. Once all thematches have been found, have the students read them for reinforcement of the lesson.

Philadelphia

Richmond

Minutemen

Redcoats

Pennsylvania

Virginia

The British are coming!


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Tile PuzzleDivide the class into groups of four. Each group will need a piece of paper, scissors, and a pencil orpen. Instruct the students to fold the paper into eight sections. For a more challenging game, havestudents fold it into 16 sections instead of eight. Assign each group a topic that they are studying. Forexample, one group may be given math facts, while another group is assigned chemical symbols andelements, and another group has parts of speech, etc. Or, all the groups may work on the same topic.

Each group is to make up problems or word pairs to write on the different edges of the paper. Once thetile puzzle is finished, the squares should be cut apart along the folds. These puzzles are thenexchanged with another group. Assign a specific time limit for working on the puzzles. Continue thisuntil each group has had a chance to work on all the puzzles. These may be kept and put into alearning center.

Iow

a

Des

Mo

ines

Illin

ois

Sp

rin

gfi

eld

Ari

zon

a

Ph

oen

ix

Haw

aii

Ho

no

lulu

Sacramento

California Michigan

Lansing

New York Nevada

Albany Carson City

Florida Virginia

Tallahassee Richmond


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Cats and DogsYou may wish to change the name of this game to fit the area which you are studying. For example, ifstudying the Civil War, the teams could be called the Yankees and the Rebels. Divide the class into twogroups. One team is the cats, the other team is the dogs. Choose two or three students to act as thereferees or “veterinarians” to keep the game fair and eliminate any unfair questions. Decide on thesubject matter and give each team time to compile several questions. You may determine the necessarynumber of questions based on your time constraints, or you may give the teams questions that havebeen prepared. First, a cat gives a question to a dog. If the dog answers it correctly, he or she can givea question back to the cat. If the cat answers correctly, neither side scores. A point is scored for eachincorrect answer given by the opposing team. Play for a predetermined amount of time or to a presetnumber of points.

VariationIf a player misses a question, a point is not scored by the other team unless the player who missed thequestion asks the person who asked it another question, and that player answers it correctly.

For example, a cat asks a dog a question; the dog gives an incorrect response. The dog then asks thecat a question. In order for a point to be scored, the cat must answer correctly. If not, no points arescored by either team and play continues.

StandoffThis game works well as an end-of-the-chapter review. Divide the class into teams, having each teamstand in a row. Each person must state a fact that pertains to a particular area of study. There can be noduplications. If a team member repeats a fact that has already been stated or exceeds a predeterminedamount of time (30 seconds, for example), he or she is out. The team with the last member standing isthe winner.


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Picture SurpriseThis game requires some advance preparation. From a magazine select a picture that students willrecognize. It may be a picture of a person, place, or thing. Be sure it is large and clear. To make thisgame more academic, choose a picture that pertains to a subject being studied—for example, a famoushistorical figure for social studies or a planet for science. Fold a large piece of construction paper inthirds to make a folder for the picture. Cut eight strips in the outer flaps as shown in the diagram.Number the strips from one to eight. Keep this construction paper cover for future use.

To play the game, divide the class into two to four equal teams. Decide which team will go first.Announce the subject of the picture: person, place, or thing.

The first team chooses a number to represent one of the windows numbered 1 through 8. Give them aquestion corresponding to the number. The different numbers can represent different subjects—forexample, 1 is a math question, 2 is science, etc.; or all the questions can pertain to the same subject.

If a team answers their question correctly, open the flap of the number they have chosen. The teammay then try to guess what the picture is. If a team is unable to guess the picture, play passes to thenext team. As a variation, you may wish to have a team retain control until they give an incorrectanswer to a question; that is, if they do not guess the picture, they get another turn. The first team tocorrectly guess the picture receives one point. The first team to receive three points is the winner.

1

3

5

7

2

4

6

8


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That’s a Know-KnowIn this game, students come up with two facts pertaining to a given subject matter. One fact is true, andthe other is false. Each student takes turns reading the two facts. The rest of the class votes on theanswer they think is correct. The student receives one point for every vote received for the incorrectfact. Each student receives one point for choosing the correct fact. For example, if studying Americanhistory, a person could say Abraham Lincoln was a general in charge of the Union troops, andStonewall Jackson was a general in charge of Confederate troops. That player receives one point foreach student who voted for the first statement, which was incorrect. Each student who voted for thesecond statement would receive one point for choosing the correct answer. Have students put theirheads down to vote or vote on paper so their votes are not influenced by the other students. Playcontinues for a predetermined amount of time.

Musical Chairs of KnowledgeThis game is played like musical chairs, but it requires some advanced preparation. Tape one questionunderneath each chair. Questions may be taken from the question banks (see pages 283–295), or theymay be prepared from a current unit of study or review. Proceed with the usual musical chairsdirections—that is, have one less chair available than the number of students. Students walk around thechairs while music is played. When the music stops, students sit in a chair as quickly as possible.There will be one student without a chair. That student challenges the player closest to him or her. Theteacher or leader takes the question from underneath the chair and reads it aloud. The first of the twoplayers to answer correctly gets the chair. If neither player can answer the question, the student whowas already seated remains seated, and the challenger is out. Remove one more chair for each round ofplay. The last student left is the winner.


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Bingo for BrainsChildren of all ages seem to enjoy the simple game of bingo. With a little preparation, teachers can usethis game to stimulate the students’ thinking and take a break from the academic routine.

Directions: Obtain a standard set of bingo cards and markers (or reproduce the bingo cards and use asdisposable playing sheets). When one uses the traditional bingo numbers for play, however, they mustbe called out in a manner that complements the academic subject matter. See the examples below ofacademically adapted bingo.

Bingo for Math

This is without a doubt the easiest to adapt to bingo. When the caller draws a number, instead ofcalling the number out—e.g., “B-11,” he or she will call out a mathematical formula that equals thebingo number—e.g., “(3 x 7) - (2 x 5).” Some of the higher prime numbers may require some creativethinking before the game, but it is well worth the effort.

Bingo for Spelling

Game directors should do their homework first on this one. Every number drawn in the game of bingohas a letter and a number—e.g., “N–43.” The academic bingo caller will take the bingo letter andannounce a word that starts with the bingo letter and has the same number of letters in it as the sum ofthe bingo number integers when added together—e.g., N-43 = nostril). This will challenge studentspelling and math skills. Be aware that there is some duplication possible in this game; in our exampleabove a student could interpret “nostril” to be N-34.

Bingo for Science (Chemistry)

In this version the bingo caller disregards the bingo letter and concentrates on the bingo number. Forexample, when “G-57” is drawn by the bingo caller, he or she calls out an element from the periodictable that has an atomic number equal to the bingo number—e.g., G-57 = Lanthanum.

Bingo for History

In this version the bingo caller disregards the bingo letter and concentrates on the bingo number.Players must respond to the number which is representative of an event in history that happened in ayear that ended with those last two digits. For example, when “O-69” is drawn by the bingo caller, heor she might call out “the year in which man first set foot on the moon from Apollo 11.”

