Ethics Statement

Wopoli.com is a public website. For the sake of transparency please be aware that all comments, once accepted are also made public. This site may be viewed by children. All posts will be monitored and content that is not family-friendly will be blocked. No personal information is collected by myself or shared with others unless you or a child of yours is a student I am working with. Please be aware if you choose to sign into WordPress as a registered member, they have their own policies and it is your responsibility to research these policies. Viewing the site does not require a WordPress subscription.

Wopoli.com has been designed as a learning resource environment. When I make available research-based methodology, proper citations will be included. It is my goal to adhere to copyright and attribute material to the original authors. Please respect copyright and attribute any resources you post to the author as well.

I have been teaching for over twenty years as a parent and for private institutions. I am not currently certified in any state as a teacher. I have an associate degree in Creative Marketing and a bachelor’s degree in Media Communications. Many posts were created to fulfill educational requirements for my master’s degree in Learning in Emerging Technologies, and my certificate for Teaching in Emerging Technologies through Empire State College, part of the SUNY network. Much of my work is also based on personal experience and exploration and serves as examples to guide others.

Wopoli.com is an access point for my student(s) and is made public to specifically provide examples and resources for other parents and educators. Wopoli.com has curriculum examples that have self-guided as well as guided activities. The lessons are intended to be adaptable or serve as examples and may not be appropriate for all ages or students. This environment maps out expectations in the formulation of achievable goals and motivational rewards through participation in virtual environments.

It is my goal when using technology as a teaching and learning tool to help students and educators understand how emerging technologies can enrich the learning experience for younger students and help achieve future student success in the real world of higher education, employment, or life goals. It is also essential to educate on the risks and best practices for online safety by exploring and sharing resources. It is also important to educate other adults within my network to the process involved as well as the reasoning behind the methodologies that I am incorporating on this site and companion sites. Please use the resources provided as well as your own inquiries to educate yourself concerning the benefits and risks involved with new technologies, especially when working with children.

Examples of companion sites and resources are included in the site such as YouTube, virtual world viewers, other blog sites and other educational websites. My use and recommendations of these sites are based upon my own research, experience and opinion. Please independently research these sites, their privacy policies and security practices before using them with your students.

My mission statement

SalieDavis

Throughout my varied careers and experiences is a thread of commonality, the desire to see others achieve their goals. This desire has manifested itself in my pursuit of leadership and teaching opportunities in my careers, personal pursuits, and in volunteer work. Removing barriers such as the limits poverty and distance have on individuals is a focus of mine as these are personal barriers I have faced. Technology and distance learning as well as virtual employment have been beneficial in this. I myself have achieved my education only do to the availability of distance education. In addition, my virtual employment has overcome the barrier of limited local resources in employment.

Through self-reflection and analysis of my experiences key words that express my personal goals, how I wish to impact others are: to uplift and inspire, broaden horizons, deepen understanding, enlighten, strengthen and support, inform, increase awareness, protect human dignity, share beauty and joy, challenge people to think – to examine their beliefs and the effect these have on themselves and others, and to minister on a spiritual level of truth. This is likely why my future goals fall into a desire to teach and to express myself in creative fields through technology.

Words of wisdom from a virtual student and a virtual employee.

For those who do not know me I have been isolated by poverty and distance since childhood. Technology has freed me from those bounds. I have been a virtual student since 2001 and have been a virtual employee for almost as long. I am forever surprised at the fear of technology that exists in our schools and in our professions. I worked for five years as a teacher and was daily faced with having to defend technology and argue its value and importance. Even as a Masters student I am still shocked at how slow educators and professionals are to accept technology due to misconceptions and fear. So here are my thoughts on the benefit of hybrid meetings using technology to facilitate networking and engagement.

While students and employees continue to benefit from face to face networking in a function room, new technologies are increasingly advancing with the ability to draw in participants who would otherwise be isolated. New technologies, not subject to physical boundaries are becoming increasingly more accessible.

This can be accomplished through personal mobile devices or virtual meeting environments, technology is the key to expanding outreach and the way content is communicated, both in conjunction with and separate from face to face communication. Not only are people who are limited by distance or other boundaries drawn into the discussion where they would otherwise be excluded, but those within the physical environment have access to a more engaged degree of interaction.