Variation: Design your own bingo cards and bingo calling tiles. Tailor the game card to a specificacademic subject—e.g., foreign language and the conjugation of verbs.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • General Games

Head of the ClassThis game is one to be played throughout the entire school year. It is based upon academicachievement and competitive play; however, as the game progresses it should develop a motivation forlearning, independent study, initiative, and critical-thinking skills (strategy).

Object of the Game: Game participants compete through a series of student-designed academicchallenges to progress from their initial, game ranking to become the “head of the class.”

Directions:1. The game begins with a knowledge assessment quiz (general or specific subject matter). The

scores from this test will serve as the initial game ranking. The pre-test should be comprised ofquestions with a wide variation in difficulty to ensure an even distribution in the initial rankings.In the case of a tie in pre-test scores, use a flip of the coin, alphabetical order, birthday, etc., tobreak the tie.

2. On a weekly basis, game participants will be allowed to petition for advancement towards the“head of the class” by submitting a challenge request (verbal or written) to the game director.Participants may challenge individuals no more than two ranking numbers above or below theirranking.

3. Challenges will be entertained working from the bottom up. Participants execute the challenge bynaming their opponents and presenting them with the academic challenge question. If thechallenged opponent is unable to respond correctly to the question, then the two competitors willtrade positions in the ranking. If the question is answered correctly, then the rankings remainunchanged.

4. Game play will continue in this manner until the appointed game completion date (end of theschool year, etc.). The individual in the number one position is “head of the class.”

Variations:1. Keep a visible tally board on the wall or chalkboard to stimulate anticipation and planning.

2. Game directors may limit or identify specific question subject matter throughout the year.

3. Divide the class into smaller groups and have games running simultaneously (multiple “heads” ofthe class).

4. From time to time hold a mega-challenge day; anybody may challenge anybody else for positionregardless of current ranking in the game.


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Invisible Ideas—A Game of GuessingModeled after the traditional children’s game of hangman, Invisible Ideas is a fill-in-the-blanks wordguessing game. However, instead of limiting the game to one word, it may be expanded to includehistorical dates, word definitions, or conceptual ideas.

Teachers can use this game as an introductory activity, transition exercise, or as a stimulus forclassroom discussions.

Directions 1. Choose a word, date, or conceptual idea for the class.

2. Draw one horizontal line for each letter in the “invisible words” (be sure to include theappropriate breaks in between words and any required punctuation—commas, hyphens, etc.).

3. Game participants will take individual turns suggesting letters in hopes that they will fit in theblanks and give a clue to the invisible idea.

4. For each correct letter provided, the game leader will write the letter on the appropriate line orlines. There is no penalty awarded for an incorrect guess; play will move on to the nextindividual.

5. Game participants may guess the “invisible idea” on their turn only; shouting out should not betolerated.

6. When the “invisible idea” is guessed, the learning can begin!

Variations 1. When there is more than one space for the same letter, write in only one of the letters and say,

“There may be more than one of these letters,” and let students figure out how many times toguess the letter.

2. Have an ongoing competition among the class. Divide the group into teams based upon seatlocation (column or rows), alphabetical order, etc. Change teams monthly, quarterly, etc.

3. Scramble each word of the phrase, write the words in reverse, or otherwise jumble it up toincrease the level of difficulty.


QuestionBanks


Question Banks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Introduction to Question Banks

On pages 283–295, you will find question banks for language arts, science, socialstudies (which includes American history, U.S. geography, and world geography),math, art, music, and potpourri (which includes physical education and generalknowledge over a wide variety of subjects).

General Ways to Use the Question Banks

• They may be used for several of the games throughout this book. The gamedirections will refer you to the question banks where appropriate.

• They may be used as excellent sponge activities to fill the extra few minutes ofclass time when you may read the questions aloud. For example, you may wishto have students choose a number at random, and then read them thecorresponding question.

Specific Ways to Use the Question Banks

• Questions are presented in boxes so they may be easily cut apart and glued toindex cards.

• Answers (see answer key) may be printed on the back to be used as flash cards,or they may be written on separate index cards to be used in concentration-typegames.

• You may wish to keep the question banks separated by subject and have studentsadd more questions to the question banks as they go along.

• You may use these questions in place of questions from commercially purchasedknowledge games.

• You may wish to encourage students to create their own game boards using thequestions from the question banks.

• You may use the question banks to spark classroom discussions or to sparkinterest in further research on a subject.

• You may wish to reproduce a given question bank to be used as a pop quiz orwork sheet.


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

Language Arts Question BankLanguage Arts Q.B.

1. Name three common nouns in the followingsentence:

The dog chased his tail while the cat watched.

Language Arts Q.B.11. Name three adjectives to describe yourself.

Language Arts Q.B.2. Name two proper nouns in the following

sentence:

Jill went to the Grand Canyon.

Language Arts Q.B.12. What is the root word for the word bravery?

Language Arts Q.B.3. Make up a sentence containing three common

nouns.

Language Arts Q.B.13. What is the prefix for the word insincere?

Language Arts Q.B.4. Make up a sentence containing three proper

nouns.

Language Arts Q.B.14. How many syllables are in the word revolution?

Language Arts Q.B.5. Which of the following words is not usually a

noun:

idea, freedom, think

Language Arts Q.B.15. Use the words hear and here in a sentence.

Language Arts Q.B.6. Name the two verbs in the following sentence:

We ran and jumped all the way home.

Language Arts Q.B.16. Think of a word where you drop the final E to

add an ending.

Language Arts Q.B.7. Name the linking verb in the following

sentence:

Jose is happy.

Language Arts Q.B.17. Name three synonyms for the word huge.

Language Arts Q.B.8. Name the complete predicate in the following

sentence:

Bill and Sue went to three movies this weekend.

Language Arts Q.B.18. Name an antonym for the word short.

Language Arts Q.B.9. Make up a sentence with an action verb.

Language Arts Q.B.19. Name a word that always needs a capital letter.

Language Arts Q.B.10. Name three words often used as linking verbs.

Language Arts Q.B.20. Name a possessive pronoun.


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History Question BankSocial Studies Q.B.

1. Who was the first President of the U.S.A?

Social Studies Q.B.11. When was the American Declaration of

Independence written?

Social Studies Q.B.2. What led to the sinking of the Titanic?

Social Studies Q.B.12. Who sailed to America on the Mayflower?

Social Studies Q.B.3. Which African-American civil rights leader was

shot to death in Memphis on April 4, 1968?

Social Studies Q.B.13. Who was the president of the Confederacy?

Social Studies Q.B.4. Where did Columbus think he had landed when

he discovered America in 1492?

Social Studies Q.B.14. Who discovered electricity while flying a kite?

Social Studies Q.B.5. Which American president is known for ending

slavery?

Social Studies Q.B.15. Whose midnight ride warned people that “The

British are coming”?

Social Studies Q.B.6. Where did the Incas originate?

Social Studies Q.B.16. In what war was the atom bomb dropped?

Social Studies Q.B.7. Did Sitting Bull defeat Custer at the Battle of

Wounded Knee?

Social Studies Q.B.17. Who wrote the American Declaration of

Independence?

Social Studies Q.B.8. Who made the first nonstop flight across the

Atlantic?

Social Studies Q.B.18. Who were the Forty-Niners?