Overcoming fear of new technologies as taboo has always been a challenge. From the onset of telephonic conferences, rejected as impersonal, to video conferences rejected as intrusive, the taboo of having any electronic device in a classroom or meeting, all these taboos have been overcome and can now be looked back upon as the fear of change that slowed networking progress. 3D environments is the current taboo that professionals face in all fields that require networking and collaboration.

Mobile technology and social media are the current most active trends. 3D environments are quickly catching on, from virtual worlds to the development of walk in 3D web pages. The use of 3D environments are proving to increase engagement with the ability to learn and collaborate in meeting spaces. It is becoming common place to see layered meetings, even with face to face interaction, combined with distance communication and participants, live streaming, recording, gamification within the presentations, and multiple levels of interaction with links, slide shows, and even independent exploration of all of these options inside virtual environments.

Virtual meeting technology is efficient and cost effective. It eliminates travel, saves time, reduces expenditures, and increases convenience for the participant. It is also more environmentally friendly and quickly being adopted in the business fields, even as an alternative to the brick and mortar work space for all of the reasons mentioned above.

Companies have virtual employees using adobe rooms, Skype, Zoom, messenger, virtual networks and remote desktops because it is cost effective and convenient on a global scale. Colleges are needing to help students embrace virtual technology not only as a social and educational venue, but in career preparation in order to encourage future success.

Hybrid or blended meetings are the bridge for those still uncertain when it comes to improvements that require open mindedness towards newer technologies. Hybrid meetings have real time face to face components as well as virtual components, such as live streaming a conference or meeting with a group to experience a 3D immersive tour and discussion. Back channel conversations on social media, twitter, Facebook, or even meeting platforms such as Zoom, can work in conjunction with live events or live virtual immersive events.

Virtual meetings and immersive environments will never replace face to face interaction but they can greatly enhance them. We are social beings and physical proximity will always be a major aspect of networking and engagement. Emerging technologies merely enhance the experience and remove the boundaries that prevent many from participating. Those individuals who would otherwise feel isolated due to financial, physical, distance or other challenges, through blended environments are able to contribute and collaborate. The exploration of these interactive and immersive formats challenge us to become more relevant and more engaging. What a great opportunity to continue developing relationships that may start at a college or business event and be able to be nurtured and continued through the use of virtual and immersive technology.

Memo for open source online educational content contributors

 

To: Contributors to open source education

 

From: Salie Davis, open source designer for online education

 

Subject: Accessibility Design

 

Accessibility goes beyond disability; I prefer to interpret it as being based on ability. I say this because everyone has a different level of ability. When designing open source content you may not have the time or resources to design for all levels of ability possible, however designing for as much flexibility in the content plan to accommodate the widest range of abilities is good design planning.

Not all users of open source educational resources will publicly identify with having a disability, hence you may hear the terms “invisible disabilities” and “visible disabilities”.  Especially with online open source education, you may never “see” the user of the content or even have the opportunity to interact on a personal level with the content consumer. We cannot assume what will work and what will not work for any given ability based on our own presumptions by what we observe.

The best alternative that I see is to offer design choices that the student and/ or consumer of open source educational modules can adopt independently. Allow them to choose font type, contrast, color, sound options, volume, closed caption options, etc.  Although many personal computers have these functions available, designing the educational platform so that they work in conjunction with and do not interfere with these personal choices is a first and essential step.

Please educate yourself using the resource below.

Thank you,

Salie Davis

Resources

Accessibility Matters, MOOC  http://accessmooc.weebly.com/team-bios.html

 

Creation of a picture book lesson plan with; PDF format, power point, spreadsheet, and word document resources, as well as three video resources.

The above video gives an overview for teachers and parents

This is the story book read by the author for younger children

This is just the pages to be paused and read individually

Gods little story book about art creation teachers edition in PowerPoint 

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

final project creation picture book lesson plan word document Salie Davis

You may adapt the document for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

gods little story book about art creation student edition in PDF

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation student edition in PowerPoint

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation teachers edition in PDFfinal-project-creation-picture-book-lesson-plan-salie-davis

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

grading sheet for the picture book in spreadsheet format

You may adapt the grading sheet for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Literacy Guide

INTRODUCTION TO LITERACY:

Transliteracy overcomes the debate around traditional literacy versus digital literacy to include all communication types. “Several competing concepts of literacy have emerged including digital literacy, media literacy, visual literacy, and information technology fluency, but there is a need for a comprehensive framework based on essential information proficiencies and knowledge. New media literacy and transliteracy have also responded to the rapid and ongoing changes in technology. As part of a metaliteracy reframing, we argue that producing and sharing information are critical activities in participatory Web 2.0 environments” ( Mackey and Jacobson, P. 1) Whether you use the terms transliteracy, information literacy, media literacy, digital literacy, or metaliteracy; the terminology seems burgeoning but the concepts are the same. We need to be a literate society in whatever communication device we are using.  One thing that has changed in our culture is that in education it is no long “answer the question” it is now “question the answer”!  The challenge exists now for educators on what forms of literacy to focus on in order for students to know how to use the tools in order to aquire the knowledge they need for any specified subject. Literacy is not about just reading and writing anymore. Listed below are important literacies for middle school students.

TRADITIONAL LITERACY:

Traditional Literacy is reading and writing.  By middle school this is a case by case issue, however reading and writing in the digital age is less centered on paper bound books or pencil/pen and paper.

INFORMATION LITERACY:

Typing and Text Creation

Being able to type proficiently on a keyboard is essential. Even keyboards however are becoming outdated. Students should also be aware of touch screens, and know how to access various digital menus in order to navigate different forms of text production in the digital age. Document creation in various formats and with various programs will be needed. Examples of this are the difference between using notes programs and document programs regarding formatting options. The basics of formatting and saving a document are sufficient at this level.

Visual and Audial Creation

Being able to create presentations using audio and visual applications are important. This may be as simple as using a devices microphone to create an audio file, slide presentation programs or webcams for videos.

Tool Literacy

One example of tools is the calculator. Calculators come in many forms in our digital culture and are more often found on computer screens, tablet screens and phones. Unless students are in an educational or business setting hand held devices dedicated solely to calculations are not used.  A basic understanding of spreadsheet operations, gathering and measuring data, graphs, charts, and formulas for creating graphing visuals is also important. Beyond just saving information in files on a computer, students must be able to know how to capture information that is not downloadable. An example of this is a snipping tool, or screen capture video program. Because tools are always changing I won’t try to create an all-inclusive list here.

Accessing Digital Data

Effective search methods on digital devices will need to be taught. This not only includes how to access text online or on devices, or web pages, but also visual and audio access. Students need to know how to access, podcasts, informational videos, and how to navigate them on various devices.

Navigation

Knowing how to access and navigate EBooks, educational websites, online libraries and databases will be important for students when reading and researching text in the digital age. Adaptions for audio presentation, enlarging text on the screen and other accessibility options is also beneficial to address.

Evaluating digital data

Evaluation of websites and digital information is crucial for students to determine the difference between factual information, scientific theory, opinion, propaganda, and falsehood.

Citing Sources and understanding copyright

Knowing where to find citation information and accepted forms for citation is helpful for students in the evaluation of material, and presentation of research. Understanding copyrights and creative commons is beneficial well collecting, presenting and sharing digital data.

Collaboration

Collaboration tools like online documents, chat boards, video or telephonic conferencing, mind maps and other cooperative tools can be introduced with the benefits of education and future work or interest collaboration as examples.

Safety Online

Being able to identify and protect one’s self against phishing activities, bulling, and information theft and privacy issues online is essential.

Netiquette

Online communication rules and cultural norms for politeness and appropriate behavior should be taught and enforced.

Educating Youth Via Video

At the Empire State College All College Conference I was fortunate to take the seminar, “Getting to Project Completion”. I was inspired by these concepts and how they aligned with my educational goals to teach project based or goal orientated learning. For adults the concepts and steps that must be learned can be more easily processed when presented via text or lecture than if presented in the same means to a young child.

I also took the Myers Briggs Type Indicator (MBTI) test in preparation for the seminar “Understanding your personality and how to work with others” Personality types is beneficial to understand when trying to reach a specific learner. Extroversion, introversion, sensing, intuition, thinking, feeling, judging, or perception concerning learning styles can easily be misinterpreted or seen as one being less desirable than the other. In the seminar we were inspired to see the knowledge of personality, or in this application, learning styles, as a tool in development and improvement.