Social Studies Q.B.9. Who was the first woman to make a nonstop

flight across the Atlantic?

Social Studies Q.B.19. What was the Pony Express?

Social Studies Q.B.10. What was discovered at Sutter’s Mill in

California?

Social Studies Q.B.20. On what date did the Japanese bomb Pearl

Harbor?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

History Question Bank (cont.)

Social Studies Q.B.21. In what year was the Great Stock Market Crash?

Social Studies Q.B.31. What is another name for “The War Between the

States”?

Social Studies Q.B.22. Who was the first man to walk on the moon?

Social Studies Q.B.32. Who invented the telegraph?

Social Studies Q.B.23. Who was the only president to ever resign while

in office?

Social Studies Q.B.33. What was the name of the document that

declared all the slaves in the South were free?

Social Studies Q.B.24. Who is credited with designing the U. S. flag?

Social Studies Q.B.34. Who was the woman who helped slaves escape

on the Underground Railroad?

Social Studies Q.B.25. What woman refused to give up her seat on a bus

in Montgomery, Alabama?

Social Studies Q.B.35. Who first climbed Mount Everest?

Social Studies Q.B.26. Who invented the telephone?

Social Studies Q.B.36. Who is America named after?

Social Studies Q.B.27. What two brothers invented the airplane?

Social Studies Q.B.37. Who was elected president of the United States

four times?

Social Studies Q.B.28. Where did the Pilgrims first land?

Social Studies Q.B.38. Who led Germany during World War II?

Social Studies Q.B.29. What country gave the Statue of Liberty to the

United States as a gift?

Social Studies Q.B.39. In what city was President Kennedy

assassinated?

Social Studies Q.B.30. Which country did Cleopatra rule?

Social Studies Q.B.40. Which war began with the Boston Tea Party?


Question Banks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

United States Geography Question BankSocial Studies Q.B.

1. What is the capital of Kentucky?

Social Studies Q.B.11. What is the most populous state in the United

States?

Social Studies Q.B.2. What state is nicknamed the “Aloha State”?

Social Studies Q.B.12. In what state is the Kennedy Space Center?

Social Studies Q.B.3. What state is nicknamed the “Land of Lincoln?”

Social Studies Q.B.13. On what island is the Statue of Liberty?

Social Studies Q.B.4. In what city would you find the Washington

Monument?

Social Studies Q.B.14. The Mississippi River flows into what body of

water?

Social Studies Q.B.5. In what state would you find the Wright

Brothers Memorial?

Social Studies Q.B.15. What is the largest U. S. state?

Social Studies Q.B.6. Name the longest river in the United States.

Social Studies Q.B.16. Name the two smallest states in the U. S.

Social Studies Q.B.7. In what state was the Battle of New Orleans

fought?

Social Studies Q.B.17. What ocean is on the western border of the

United States?

Social Studies Q.B.8. The Golden Gate Bridge is in what city?

Social Studies Q.B.18. What is the highest mountain in the United

States?

Social Studies Q.B.9. Name the most populous city in the United

States.

Social Studies Q.B.19. In what state is the Grand Canyon?

Social Studies Q.B.10. What is the capital of the United States?

Social Studies Q.B.20. What state begins with the letter U?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

World Geography Question BankSocial Studies Q.B.

1. What is the largest desert in the world?

Social Studies Q.B.11. What is the official language of Brazil?

Social Studies Q.B.2. In what city are the Houses of Parliament?

Social Studies Q.B.12. Name the largest ocean.

Social Studies Q.B.3. In what country is the Eiffel Tower?

Social Studies Q.B.13. In what city would you see the Sistine Chapel?

Social Studies Q.B.4. Name the seven continents.

Social Studies Q.B.14. In what city would you see the Leaning Tower of

Pisa?

Social Studies Q.B.5. Name the four oceans.

Social Studies Q.B.15. In what country would you see the Taj Mahal?

Social Studies Q.B.6. On what continent is Tiananmen Square?

Social Studies Q.B.16. What country occupies an entire continent?

Social Studies Q.B.7. What ocean forms the western border of Europe?

Social Studies Q.B.17. What is the largest country in North America?

Social Studies Q.B.8. In what country did Cortez conquer the Aztecs?

Social Studies Q.B.18. What is the highest mountain in the world?

Social Studies Q.B.9. What river flows through London?

Social Studies Q.B.19. What is the longest river in the world?

Social Studies Q.B.10. What country is on the south border of the

United States?

Social Studies Q.B.20. What is the capital of France?


Question Banks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

General Science Question BankGeneral Science Q.B.

1. True or False? The human body has over 200bones.

General Science Q.B.11. What four things do animals need to survive?

General Science Q.B.2. How many moons orbit around the planet Mars?

General Science Q.B.12. What are the three layers of the earth?

General Science Q.B.3. At what temperature will water freeze and turn

to ice?

General Science Q.B.13. Possible or Impossible? Benjamin Franklin

broke a lightbulb with a cane during anargument.

General Science Q.B.4. How many legs do arthropods have?

General Science Q.B.14. True or False? All mosquitoes bite humans.

General Science Q.B.5. True or False? Sedimentary rock is created by

volcanic activity.

General Science Q.B.15. What U.S. state receives the greatest amount of

rainfall per year?

General Science Q.B.6. In what century was dynamite invented?

General Science Q.B.16. The Great Lakes of Michigan were created by

what historical geologic event?

General Science Q.B.7. True or False? Comets are nothing more than

dirty snowballs in space.

General Science Q.B.17. What force makes objects fall to the ground?

General Science Q.B.8. The ocean’s high and low tides are caused by

what two celestial bodies?

General Science Q.B.18. What is the name of the process that causes iron

to rust?

General Science Q.B.9. An apple—fruit or vegetable?

General Science Q.B.19. What will happen if you touch two magnets

together at the same poles—e.g., N to N?

General Science Q.B.10. True or False? Man has walked on the moon.

General Science Q.B.20. What do vibrations in the air produce?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

Science Question Bank—BiologyScience Q.B.

1. Which part of the inner ear controls our sense ofbalance?

Science Q.B.11. What is the name of the collection of bones that

protects our heart and lungs?

Science Q.B.2. What is the scientific term for breathing?

Science Q.B.12. What is another more scientific name for the

kneecap?

Science Q.B.3. In the human body, where are the deltoid

muscles located?

Science Q.B.13. What are the names of the two long bones of the

lower arm?

Science Q.B.4. What is the scientific name for the thousands of

little holes covering our skin?

Science Q.B.14. Which part of the circulatory system transports

blood away from the heart?

Science Q.B.5. What is the name of the one-celled animal that

can perform photosynthesis?

Science Q.B.15. Where is the “Adam’s Apple” located?

Science Q.B.6. What family of trees do pines, spruce, and firs

belong to?

Science Q.B.16. What is another name for a bird’s beak?

Science Q.B.7. If the blade of a tree leaf is divided into three or

more leaflets, it is said to be what?

Science Q.B.17. Birds travel in flocks, fish travel in schools; what

do insects travel in?

Science Q.B.8. The three major subsections of an insect’s body

are the_________, _________, and_________.

Science Q.B.18. What part of the plant do we eat when we chew

on a carrot?