I can imagine my daughter attending the seminar, distracted and unimpressed. Even with encouragement she would not have been able to absorb or retain the information presented. For young children this concept is much more complex and they do not have the prior learning or experience to help reinforce their understanding of these concepts. Finding visual ways to assist in elementary learning has been a studied and proven technique that improves the success rate in the retention of the knowledge presented. Finding ways to connect this knowledge to a child’s experiences and reinforce the learning through repetition to establish long term memory and retention of learning.

Understanding how short term memory evolves into long term memory is beneficial in designing repeated concepts that reinforce effective learning. To transition a new concept into learning the learning module can attach the new knowledge to what is already known creating associations. Through the process of repeat associations and stimulus through sensory registers long term memory is accessed and expanded on

In designing learning modules for youth, in addition to declarative knowledge, which can be accomplished through basic patterns and concepts such as math, procedural knowledge will help the student learn how to apply knowledge to specific tasks. Creating a teaching module that focuses on how to create a goal, for example and how to achieve that goal is project based learning.

Visual learning is considered the most effective means of learning and creating video presentations helps connect the visual with the verbal sensory inputs. Studies have been done with elementary level learners and can be used to help even young learners self-regulate. The video can go through several basic examples using everyday activities as the goal example.  The example video, rather than simply creating a lecture video is a proven successful tool in fostering an open learning environment. Incorporating incentives was also seen as a productive means to reinforce open education.

The learning module can be most effective when it takes the new concepts and connects them to concepts already learned. Creating a goal for a project involves many steps; thinking about why the project is important, helping the learner consider why they should care about the project, what steps are needed to complete the project, and what the project will accomplish.

For younger students to get them used to the new cognitive process of the steps needed for project planning and completion we can engage sensory registers and reinforce the new concept. This new concept begins as a short term memory item. By connecting the abstract concepts of setting a goal to concrete examples we connect the new concept to long term memory associations.

 

 

 

 

 

 

References

Fößl, T. t., Ebner, M. m., Schön, S. s., & Holzinger, A. a. (2016). A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners. Journal Of Educational Technology & Society, 19(1), 321-336.

ÖZDEMIR, M. m., & YILDIZ, A. a. (2015). THE EFFECT OF EDUCATIONAL VIDEOS PRESENTED IN TWO DIFFERENT CONTENT STREAM ON MOTIVATION AND ACHIEVEMENT OF STUDENTS WITH VISUAL LEARNING STYLES. (English). Journal Of Theory & Practice In Education (JTPE), 11(1), 104-124.

Sultana, N., Kubra, B., & Khan, U. A. (2015). EFFECT OF VISUAL STYLE-BASED INSTRUCTION ON LEARNERS’ ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL. Gomal University Journal Of Research, 31(2), 146-155.

Achieving Your Goal – for children

https://www.mindmeister.com/maps/public_map_shell/797781992/achieving-your-goal-for-children?width=600&height=400&z=auto&presentation=1

 

Identifying the Goal

These are the steps you would first repeat to the child, then as the child becomes familiar with them you would prompt, “What is the next step?” We will use a cooking example here. Remember to have the child state, “what is my goal.” instead of simply “bake a cake.”

Ask Questions

When identifying a goal it will be important to ask you student questions to challenge the motivation behind their desire to accomplish the goal.

Why

Why is the project based goal being done? In our cooking example it may be. ”

“So I can bake a cake.”

Why is it important?

“It will be my sisters birthday tomorrow.”

Why should people care?

“Everyone will share in the joy and reward of eating a cake made by me for my sister.”

What

What is the Goal? (what you want to achieve)

“to learn to cook a cake.”

Remember to delve deeper in the thought process, I.E. “What are the objectives to the goal?

“To complete the cake in time for my sisters birthday party.”

“what are the challenges or resistance that might be faced?

I have never cooked a cake before.”

What needs to happen and when?

“Read the recipe, gather the ingredients, mix the ingredients, follow the steps, bake the cake, decorate the cake, and eat the cake.”

Who

Who is involved?

“Me My Mom, My Dad, and My sister.”

When

When does this need to be accomplished?

“This afternoon, before tomorrow.”

Where

Identify where the task will take place. “in the kitchen”

How

Make a list of the steps that will be needed to accomplish the goal.

Dream or Goal

step one: Identify the Goal

What is the goal specifically?  An example would be Bake a Cake. Naming the goal helps solidify the commitment to accomplishing the goal.

Step two: Establish a Goal Time Frame.