Science Q.B.9. Which is more commonly said to be nocturnal,

the butterfly or the moth?

Science Q.B.19. What insect order of species do the wasp and bee

belong to?

Science Q.B.10. The retina is attached to which body organ?

Science Q.B.20. What insect is known by the scientific name of

Musca domestica?


Question Banks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Science Question Bank—Earth/PhysicalScience Q.B.

1. How many moons orbit around the planet Mars?

Science Q.B.11. What is the layer of Earth’s atmosphere that is

located closest to the surface?

Science Q.B.2. At what temperature will water freeze and turn

to ice?

Science Q.B.12. What is the name of the galaxy in which our

solar system is located?

Science Q.B.3. True or False? Sedimentary rock is created by

volcanic activity.

Science Q.B.13. What is the most abundant gas in the atmosphere

(comprises 78% of the air we breathe)?

Science Q.B.4. True or False? Comets are nothing more than

dirty snowballs in space.

Science Q.B.14. What name is commonly given to the equatorial

belt of calm winds?

Science Q.B.5. The ocean’s high and low tides are caused by

what two celestial bodies?

Science Q.B.15. What kind of rock is formed by the solidification

of molten rock?

Science Q.B.6. What are the three layers of Earth?

Science Q.B.16. A naturally occurring, solid inorganic compound

is called a what?

Science Q.B.7. The Great Lakes of Michigan were created by

what historical geologic event?

Science Q.B.17. What do you call broad, flat-floored valleys

subject to flooding during times of high water?

Science Q.B.8. What is the positive charged elementary particle

of an atom called?

Science Q.B.18. During a lunar eclipse, why does the moon

appear red?

Science Q.B.9. What do you call a dark funnel-shaped cloud that

develops from storm clouds and contains violentrotating air?

Science Q.B.19. What function does Earth’s ozone layer serve?

Science Q.B.10. What is the most sharply defined weather front

in which cold air displaces warm air?

Science Q.B.20. What planet is famous for the colorful rings that

surround it?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

Math Question BankMath Q.B.


Math Q.B.11. How do you find area?

Math Q.B.2. What is 56 divided by 8?

Math Q.B.12. How do you find perimeter?

Math Q.B.3. What is 9 squared?

Math Q.B.13. Name all the multiples of 14.

Math Q.B.4. What is the square root of 36?

Math Q.B.14. What is one-half of 32?

Math Q.B.5. What is the least common denominator of 1/2 and

1/3?

Math Q.B.15. What is one-third of 30?

Math Q.B.6. What is the least common multiple of 4 and 6?

Math Q.B.16. At what temperature Celsius does water freeze?

Math Q.B.7. What is the greatest common factor of 4 and 12?

Math Q.B.17. At what temperature Fahrenheit does water

freeze?

Math Q.B.8. How many minutes are in 3 hours?

Math Q.B.18. What is the denominator in the fraction 1/4?

Math Q.B.9. How many inches are in a yard?

Math Q.B.19. What is the numerator in the fraction 3/5?

Math Q.B.10. What is 10 to the third power?

Math Q.B.20. Change the improper fraction 3/2 to a mixed

number.


Question Banks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Art Question BankArt Q.B.

1. Name a primary color.

Art Q.B.11. What do you call a large painting on a wall?

Art Q.B.2. Name a color in the rainbow.

Art Q.B.12. What famous artist cut off his ear?

Art Q.B.3. Name a secondary color.

Art Q.B.13. Who painted the ceiling of the Sistine Chapel?

Art Q.B.4. Yellow and red mixed together make what color?

Art Q.B.14. What type of painting did Claude Monet do?

Art Q.B.5. Name two primary colors that mix together to

make a secondary color.

Art Q.B.15. Name the famous Spanish artist who had a “Blue

Period.”

Art Q.B.6. Name a famous artist.

Art Q.B.16. What kind of painting is done on wet paper

without a brush?

Art Q.B.7. Who painted the Mona Lisa?

Art Q.B.17. What ink used for drawing is named for an Asian

country?

Art Q.B.8. Name something that has texture.

Art Q.B.18. What is the term for a painting of a person?

Art Q.B.9. Name something that has a design.

Art Q.B.19. What type of paint dries faster—oil or acrylic?

Art Q.B.10. Name an art medium.

Art Q.B.20. What is the Louvre?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

Music Question BankMusic Q.B.

1. How many strings does a guitar usually have?

Music Q.B.11. How many notes are there in an octave?

Music Q.B.2. Who wrote the 1812 Overture?

Music Q.B.12. What are the four main groups of instruments?

Music Q.B.3. What country were the Beatles from?

Music Q.B.13. What is the name of a person who leads an

orchestra?

Music Q.B.4. What instrument does Elton John play?

Music Q.B.14. Is the saxophone a woodwind instrument?

Music Q.B.5. Who wrote the “Star-Spangled Banner”?

Music Q.B.15. Who sings higher, an alto or a soprano?

Music Q.B.6. Who wrote “Swanee River”(“Old Folks at

Home”)?

Music Q.B.16. How many keys are there on a piano?

Music Q.B.7. Tchaikovsky is from which country?

Music Q.B.17. What patriotic song has the line “and forever in

peace may you wave”?

Music Q.B.8. Who sang “Heartbreak Hotel”?

Music Q.B.18. Who is most famous for singing “New York,

New York”?

Music Q.B.9. What is the name of the song the military plays

at the end of the day?

Music Q.B.19. What musical features the song “Tomorrow”?

Music Q.B.10. What famous composer wrote some of his most

famous compositions when deaf?

Music Q.B.20. In what city is the Metropolitan Opera House?


Question Banks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Potpourri Question BankPotpourri Q.B.

1. What drink is Brazil famous for?

Potpourri Q.B.11. A mule is a cross between what two animals?

Potpourri Q.B.2. Venison is the meat of which animal?

Potpourri Q.B.12. Who wrote The Cat in the Hat?

Potpourri Q.B.3. What is Big Ben?

Potpourri Q.B.13. What do you call a group of lions?

Potpourri Q.B.4. In war, what does a white flag indicate?

Potpourri Q.B.14. What comes first in a butterfly’s life, being a

caterpillar or a cocoon?

Potpourri Q.B.5. What is a one-wheeled bicycle called?

Potpourri Q.B.15. Is a square always a parallelogram?

Potpourri Q.B.6. According to myth, which continent sank to the

bottom of the ocean?

Potpourri Q.B.16. What fabric is made from the flax plant—wool,

silk, or linen?

Potpourri Q.B.7. Which fictional character shot an apple from his

son’s head with a bow and arrow?

Potpourri Q.B.17. Which has stronger winds, a hurricane or a

tornado?

Potpourri Q.B.8. How many is a gross?

Potpourri Q.B.18. Name the world’s largest freshwater lake.

Potpourri Q.B.9. What is a dromedary?

Potpourri Q.B.19. What continent is the Amazon River on?

Potpourri Q.B.10. What is a pecan?

Potpourri Q.B.20. In what part of the human body would you find

the cerebral cortex?


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Question Banks

Potpourri Question Bank, Part IIPotpourri Q.B.

1. What clear substance is made by melting sand,soda, and limestone together?

Potpourri Q.B.11. What is the name of the imaginary line of

latitude around the middle of Earth?

Potpourri Q.B.2. What were ancient Egyptian kings called?

Potpourri Q.B.12. Who occupies the Oval Office?

Potpourri Q.B.3. Who has a larger brain, a human or an

orangutan?

Potpourri Q.B.13. What kind of bear is white?

Potpourri Q.B.4. What does a herpetologist study—mammals,

fish, or snakes?

Potpourri Q.B.14. What was a prairie schooner?

Potpourri Q.B.5. How many states are in the United States?

Potpourri Q.B.15. When are nocturnal animals most active?

Potpourri Q.B.6. What is the largest organ of the human body?

Potpourri Q.B.16. How many pounds are in a ton?

Potpourri Q.B.7. What is the black dot in the middle of the human

eye called?

Potpourri Q.B.17. How do you say “goodbye” in Spanish?

Potpourri Q.B.8. What animal does bacon come from?

Potpourri Q.B.18. Who is the leader of Cuba?

Potpourri Q.B.9. How many grams are there in a kilogram?

Potpourri Q.B.19. What are young swans called?

Potpourri Q.B.10. Who owned a sword called Excalibur?

Potpourri Q.B.20. On which continent do koalas live?


Language Arts

Page 7—Presto Change-o Anagrams1. west2. Elvis3. salt4. plum5. nest6. Iran7. tale8. aunt9. arms

10. golf

Page 8—California Dreaming1. O2. F3. O4. F5. O6. O7. O8. F9. O

10. F

Page 9—Circus World Scheduleclowns (three shows): 11:00 A.M., 1:00 P.M., 5:00 P.M.elephants (two shows): 10:00 A.M., 4:00 P.M.acrobats (two shows): 12:00 M, 2:00 P.M.

Page 10—Sports CompetitionDeancy—volleyballBriana—roller bladingChase—soccer shootFelipe—skateboard jump

Page 11—Potluck LunchKristina—browniesDavid—sodaMeryl—pizzaFrazier—nachos

Page 12—Carnival FunJason—ferris wheelErin—roller coasterAlex—water slideRicky—tilt-a-whirl

Page 13—Compound Word Puzzle2. doghouse3. bedtime4. seashore5. blueberry6. overcoat7. cardboard8. crossword

Page 15—Contraction Word Search1. will not—won’t2. should not—shouldn’t3. let us—let’s4. is not—isn’t5. it is—it’s6. how is—how’s7. they have—they’ve8. who would—who’d9. she will—she’ll

10. I will—I’ll

Page 16—More Plurals, Please!1. geese2. teeth3. sheep4. feet5. stepchildren6. brothers-in-law7. handfuls8. justices of the peace9. walruses

10. axes11. lice12. allergies13. pianos14. cases of chicken pox

Page 17—Dictionary Skills—Alphabetical OrderNames2—Abraham Lincoln1—Helen Keller5—Jackie Robinson6—Shirley Temple7—Booker T. Washington8—George Washington3—Christa McAuliffe4—Ramona QuimbyPlaces6—Lake Zurich8—Rochester7—New York City4—Iowa City5—Lake Geneva1—Atlanta3—Detroit2—ClevelandTV Shows5—I Dream of Jeannie6—I Love Lucy2—The Brady Bunch3—Full House8—Sesame Street7—Leave It to Beaver4—Happy Days9—Seventh Heaven1—Boy Meets WorldGrab Bag7—informant3—geniuses1—doodle8—interaction6—informal5—genuine4—gentle2—doom

Page 18—Dictionary Skills—Guide Wordsgabfest to Galileo5—gait8—gale1—gadget4—gainful6—gala3—gage2—gag7—galaxygambol to gangrene1—game

Answer Key


Page 18 (cont.)

5—gamut4—gamma ray2—gamester6—gamy3—gamma7—gander8—ganglygentian to geophysics2—gentle6—geode8—geometry3—gentlemen1—gentile4—genuine7—geology5—genusgingerly to gizzard1—gingko4—girl2—gip6—give7—given8—gizmo3—giraffe5—gist

Page 35—Say What?1. parted2. two in the bush3. laughs best4. saves nine5. words6. grow fonder7. leap8. healthy, wealthy, and wise9. a pound of cure

10. should not throw stones11. one is dead12. never to have loved at all13. on the other side of the fence14. never boils15. three’s a crowd

Page 36—Analogies1. Europe2. sight3. road, street, highway4. down5. meow6. sweet7. shine8. thick, fat9. cold

10. foot11. composer12. son13. egg(s)14. Illinois15. green

Page 37—Idiom ManiaAnswers will vary.

Page 44—Break a Code!Decoded Line: If it weren’t for venetian blinds, it would be curtainsfor all of us!

Page 45—Glad LibsAnswers will vary.

Social Studies

Page 54—Is It Possible?1. No (Franklin died in 1790 before Morse demonstrated the

telegraph in 1837.)2. No (Lincoln died in 1865; first U.S. patent for bicycle

issued in 1866.)3. Yes (Earhart died in 1937. RCA had receivers in 150

homes in New York in 1936.)4. Yes (Kennedy died in 1963. Microwaves were produced in

the 50s.)5. No (Ross died in 1836. Telephone was invented in 1876.)6. Yes (Keller died in 1968. Twist was introduced in 60s.)7. Yes (Robinson died in 1972. Calculators available before

that.)8. No (Disney died in 1966. CDs were first available in

1982.)9. Yes ( M. Washington died in 1802. Eyeglasses invented

before that.)10. Yes (Wilber died in 1912, Orville in 1948. Roller skates

were invented in 1760.)

Page 55—Civil War Secret Message

malice toward none, charity for all

Page 58—Test Your Map Skills1. Florida2. Alaska3. Rhode Island4. Minnesota, Wisconsin, Illinois, Missouri, Nebraska, South

Dakota5. Kansas, Nebraska, South Dakota, North Dakota6. Texas, Lousiana, Mississippi, Alabama, Florida7. Hawaii8. Idaho9. Illinois

10. New York11. Oregon, Nevada, Arizona12. Minnesota, Mississippi, Missouri, Montana, Michigan,

Maine, Maryland, Massachusetts13. Maine, New Hampshire, Massachusetts, Connecticut,

Rhode Island, New York, New Jersey, Delaware, Maryland,Virginia, North Carolina, South Carolina, Georgia, Florida

14. California, Oregon, Washington, Alaska, Hawaii15. Minnesota, Wisconsin, Michigan, Illinois, Indiana, Ohio,

Pennsylvania, New York16. Alaska17. Alaska18 California, Arizona, New Mexico, Texas19. Washington, Idaho, Montana, North Dakota, Minnesota,

New York, Vermont, New Hampshire, Maine20. Manhattan

Page 65—Show Me the Money!1. e2. l3. g4. h5. j6. a7. i

Answer Key (cont.)


Page 65 (cont.)