Is this a long term goal or a short term goal? Create a set time frame for completion, while allowing for some flexibility for learning. In our example the time frame would be 3 hours of instruction time and preparation/ cooking time. This gives ample time for novice students.

Step three. Identify participants in the goal and roles

Who will participate in the accomplishment of this goal?

“Myself, my parents, and my sister”

What will the roles be for those involved?

Mom is the leader. She will instruct and Guide. I will complete the tasks. Dad will evaluate the success of the outcome. My sister will experience a birthday surprise.”

Step Four. List tools and resources needed for the goal.

In the cooking example a list can be created and gathered.

All cooking utensils and equipment needed.

Stove, pots, pot holders, spatulas, bowls, etc.

All food items needed according to the recipe.

Eggs, Milk, flour, coco powder, etc.

Step five. Complete the goal through an activity based lesson.

Help the student achieve their goal through solid goal setting, preparation and guidance through the activity.

Lesson plan preparation

Prior to beginning the task discuss all the steps.

Demonstrate the task either  in person, or via video. Allow the student to ask questions and address concerns before beginning the project.

Prepare the student


Before each goal is decided review goal setting steps through video, charts,, discussions, or other venues.

Before each activity

Review goal setting steps through videos, charts, discussions or other venue.

ChartSMART Smart Goal Setting

ChecklistSMART Smart Goal Setting

Lesson Plan Objectives

When teaching goal setting to children the objective is not simply to teach them how to accomplish the named task. The objective is to teach them the steps for goal setting and goal accomplishment through activity based learning. Hence by naming the steps each time and having the children learn the steps, they are learning how to accomplish any goal.

Methods of evaluation

Self evaluation

Self evaluation: Ask the student to self evaluate.

Did you start on time?

Did you end on time?

Was the project to big, to hard??

Was it to small, to easy?

What did you enjoy?

What steps were you challenged by?

What would you do again?

What would you do differently?

Observational evaluation

Mentor, parent or teacher led observation based on the outcome criteria.

Badging will be awarded by the instructor for learning goal setting.

Peer Evaluation

Peer evaluation based on the goals outcome and/or set feedback guidelines. Peer badges can be awarded for specific goals if done with a larger group of peers through the voting process.

Lesson Plan video presentation for children for animal science-plan created by Amberosity Gott

Stage One:

Established Goals:

  • Knows that animals live in different habitats on earth (State of Maine Early Childhood Learning Guidelines)
  • Knows that plants and animals need food, sun, air and water to survive (State of Maine Early Childhood Learning Guidelines)
  • Develops growing abilities to collect, describe, and record information through a variety of means including observation, discussion, drawings, maps, and charts (State of Maine Early Childhood Learning Guidelines)

Understandings (from Bloom’s Taxonomy):

*  (Knowledge Level) list 3 animal species that make their homes in the forest

*  (Knowledge Level) describe what type of home these animals live in.

*  (Comprehension Level) identify 3 animal species that live in the forest from video, pictures or personal sightings

*  (Comprehension Level) explain what animals need to make a home in the forest; food, water, cover, and materials

*  (Comprehension Level) describe through discussion, writing, or drawing 2-3 characteristics of a chosen species from the forest.

*  (Application Level) demonstrate the behavior of one species of forest animal through roleplay.

Students will know…

  • 2-3 species of animals that live in Maine forests and how to identify these species.
  • Animals use resources from forests to make their homes.
  • Animals have specific adaptations that allow them to live in different habitats.

Essential Questions:

  • What types of animals live in a forest?
  • What do animals need to live in a forest?
  • What characteristics do animals that live in forests have? How do these characteristics help them survive in forests?
  • What does a forest habitat look like? Where do animals live in this habitat?

Students will be able to…

  • Identify 2-3 species of animals that live in Maine forests.

Stage 2: Assessment Evidence

Performance Tasks:

  • Students in the classroom or in the forest setting will be asked to list and/or identify animal species that are native to the Maine forest. This may take the form of on-site identification of animal species in the forest setting. This could also be incorporated in the classroom or forest through a scavenger hunt game where they must find and identify pictures in cases of lack of access to forest areas or bad weather.
  • Short report identifying 2-3 characteristics, including at least 1 specific adaptation for forest dwelling, of a chosen species (report either written or oral)

Other Evidence:

  • Forest journaling including notes, drawings and photos of their observations and ideas on forest species and their habitat.
  • Contributions to class discussions about animal species, habitat and forest ecosystems/communities
  • Ability to roleplay at least 1 animal species during class activities based on their knowledge of animal behavior, characteristics and adaptations

Stage 3: Learning Plan

Field Trip: Forest Exploration for Journaling and Observations

  • Students should understand basic forest safety rules such as staying with the group, not disturbing plants or wildlife, not approaching or feeding wildlife, and leave no trace principles.
  • Students should have some introductory knowledge of forest animals, characteristics and adaptations before taking the field trip.
  • Teachers should choose a list of species for students to focus on before the field trip. Students should also be encouraged to identify or study any other species of animals or plants they wish beyond this list.

Species suggestions:

  • Eastern gray squirrel (Sciurus carolinensis)
  • Eastern chipmunk (Tamias striatus)
  • White-tailed deer (Odocoileus virginianus)
  • Black bear (Ursus americanus)
  • Northern raccoon (Procyon lotor)
  • Red fox (Vulpes vulpes)
  • Snowshoe hare (Lepus americanus)
  • American deer mouse (Peromyscus maniculatus)
  • Yellow bellied sapsucker (Sphyrapicus varius)
  • Downy woodpecker (Picoides pubescens)
  • Hairy woodpecker (Picoides villosus)
  • Blue jay (Cyanocitta cristata)
  • Black-capped chickadee (Poecile atricapillus)
  • American crow (Corvus brachyrhynchos)

Materials and Preparation:

  • Teachers will need to identify a local forest setting suitable for children to walk through. The setting should be a good representation of a Maine forest with areas suitable for children to spend time journaling. The forest should also ideally have prominent signs of animal inhabitants.
  • Journaling materials (Notebook with white or lined paper, pencils, crayons, markers etc)
  • Laminated photos of animal species (in case they are not sighted)
  • Appropiate outdoor wear for each child (jackets, sneakers)
  • Field guides

Activity:

  • Once at the site have children pair into groups of 2-3.
  • Have students explore the site within preset boundaries with their groups
    • Students should be looking for animals or signs of animals
    • Questions to answer:
      • What do animals need to survive in the forest?
      • What signs do animals leave behind?
      • Where would you live if you were a forest animal?
      • What does a forest habitat look like? Where do animals live in this habitat?
    • Have students regroup and share their observations. Discuss answers to the questions above.
    • Lead a class exploration of the site. Use combination of laminated photos, signs of animals (scat, food remains, tracks, holes or burrows) and student observations to discuss each animal species, their homes and adaptations.
      • Questions to answer:
        • What types of adaptations does this animal need to live in this type of home?
        • What signs does this animal leave behind?
      • Ideally while still at the site assign each student an area to sit within the forest and give students 10-30 minutes (depending on age and time available) to journal their observations. Journals can include written or drawn observations, poems, drawing of species or signs of species they saw etc…
        • If time is not available at the site have students complete their journals as soon as possible within the classroom.
        • For very young students it may be best to have them sit as a group within the forest to journal.

Activity: Animal Charades

  • Students should have a basic knowledge of the animal species being studied by the class, their behavior, and their characteristics.
  • This activity can be used as a fun way to review material learned about animal species or as an avenue to retain/encourage further interest partway through the unit.

Materials and Preparation:

  • If assigning animals, individual papers with animal names and pictures or a list of animals to choose from for students to reference.
  • Ideally every student should be able to act out a different animal. For larger classes teachers may choose to have two students work together to act out an animal.
  • A method of choosing the order that students will play (popsicle sticks, pieces of paper in a hat)
  • Clear space in the classroom or gym for the game

Activity:

  • Have students sit in a circle with enough space in the center for the “animal” to act out clues.
  • Choose which student will go first. Teachers may either assign an animal to each student or ask students to pick an animal from a preapproved list.
  • Student that is the “animal” does not talk or make animal sounds. They act out their animal and give clues on its characteristics (E.G. A student who chooses a mouse may pretend to scamper and chew on seeds.)
  • Other students take turns guessing what type of animal the student is pretending to be.
  • When a student guesses correctly teachers may choose to have that student be the “animal” next or to continue by choosing the next “animal” at random/in a predetermined order.
  • Continue until all animals have been used and/or all students have had a turn.
    • Questions to answer:
      • What characteristics do animals that live in forests have? How do these characteristics help them survive in forests?

How do these animals behave? Why might they behave this