8. c9. k

10. b11. d12. f

Page 66—Who Invented It?1. D2. E3. F4. A5. C6. H7. B8. G

Unusual Inventions1. C2. D3. A4. E5. B

Page 67—Calling All Detectives!1. Vermont2. Wisconsin3. New York4. Alabama5. California6. Michigan7. Wyoming8. Florida9. Montana

10. Tennessee

Page 80—Hidden Treasure1. 57 mi2. 60 mi3. 22 mi4. 38 mi5. 19 mi6. 38 mi7. 8 mi8. north9. 9 mi

10. east11. 13 mi12. 17 mi13. Ann

Page 81—Which State Am I? (Southeast)1. Alabama2. Florida3. Kentucky4. Louisiana5. Arkansas6. Georgia7. South Carolina8. North Carolina9. West Virginia

10. Virginia11. Tennessee12. Mississippi

Page 83—Which State Am I? (Northeast)1. Connecticut2. Maryland3. Delaware4. New Hampshire

5. Maine6. Massachusetts7. Pennsylvania8. Rhode Island9. Vermont

10. New York11. New Jersey

Page 84—Which State Am I? (Midwest)1. South Dakota2. Michigan3. Indiana4. Ohio5. Minnesota6. Illinois7. Iowa8. Missouri9. Kansas

10. North Dakota11. Nebraska12. Wisconsin

Page 85—Which State Am I? (Southwest)1. Texas2. New Mexico3. Arizona4. Oklahoma

Page 86—Which State Am I? (West)1. Alaska2. California3. Colorado4. Hawaii5. Idaho6. Montana7. Nevada8. Oregon9. Washington

10. Wyoming11. Utah

Page 87—North America Word Scramble1. Antigua2. Bahamas3. Barbados4. Belize5. Canada6. Costa Rica7. Cuba8. Dominica9. Dominican Republic

10. El Salvador11. Grenada12. Mexico13. Jamaica14. Honduras15. Haiti16. Guatemala17. United States18. Trinidad and Tobago19. St. Vincent and the Grenadines20. St. Lucia21. St. Kitts22. Puerto Rico23. Panama24. Nicaragua

Answer Key (cont.)


Page 88—Countries of South America1. Guyana2. Argentina3. Venezuela4. Bolivia5. Uruguay6. French Guiana7. Suriname8. Brazil9. Peru

10. Chile11. Paraguay12. Colombia13. Equador

Page 89—Europe1. Belgium2. Bulgaria3. Denmark4. Spain5. Sweden6. France7. Finland8. Italy9. Poland

10. Portugal11. Switzerland12. Ireland13. Estonia

Secret Word: Glass Flippers

Page 90—Asia1. Pakistan2. Philippines3. Singapore4. Vietnam5. Turkey6. Thailand7. Taiwan8. Saudi Arabia9. South Korea

10. Lebanon

Page 91—The Constitution1. No, Mr. X is 22 years old. To be a representative, a citizen

must be 25; Article 1, Section 2.2.2. No, Miss Y has been a citizen for six years; to be a senator,

a person must have been a citizen for nine years. Article 2,Section 1.5.

3. No, even though Mrs. W is a citizen, she has been living inthe U.S.A. for only four years. To be eligible to run forpresident, a citizen must have been living in the U.S.A. for14 years, Article 2, Section 1.5.

4. Yes, representation in Congress is determined bypopulation. Article 1, Section 2.3.

Page 92—States Puzzler1. Maine2. Rhode Island3. Vermont4. Connecticut5. New Hampshire6. Newark7. Annapolis8. Pennsylvania9. Boston

10. Montpelier11. Delaware12. Albany

Puzzler Word: northeastern

Page 94—Excellent Explorers1. Columbus2. Byrd3. Cortez4. Earhart5. Darwin6. Magellan

Science

Page 97—Astronomy—Knowledge Challenge1. nighttime2. binoculars, telescopes, star maps, constellation charts3. planetarium4. true5. Milky Way Galaxy6. Andromeda Galaxy (also Large Magellanic Cloud and

Small Magellanic Cloud Galaxies)7. Aurora Borealis8. reflecting telescope, refracting telescope, radio telescope,

space telescope9. blue, white, red

10. red11. Horsehead(Orion) Nebula, Eagle Nebula, Cats Eye Nebula,

Cygnus Loop Nebula12. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,

Neptune, Pluto13. Mercury—0, Venus—0, Earth—1, Mars—2, Jupiter—16,

Saturn—20, Uranus—15, Neptune—8, Pluto—114. Hale-Bopp15. Answers will vary.16. astronomer

Page 98—Astronomy—Space Satellites1. Viking2. Galileo3. Sputnik4. Voyager5. Mars Pathfinder6. Hubbel Space Telescope

Page 100—Ecology—Endangered Species1. Kirtland Warbler2. California Condor3. Red Wolf4. Carolina Parakeet5. Koala Bear6. Horned Lizard7. Mongoose8. Gnu9. Osprey

Page 101—Ecology—Pollution Decoder1. Combustion2. Accidents3. Meat Production4. Aerosol Sprays5. Agriculture6. Industrial Waste7. Food Additives8. Drugs and Cosmetics

Page 102—Ecology—Natural Resources CrosswordAcross

2. vegetation5. soil6. water

Answer Key (cont.)

11. Mongolia12. Kuwait13. Jordan14. Japan15. Israel16. India17. China18. Afghanistan19. Cambodia20. Bangladesh

7. Cousteau8. Balboa9. Pizarro

10. Cartier11. Armstrong12. Hudson

Down1. mineral3. animals4. air


Page 104—Oceanography—Sea Life Word Search

Page 105—Oceanography—Ocean Currents Word Search

Page 106—Geology Knowledge Challenge1. 7,926.41 miles2. uranium3. diamond4. talc5. false6. 17897. feldspar, mica, gypsum, quartz, sulfur, etc.8. emerald, ruby, etc.9. igneous rock rising from beneath the surface

10. igneous, sedimentary, metamorphic11. igneous—basalt, sedimentary—sandstone, metamorphic—

gneiss (plus others)12. geologist

Page 111—Scrambled Eggs1. spiders2. some snakes3. frogs4. ants5. snails6. squid and octopus7. spiny anteater8. moths9. fish

10. penguin

Page 119—Rock RelationshipsIgneous—basalt, obsidian, pumice, granite, gabbro, dioriteSedimentary—shale, limestone, conglomerate, sandstone, shale,coal, fossilMetamorphic—slate, gneiss, marble, schist, quartzite

Page 127—Space SenseScrambled Wordssatellite (7)reflectorstar clustergalaxy (1)asteroid (9)zenith (3)ecliptic (6)parsecelongation

Math

Page 131—Did You Get It?

Answer Key (cont.)

S A I L F I S H O R C A L M A

J T I G E R S H A R K O Q T N

E U A B Z E B R A E M C L E E

L N A R W H A L L D S T O P M

L A S T F I G C H I T O N M O

Y E L L O I A B D O L P H I N

F L A G U N S E A S L U G L E

I M M E R S E H O N E S T L Y

S P L A N K T O N M A R L I N

H O B R O Y R O G E R D A L E

C A N A R Y I S L A N D T E E N

A G U L H A S H K N I F E L E O

L A B E N G U E L A I C A A R R

I M P O S I U I A R F L A B I T

F E H U M B O L D T T E N R E H

O H M Y W O R D F E M E D A B A

R N M E D I N A U S O S Y D A T

N O N O N I N E Z A T O P O T L

I N S O W H E N Z I E R K R S A

A B E T T E R W O R L D E G A N

A N S W E R D A R E N A P A J T

W E B L E S S Q I V I V E N M E

W E Q U A T O R I A L O R S I C

1. 212. 73. 94. 2

5. 86. 77. 58. 8

9. 6910. 9211. 3612. 25

13. 5314. 9115. 3216. 8

17. 318. 819. 2020. 85

ElsieleghillLeehiLee

ElsieeggLeeElsiegobblegiggle

LeeElsiegoshshell

11. grasshopper12. eagle13. duckbill platypus14. turkey15. dinosaurs16. sharks17. salamanders18. hornets19. wasps20. bees

Page 138—Cinco de Mayo Math Game1. 2582. 7743. (39) 8134. (81) 7325. 14646. 13,1767. (4) 3,2948. (513) 27819. (1290) 1491

10. (380) 1871 - 9 = 1862

Page 140—Backwards JeopardyFractions: 2/4, 3/6; 1/3; 2 2/3; 8 1/6; 1 3/8 Measurement: 12; 18; 1; Fahrenheit, Celsius; area = 1/2 bh Word Problems: 28; 105; $57.00; roller blade time; cannot answerTime: quarter till three; 180; 4; 100; 4 hrs. 5 min.

Page 145—Calculated Story

Page 142—Time’s Up

start

light year (2)comet (10)celestial equatorconjunction (11)magnitudeconstellation (5)nebularefractor (8)meteoroid (4)


Page 148—Roman Numerals

Page 149—Place Value in the News

Page 150—Go to Great Lengths

Page 154—Pizza Problem

Page 155—Riddle MathSteal Its Chair

Page 156—Divisibility Rules! 1. 57—32. 310—2, 5, 103. 108—2, 3, 4, 94. 4,325—55. 232—2, 4,6. 135—3, 5, 97. 3,870—2, 3, 5, 98. 3,720—2, 3, 4, 5, 9, 109. 18,411—3

10. 891—2, 9

Page 157—Volume Control1. 8 in.2. 343 cu in.3. 7 cm4. 5 cm5. 1,210 cm cubed6. 1,000 cu in.7. 2 in.8. 2 cm

Page 165—Magic Squares1. 3,5,4

5,4,34,3,5

2. 10,12,1112,11,1011,10,12

3. 1,2,2,12,1,1,21,2,2,12,1,1,2

This is one possibility. Accept other correct responses.

Page 166—I’ve Been Framed!1. (35 divided by 5) x (27 divided by 3) = 632. (32 divided by 4) x (49 divided by 7) = 563. (72 divided by 9) x (24 divided by 8) = 244. (56 divided by 7) x (64 divided by 8) = 645. (36 divided by 6) x (35 divided by 7) = 30

Page 167—Division Mix-UpThe optometrist fell into the lens grinder and made a spectacle ofherself.

Page 168—Improper Fraction Mix-UpIt is better to have loved and lost a short person than never to haveloved a tall.

Page 169—Fractions—Parting Advice: Look in a mirror whencombing your hair.

Page 170—Astounding RoundingSmile—It will improve your face value.

Potpourri

Page 203—Baseball Word Search

Page 204—Basketball Word Search

Answer Key (cont.)

1. 152. 383. 444. 695. 756. 917. 998. 959. 117

10. 141

11. CDIX12. MCXV13. MDCLXI14. MDCCL15. MCMXL16. XII17. XIV18. XXIX19. MDCCCXXIV20. MCMXLIX

1. 27,8802. 37,2673. 71,5034. 671,6055. 754,279

6. 39,6587. 621,6788. $11,1089. 673,801; 8,912

1. 8 ft2. 34 cm3. 961 cm squared4. 9 m

5. 12 in6. 102 ft7. 7 m8. 162 square ft

1. 62. 73. 54. 35. 6

6. 47. 168. 189. 15

10. 4

X S D M O U T H P I E C E D O

Y H O U T F I E L D Q A R I S

D O U B L E P L A Y W T S A L

Z R B O S A C R I F I C E M O

A T L L I T T E R H A D W O N

I S E R R O R P Z N O B A N O

U T H V Y C E I N F I E L D R

F O E G I B H T K N L H K A R

G P A W C A T C H E R Y E L L

A H D A O L E H O P O J O J O

T O E S I L R E E N A J B U S

E T R U N U N R I S S K R W T

T F A I R Y N B A P A S S A G E M

D R I B B L E Y K E Y A L M A K L

S E A T O F T C I R I S K Y R N G

D E N V R I L O T I M H E S A U H

O T H R E E O U T O F B O U N D S

S H U T B L R R E D A R E O D I P

T R A P O D I T N E C O I I P I A

T O F R U G M N S C H O O L I N G

O W L O N O A N G L E S U U X I E

D R U M D A D D Y L O N G L E G S

O Y F O U L E D S W I N G P L A Y


Page 205—Hockey Crossword

Page 206—Leisure Sports Word Search

Page 207—Playground Games Word Search

Page 208—Soccer Crossword

Page 209—Team Mascot Decoder

Page 210—Track and Field DecoderUnscrambled Question: In what year did the first Olympiad occur?Answer: 776 B.C.

Page 215—Nutrition Activity DecoderRiddle Answer: because it was sharp

Page 216—Who Got the Gold?Claudia—fencingMaxine—biathlonBrian—lugeMadeline—figure skatingNicole—ski jump

Page 218—How Many Blanks in a Blank?A. Wheel on a UnicycleB. Peas in a PodC. Sides on a TriangleD. Quarts in a GallonE. Numbers in a Zip CodeF. Feet in Two YardsG. Days in a WeekH. Sides on a Stop SignI. Planets in the Solar SystemJ. Pennies in a Dime

K. Eggs in a DozenL. Days in February

M. States in the U.S.N. Cards in a DeckO. Keys on a Piano

Answer Key (cont.)

C G R E E N G R A S S K I D

H A M O E B A T A G O I N O

A T P O L I C E M A N C A G

R L Y T S P U N O R T K B C

L A S P U D A V I D V B I A

I M O F F R O Z E N T A G T

E I N E W A E X T V A L H C

C N O T O N E T Y E G L O H

H A V I N G H O H G W X U E

A H I D E A N D S E E K S R

P E R A U Q S R U O F E E R

L O N G W A L L B A L L F I

I F A B O D Y C A T C H A N

N T H R O U G H T H E R R G

M14

A

R17

K

I

N

G

H3

W12

E

A

O

F

N

L7

R

E

F19

D4

R

I

B

B

L

E

R

I

S

N

D

E

F

E

S9

C

O

R

E

G

O

A

L

S

S

U

F20

M

P13

E

N

A

L

T18

Y

U

G1

E

H10

O

L

O

N

E

U

L

A

P6

A

S15

O

C

C

E

R

B

L

E

D

H

A

K

L

I

B16

A

L

L

C

E2

L

E

V

E

N

I

K

E

G11

O

A

L

L

I

N

E

S

S

P

E

E

F8

O

R

W

A

R

D

S

R

H5

A

L

F

B

A

C

K

S

A R Q P O N M L K J I H G D

E D D I E S W I M M I N G A

R U N N I N G O U T I O R N

O S O B A D M I N T O N O C

B O W L I N G O F H F E Z I

I S T H A T A I J E E O S N

C O H O R T L B O R N F K G

S T E W C T S U G F C C I S

F A R C H E R Y G L I A I I

L O N G T E N S I O N R N N

O B I C Y C L I N G G L G N

O E A H I K I N G R A S S E

W A L K I N G R E E N B O T

C2

G4

F1

A

C

E

O

F

F

N

A

A

S3

L

A

P7

S

H

O

T

D

I

U

A

E

C

S5

K

A

T8

E

S

H

C10

R

H

B6

L

U

E

L

I9

N

E

E

C

C

I

K

N G

1. St. Louis Cardinals2. Boston Celtics3. Miami Dolphins

4. Anaheim Mighty Ducks5. Cleveland Crunch

1. B2. A3. C (calcium)4. U (under)5. S (salt)6. W (wise)

7. I (iron)8. T (three)9. E (eggs)

10. H (hair)11. R (riboflavin)12. P (protein)


Question Banks

Page 283—Language Arts Question Bank1. dog, tail, cat2. Jill, Grand Canyon3. Accept appropriate response.4. Accept appropriate response.5. think6. ran, jumped7. is8. Went to three movies this weekend.9. Accept appropriate response.

10. Accept appropriate response. 11. Accept appropriate response.12. brave13. in14. 415. Accept appropriate response.16. Accept appropriate response.17. Accept appropriate response.18. Accept appropriate response.19. Accept appropriate response.20. Accept appropriate response.

Page 284—History Question Bank

Page 286—United States Geography Question Bank1. Frankfort2. Hawaii3. Illinois4. Washington, D.C.5. North Carolina6. Mississippi River7. Louisiana8. San Francisco9. New York City

10. Washington, D.C.11. California12. Florida13. Liberty Island14. Atlantic Ocean or Gulf of Mexico15. Alaska16. Delaware, Rhode Island17. Pacific18. McKinley19. Arizona20. Utah

Page 287—World Geography Question Bank1. Sahara2. London3. Paris4. Asia, Australia, Antarctica, Africa, Europe, North America,

South America5. Atlantic, Pacific, Indian, Arctic6. Asia7. Atlantic8. Mexico9. Thames

10. Mexico11. Portugese12. Pacific13. Rome (or Vatican City)14. Pisa15. Agra16. Australia17. Canada18. Mt. Everest19. Nile20. Paris

Page 288—General Science Question Bank1. True—The human body has 206 bones.2. Two—Phobos and Deimos3. 32 degrees Fahrenheit or 0 degrees Celsius4. Eight5. False—It is produced by deposited matter from older rocks,

animals, or vegetables.6. 19th century—The year was 1866. The inventor was Alfred

Nobel, founder of the Nobel Peace Prize.7. True—About 25% dust, rocks, and minerals and 75%

frozen ice (water and other compounds)8. The gravitational pull of the sun and the moon9. Fruit. In general, fruits are said to be the parts of plants that

contain seeds, whereas vegetables are either roots, stems, orleaves.

10. True—In 1969, Apollo 11 Mission landed men on themoon.

11. Air (Oxygen), food, water, and shelter12. Crust, mantle, and core13. Impossible. Franklin died in 1790, and Edison invented

electric light in 1879.14. False. Only the female is designed to suck blood. The

male mosquitoes feed on plant juices.15. Hawaii—Mount Waialeale on the island of Kauai averages

over 472 inches of rainfall annually.16. The Ice Age—Enormous glaciers are responsible for

creating the Great Lakes region.17. gravity18. oxidation19. They will repel.20. sound

Page 289—Science Question Bank, Biology

Answer Key (cont.)

1. semicircular canals2. respiration3. shoulders4. pores5. euglena6. conifers7. complex8. head, thorax, abdomen9. moth

10. eye

11. rib cage12. patella13. radius, ulna14. artery15. front of a man’s throat16. nib17. swarms18. root19. hymenoptera20. fly

1. George Washington2. an iceberg3. Martin Luther King, Jr.4. West Indies5. Abraham Lincoln6. Peru7. No, it was the Little

Bighorn.8. Charles Lindbergh9. Amelia Earhart

10. gold11. 177612. the Pilgrims13. Jefferson Davis14. Benjamin Franklin15. Paul Revere16. World War II17. Thomas Jefferson18. gold miners19. mail delivery on horses20. December 7, 1941

21. 192922. Neil Armstrong23. Richard Nixon24. Betsy Ross25. Rosa Parks26. Alexander Graham Bell27. The Wright Brothers28. Plymouth Rock29. France30. Egypt31. The Civil War32. Samuel Morse33. Emancipation

Proclamation34. Harriet Tubman35. Sir Edmund Hillary36. Amerigo Vespucci37. Franklin D. Roosevelt38. Adolph Hitler39. Dallas40. The Revolutionary War


Page 290—Science Question Bank, Earth/Physical1. 2 (Phobos & Deimos)2. 32 degrees F or O degrees C3. false4. true5. sun & moon6. crust, mantle, core7. Ice Age8. proton9. tornado

10. cold front11. troposphere12. Milky Way13. nitrogen14. doldrums15. igneous16. mineral17. flood plains18. The moon is in the earth’s shadow and only the long

wavelengths of light bend around the earth to illuminate it.19. absorbs harmful radiation from the sun20. Saturn

Page 291—Math Question Bank1. 272. 73. 814. 65. 66. 127. 48. 1809. 36

10. 1,00011. Length times width12. Add up the lengths of all sides13. 1, 14, 2, 714. 1615. 1016. 0 degrees17. 32 degrees18. 419. 320. 11/2

Page 292—Art Question Bank1. Red, yellow, blue.2. Red, orange, yellow, green, blue, indigo, violet3. Green, orange, purple4. Orange5. Accept appropriate response6. Accept appropriate response7. Leonardo Di Vinci8. Accept appropriate response9. Accept appropriate response

10. Accept appropriate response11. Mural12. Vincent Van Gogh13. Michelangelo14. Impressionism15. Picasso16. Finger Painting17. India18. Portrait19. Acrylic20. Art museum in Paris

Page 293—Music1. 62. Tchaikovsky3. England4. Piano5. Francis Scott Key6. Stephen Foster7. Russia8. Elvis Presley9. “Taps”

10. Beethoven11. 812. brass, woodwind, string, percussion13. conductor14. yes15. soprano16. 8817. “Grand Old Flag”18. Frank Sinatra19. Annie20. New York City

Page 294—Potpourri Question Bank1. coffee2. deer3. a clock in London4. surrender5. unicycle6. Atlantis7. William Tell8. 1449. a camel

10. a nut11. horse and donkey12. Dr. Seuss13. pride14. caterpillar15. yes16. linen17. tornado18. Lake Superior19. South America20. the brain

Page 295—Potpourri, Part II1. glass2. pharaohs3. human4. snakes5. 506. skin7. pupil8. pig9. 1,000

10. King Arthur11. equator12. president of the U.S.13. polar bear14. covered wagon15. at night16. 2,00017. adios18. Fidel Castro19. cobs20. Australia

Answer Key (cont.)

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